Strategy 8, RAFT

Level of familiarity: 4

Name: ____________________________ RAFT Assignment Sheet

The Great Depression Unit

Through our class readings and discussions, you have learned that there were many differing opinions and perspectives during the Great Depression.  To solidify your understandings of the specific perspectives you will compose a written piece in the format listed below.

Role	Audience	Format	Topic
Franklin Delano Roosevelt	U.S. Supreme Court	Appeal Speech	defending the New Deal
Unemployed citizen	Franklin Delano Roosevelt	Complaint	trouble finding work and food to survive
Farmer	Franklin Delano Roosevelt	Thank-you note	relief from loans from the Farm Credit Act (FCA)
Franklin Delano Roosevelt	the American People	Fire-side chat speech	explaining the proposed solution to restoring the country economically

Your Task: 

1. Select ONE R.A.F.T. row to complete.

1. Find information about your topic from class readings and handouts.

1. Select evidence to support your Role’s perspective (at least 3 key points).

1. Complete the Outline sheet (separate sheet).

1. Draft your assignment. 

1. Peer editing and teacher conference.

7. Create a Final piece.

Guidelines for your writing:

Paper should be 1-2 pages long, single-spaced. Use Times New Roman font.

Grade will be based on:

• Appropriate supporting evidence (at least three key points)
• Voice authenticity and tone
• Sentence fluency, conventions, and grammar

Example:

Role	Audience	Format	Topic
Franklin Delano Roosevelt	the American People	Fire-side chat speech	explaining the proposed solution to restoring the country economically

Date: Sunday, June 1933

As we set out to improve our country’s economic health, we must be mindful of all of our actions in government.  This being so, I have taken into account the most pertinent aspects of our current situtation: increasing American jobs and strengthening the American banking system.  Tonight’s broadcast will highlight what Congress and myself have negotiated to best improve our countries economic stability.  I propose a New Deal, a new way of thinking, a new way of government working for the American people.

First and foremost, the plight of the American people and lack of jobs will continue no longer.  The thirteen million Americans without work will have work provided by the federal government.  I have worked to set up programs that improve our country’s infastructure as well as provide relief for struggling individuals and families.  One such program is the Civil Works Administration (CWA), which will hire four million Americans to build roads and airports.  Another important project is the Tennessee Valley Authority (TVA), which will conquer two issues at once: bringing electricity to communities along the Tennessee River Valley and providing jobs to the American people.  As I meet with families struggling to feed milk and bread to their children, I work more diligently to find jobs in any avenue available.  I will continue to work with Congress to find alternative resources for jobs.

Second, the situation with American farmers has been dismal.  Part of the New Deal will support farmer’s financial situation by supporting farmers to produce less goods, in order to decrease inflation and loss of earnings.  Farmers will be able to gain profit in comparision to the last decade.

As you go out these next few weeks, be mindful of the changes to your surroundings.  With regard to banks, only economically stable banks will be open for business.  You can feel confident that all your monies will be available when needed and insured federally up to $5,000.00.  There is no need to withdraw your funds because of fear.  Remember, as I stated previously “the only thing we have to fear is fear itself.”  So go forth and remain calm.  Your money is safe in American banks.

The changes we are making are intended to stabilize and prevent another economi crisis.  Through the programs and stronger government role, the American way of life can and will be sustained.  We will again prosper as a nation, as individuals, and in the same spirit as we have always had.

Rubric:

Support for Topic (Content) _____x 3	Appropriate evidence used, quality details are used from class readings and give the reader important information that goes beyond the obvious or predictable.	Some appropriate evidence used, but some information is incorrect. Class readings are clearly used.	Little to no appropriate evidence is used. Writer did not use class readings or discussions in writing.	Virtually no evidence used or is completely off topic.
Voice Authenticity ______x 2	Tone is highly believable and appropriate for specific Role chosen. Writing reflects respect for Audience.	Tone is appropriate for specific Role chosen. Writing may or may not account for audience.	Tone is generic or not related to Role chosen. Writing does not reflect knowledge of audience.	Writing seems like it is not in the Role chosen. Audience is disregarded completely.
Sentence Fluency, Conventions, and Grammar _____x 1	Writing flows from one idea to the next, accurate Format used, accurate grammar and syntax make reading easy.	Writing skips few to no ideas; accurate Format is used, somewhat accurate grammar and syntax make reading relatively easy.	Writer jumps from one idea to the next, Format does not match assignment sheet, writing is difficult to understand based on grammar and syntax.	Writing is incoherent and extremely difficult to understand. Unclear what Format is used and grammar and syntax make the piece incomprehensible.

Total Points Possible 24

14: 10 Numerous

When and where found: I found this word while reading Melissa's reciprocal teaching article by Moss (2004).  The author was telling teachers how to select appropriate texts for students.  She states, "...teachers must choose books that don't overwhelm children with difficult technical vocabulary and numerous complex concepts" (p. 712).

What it means: Numerous in the context it was being used refers to an extreme amount.  Merriam-Webster dictionary online states numerous means "consisting of great numbers of units or individuals."  Taken in the context of the sentence, numerous reflects a stronger meaning than what Merriam-Webster dictionary online projects.

Level of familiarity: I am pretty familiar with numerous, although I do not usually use it in my speech.  I still fully comprehend the word in writing and conversations.

To know well or not: Yes, this word is worth knowing well.  Knowing this word well will allow use of various words throughout papers etc.

14: 9 Distinctions

When and where found:  I found this while reading the Nagy (1988) article titled Teaching Vocabulary to Improve Reading Comprehension.  Nagy was writing about semantic feature analysis and explained that the strategy works best if students can understand some distinctions in meaning.

What it means: Distinction refers to differences or slight differences in meaning.  According to Merriam-Webster dictionary online, distinction means "the distinguishing of a difference."

Level of Familiarity:  I am very familiar with this word.  I use it in my writing and speech.  It's also one of my favorite words because it more describes a difference without actually using "difference," which is so overused.

To know well or not: Yes, people of all kinds should know this word well.  It enriches our language when used.  Using distinction instead of difference also offers less negative connotation that difference can sometimes bring.

14: 8 Preclude

When and Where found: I found this word while reading the Brock (2007) article.  Brock was discussing the methods of her data research while allowing the case study student to view the lesson and comment on how he felt.

What it means: In the context it was being used, preclude means to come to an answer before actually evaluating the information.  According to Merriam-Webster dictionary online it means to "rule out in advance," which supports what Brock was meaning in her article.

Level of Familiarity: I actually had never seen this word in print before reading it.  I did understand it readily based on my prefix and suffix knowledge.

To know well or not: This word has value, especially in dealing with reading and writing studies.  It may or may not come in handy while writing our teacher action research papers in the future.

14: 7 Interpsychologically

When and where found: I found this word while reading an article by Brock (2007) about an English Language Learner's experience in a classroom.  Brock was outlining previous theory research, specifically Vygotsky.  She explained that Vygotsky suggested reading and writing "take place interpsychologically" (p. 474).

What it means:  Interpsychologically means something takes place within social interactions (Brock, 2007, p. 474).  When thinking about reading and writing processes, individuals are not simply comprehending information in the absence of social interactions.  By way of their very nature, reading and writing require more than one perspective, in essence an interaction between two or more individuals.

Level of Familiarity: I am vaguely familiar with this word; however, I did comprehend the meaning of it based on context and appropriate background knowledge.

To know well or not:  Yes and no. This word is content specific so using root word break downs with generally be an effective means to comprehend the word.  Generally speaking, this word is not likely to arise in everyday conversations.

14: 6 Efficient

When and where found: I heard this word at work yesterday when my boss told me I was very efficient.

What it means: According to my boss’ comment, it meant that I accomplish tasks in an appropriate or speedy timeframe and that I have something to show for my time.  Merriam-Webster dictionary online states efficient means “productive of desired effects.”

Level of Familiarity:  I would consider myself pretty familiar with this word because I continually strive to be as efficient as possible. To do so sometimes requires that I write lists so that I remember what needs to get done.

To know well or not: Yes, understanding this word would be helpful in almost any situation.  Efficiency, especially in a capitalistic society is an important part of our daily experience.  To be efficient is a main goal.

14: 5 Semantic Maps

When and where found:  I found this word while reading the article by Baumann, Ware, and Edwards (2007) and also encountered it while reading Nagy (1988).  The authors were simply describing what the teacher did with her students in order to deepen students’ understanding of the words imperialism and siege.

What it means:  Semantic Maps are a specific learning tool used to map the specific links a word has to other words, which also support understanding the meaning (Nagy, 1988).

Level of Familiarity:  I am very familiar with Semantic Maps.  I believe they are a great way to teach vocabulary because they help students realize the connections between words.

To know well or not: Yes, certainly as teachers we should know this word well.  In addition, being able to use semantic mapping as a classroom activity could improve student understanding of reading content or course content more effectively.

14: 4 Mine

When and where found: I found this word reading the article by Baumann, Ware, and Edwards (2007). The word was used in the sentence: “Literature was a rich source of vocabulary, providing students a means to mine words and bring them to the surface” (p. 112).

What it means: This particular word stuck out to me while reading because it is not commonly used and the authors used it figuratively to describe searching for vocabulary words.  In addition, it is similar to the VSS strategy/project in that we are to find words from our everyday experiences and deepen our understandings of their meanings.

Level of Familiarity: I am not as personally familiar with the reference to mining, as I never had a personal connection to a miner.  I am familiar with the figurative context in which the authors used it.  I think it was an interesting and clear way to describe authentic vocabulary acquisition.

To know well or not: Yes, in the figurative context, this word would be most helpful.  Therefore, a deep understanding of the word is necessary.

14:3 Spontaneously

When and Where found: I found this word while reading an article about vocabulary acquisition by Baumann, Ware, and Edwards (2007).  The authors were discussing how students spontaneously act out meanings of certain words, such as ajar.

What it means: Spontaneously means without hesitation.  According to Merriam-Webster dictionary online it means “arising from a momentary impulse.”

Level of Familiarity:  I am highly familiar with this word. I am constantly trying to act more spontaneously in my life, because it brings a freshness to a very structured life.

To know well or not: Yes, indeed. This word is used pretty frequently in the U.S. in general when talking with friends so understanding this word well would definitely allow people to better connect with each other.

14: 2 Prompt

When and Where found: I found this word while reading the writing-to-learn article by Knipper and Duggan (2006).  The authors were discussing learning logs.  They explained, “Through a well-structured prompt that encourages writing in a learning log, students can make predictions, activate prior knowledge, and develop a prereading orientation to an assignment” (p. 465).

What it means: Prompt in the context it is being used does not mean in a quick fashion.  Instead it means writing lead or opener teachers give to students to generate ideas and extend student thinking.

Level of Familiarity: In the teaching field, I am very familiar with this word.  I have used this word many times in classes and understand there are multiple meanings depending on the context it is being used.

To know well or not: Yes, this word is valuable for teachers, especially since writing prompts can make or break student understanding and reflection.

14:1 Avalanche

When and Where found: I found this word while reading the writing-to-learn article by Knipper and Duggan (2006).  The sentence I found it in was: “Sometimes, though, the prospect of grading an avalanche of papers prevents teachers from encouraging extensive student writing (p. 463).

What it means: Avalanche in the sense it was used means an overwhelming amount in regards to student papers.  Clearly, the sentence from the article is referring to teachers’ misconceptions of what writing-to-learn actually entails.  As we have discussed in class, writing-to-learn can be done daily with relatively short writing activities, not necessarily extensive papers.

Level of Familiarity:  I am familiar with this word.  Although my first thought when I read it was in the context of skiing instead of figuratively.

To know well or not: Yes, this word is worth knowing well because it again refers to a level of description, which better describes than simply stating there was a lot of something.

13:4 Vividly

When and where found: I found vividly in the Meier article as well.  The sentence it was in was: “In this vividly illustrated book, the members of an extended family...gather for a surprise birthday party at the baby’s house” (2003, p. 246).

What it means: The context in which the word is used certainly aids understanding the meaning.  Vividly indicates lively and colorful illustrations in the storybook.  Merriam-Webster Dictionary online supports my understanding of vividly, stating that it means “of very strong color” and “having the appearance of life and freshness.”

Level of Familiarity: I am quite familiar with this word. It is fully in my memory of vocabulary knowledge.  I have used it in my speech and in writing.

To know it well: Yes, this word is used commonly enough to take more time to fully understand its meaning.

13:3 Amiss

When and Where found:  I found this word in the Meier (2003) article in the same paragraph that ubiquitous was in.  The sentence I found it in is: “It is probable that a good number of children are puzzled by the purpose of these questions [“known answer”], some doubtless concluding, as Gabriela evidently did, that there must be something amiss with the questioner” (p. 245).

What it means:  Clearly, the context reveals that amiss refers to something that does not match up.  Merriam-Wesbter Dictionary Online states amiss (adj.) as “out of place given the circumstances”.  In the sentence it was found, the teacher would be out of place to even bother asking such simple questions because they are obvious.

Level of Familiarity:  I am somewhat familiar with the word.  I understand it and probably would remember what it meant out of context.  I may have used the word in my conversations before.

To know it well:  Yes, this word is worth knowing well.  Amiss also offers a specific shade of meaning. Instead of simply stating that someone was wrong, stating someone was amiss is less harsh.

13:2 Ubiquitous

When and Where found:  I found this word while reading the LTED 609 article by Meier (2003).  The sentence I found it in was: “Yet these kinds of “known answer” questions are ubiquitous in preschool and kindergarten classrooms, particularly during book reading sessions” (Meier, 2003, p. 245).

What it means: The sentence context does not offer too much meaning, especially because ubiquitous is being used as the main descriptor in the sentence.  According to Merriam-Webster Dictionary Online, ubiquitous means “exhisting or being everywhere at the same time.”  In reference to the article, “known answer” questions are obvious or “right there” question types.  Some students whose cultures do not value the obvious find that responding to this question type is not important, as it is emphasized in young elementary classrooms.

Level of Familiarity: My level of familiarity is pretty low with this word.  I could only glean little meaning from the context in which it was being used, but I had a relative idea based on the rest of the information in the paragraph.

To know it well: This word is not particularly important in everyday language.  It would be helpful to know the word well enough to understand it in a scholarly article like I found it in.

13:1 Aversive

When and Where found:  I found this word while reading an article for LTED 609 titled Why can’t she remember that? The importance of storybook telling in multicultural classrooms.  The sentence I found it in was discussing how students that are unfamiliar with book reading might find certain routines “aversive, puzzling, or simply boring” (Meier, p. 245).

What it means: Based on the context the word was found, AVERSIVE appears to mean unimportant.  Clearly, this word is used to describe something so it is an adjective.  It’s actual meaning according to Merriam-Webster Dictionary Online is tending to avoid or avoiding.

Level of Familiarity:  I am pretty familiar with this word, although I do not use it in my speech.  Based on the context I recalled that it related to avoidance, which helped me better understand the rest of the sentence.

To know it well or not:  Yes, this word is valuable to know well.  It highlights a specific meaning.  As it directly relates to avoidance, AVERSIVE is a more effective adjective than actually using avoiding or “tending to avoid” as its definition states.

Strategy 6, Writing to Learn: Dear Diary

Level of Familiarity 6

What is it?

Dear Diary has students write a diary entry as a historical figure or person who was directly involved in the lesson topic (Billmeyer & Barton, 1998).

Why use it?

Using this strategy will help build on my students’ understanding of the aftermath of the Great Depression.  It will also build on my Strategy 5 Anticipation Guide by linking ideas from the narrative text The Grapes of Wrath and the information in the textbook.  In addition, Dear Diary will strengthen my students’ understanding of the differing perspectives, which is a main goal throughout the unit as in Strategy 7 Creative Debate.  My students are very comfortable writing in the first person so the actual writing task will not be very daunting.  Writing in the point of view of another person will be the cognitive load students may struggle with but since the nature of the writing is in first person students will complete the task with relative ease.

When to use it?

In this particular instance, students will be completing this task after we have done Strategy 5 Anticipation Guide to The Grapes of Wrath and after reading Chapter 25, Section 3 Americans Face Hard Times.  My aim with Dear Diary is to build on previous exposure and knowledge of the impact the Great Depression had on the American people.

How it works?

1. After previous exposure to ideas related to the Dust Bowl through The Grapes of Wrath, students will preview Section 3 using a condensed version of THIEVES.
2. I will direct students to read the text and to keep in mind how this affected peoples’ lives.
3. After reading, I will direct students to brainstorm what it was like to be a farmer that lost everything.
4. Then, I will tell students to take out a piece of paper and write a thoughtful diary entry as if they were that farmer.  I will make sure to tell students to include any thoughts, feelings, and daily activities in their entries.  The entry itself should be at least one page.

What it looks like?

Dear Diary,

Today I have been thinking of leaving my farm, or what’s left of it, to go to try to find work west.  Our friends and even Uncle Tim have left to find work.  The sad thing is, once someone leaves, we probably will never see them again.  I sure do miss Uncle Tim.

The dust has been horrible.  You can barely breath or even walk outside because you can’t see.  All the children are always coughing and crying because of the dust.  They are so lazy and sad because they have nothing to do but stay inside.  No work can be done on the house either so the roof is starting to cave in.  It sure makes me nervous when I hear that wind.

I have had such trouble trying to survive this drought.  We were barely getting by before the crash and now I’m in so much more debt, I don’t know what to do.  My farm, my livelihood is ruined.  I have nothing left to give to my kids Suzie and John.  My wife, thank goodness for her spirit to carry on, but she doesn’t realize or what to see that we have nothing here to survive on.  We need to move west and follow those handbills.  It is just a matter of gathering what little we can to leave.

My heart breaks when I think of the mess my life has become.

Sincerely,

Sam

7:2 MEDIUM

When and where found: I found this word while reading Lauren's reciprocal teaching article.  I circled it and remembered I found a word in that article, so I went back to it.  To refresh our memories, the article was titled Teaching Students to Comprehend Informational Text Through Rereading by Hedin and Conderman.  The section I found it in was about specific text features and it was the topic sentence in the paragraph.

What it means: MEDIUM in the sense it was being used was to refer to a specific type of text or format of communication.  The sentence I found it in was: "Informational text proved to be an excellent medium for teaching students to reread because of its text features..." (2010, p. 558).

Level of Familiarity: I consider myself moderately familiar with this word, professionally in our coursework and personally.  Understanding different mediums and their specific purpose lies at the heart of my understanding of being a literacy educator.  If I can instill in my students the numerous different purposes change how we communicate, then my students will begin to be meta-cognizant of their interactions (Fisher & Frey, 2008); therefore, my students will have strong literacy skills to operate in the complex and "deictic" world we live in (Leu, 2000).

To know well...or not? YES, we as literacy educators NEED to have a deep word knowledge of MEDIUM (Fisher & Frey, 2008).  In addition, I would argue MEDIUM is a "technical vocabulary" word for literacy educators; however, many lay people would consider it "specialized" (Fisher & Frey, 2008, p. 12, 13).

References:

Fisher, D. and Frey, N. (2008). Wordwise and content rich: Five essential steps to teaching academic vocabulary. Portsmouth, NH: Heinemann.

Hedin, L. R. and Conderman, G. (2010). Teaching students to comprehend informational text through rereading. The Reading Teacher, 63(7), pp. 556-565. DOI: 10.1598/RT.63.7.3

Leu, D. J. (2000). Literacy and technology: Deictic consequences for literacy education in an informational age. Handbook of Reading Research, 3, pp. 743-770.

7:1 INVICTUS

When and where found:  I found this word while I was searching for a new name for my new kitten.  The kitten is a siamese and I want to give it a strong and unique name.  I am not sure if we will end up choosing this name.  We are still thinking of Maximus and Spartacus.  So while I was searching the meaning of this name I stumbled upon an amazing poem as titled by William E. Henley.

What it means:  This word means "unconquerable" according to Henley's poem.  In addition, reading Henley's poem also solidifies the meaning.  Underlying connotations are inner strength, independent control, etc.  The Merriam-Webster Dictionary online does not recognize INVICTUS as a word, most likely because it is a name.

Level of Familiarity:  I was not too familiar with this word before looking it up; however, I had it in the back of my mind for some reason.

To know well...or not?  Yes, especially if you read the poem.  I was so thrilled to find the poem that truly expresses the meaning of INVICTUS so effectively.  This word is important to know well because the world is a place where one can get forgotten about or used.  If we remember the meaning of this word, then we can become more conscious of our strengths and thrive by capitalizing on them.

Invictus

Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find, me unafraid. It matters not how strait the gate, How charged with punishments the scroll. I am the master of my fate: I am the captain of my soul. William Ernest Henley  (from http://www.poemhunter.com/poem/invictus/)

5:3 CHASM

When and Where found:  I found this word while I was reading Relaxation Response by Herbert Benson.  When he used this word he was talking about science medicine and new age medicine, like meditation.

What it means: CHASM is a noun used to describe a marked division, separation or divide. Benson so eloquently used this word as a metaphor of how the book Relaxation Response bridged the divide between modern medicine and actual patient experience.

Level of Familiarity:  Similar to ELICIT, I understand this word best in context.  Luckily, Benson's text is "friendly"(Dreher & Singer, 2001) and he writes: "The CHASM was crossed, the gulf bridged" (1978, p. xxv).  This sentence cues the reader and helps connect meanings without loosing the flow of his paragraph.

To know well...or not? Yes, for descriptive writing purposes this word adds strong meaning.  CHASM can help describe a level of difference in opinion of groups, as it was used by Benson.  Knowing this word will best be suited from adding strength to persuasive writing pieces.

5:2 ELICIT

When and Where Found: I found this word while I was reading Relaxation Response by a Harvard doctor.  The book is teaches people about a relaxation technique used to combat anxiety.

What it means: ELICIT is a noun that means to draw forth or bring out or to call forth, according to Merriam-Webster's Online Dictionary.  The sentence I found it in was: "We started teaching patients to ELICIT the Relaxation Response in ways that were meaningful to them" (Benson, 1974, p. xix). In this sense, ELICIT has a similar meaning to "use."

Level of Familiarity: I am relatively familiar with this word.  I have a general understanding of the word when I use context clues to remind myself what it means.  To actually be able to recite the definition on call is more difficult for me.

To know well...or not? Yes, this word should be known well.  It functions as a specific meaning.  Instead of simply stating to use something, ELICIT adds more shades of meaning.  In particular, to elicit adds that there was added care when choosing to use something.

5:1 PULCHRITUDINOUS

When/Where found: I found this while I was browsing the Vocabulary Blogs when I was looking up a subsequent word I found.  The homepage of dictionary.com had an ad for a free Ipad if you helped select the next Quote of the day.  So my curiosity was sparked and I looked the word up.

What it means: PULCHRITUDINOUS is an adjective that describes something as physically beautiful or comely, according to dictionary.com.  The sentence I found it in was: You'll get a chance to win a truly PULCHRITUDINOUS Ipad.

Level of Familiarity: Before today, I had never encountered this word before.  It seems like it would likely be used by a writer from early 18th century, possibly British.

To know well...or not? At this time, I do not see this word as necessary to many literacy events we participate in.  However, I do think it is important to know that this word has a positive connotation, at least.  That way, if you do hear or see this word, you can understand what is said by context.

Reflective Thoughts So far

I am already noticing a difference in the way I approach reading tasks and everyday events.  At first, the Blog was a difficult medium to get used to; however, after the first couple of entries I feel much more comfortable writing here.

One major difference I notice about myself is that I am constantly noticing more words.  I notice interesting words in my academic readings, personal readings, and even in the shower on my shampoo bottle! 

I think this project is well worth our while in understanding the VSS model.  By acting as "students" we actually experience the essence of the VSS model.  In addition, the student nomination of words is so important.  When the burden or accountability lets say, is placed on the student, the student is significantly more motivated to complete the task and be more engaged.  I already notice the change in how I view the world only after the few weeks we have been charged with this assignment.

4:3 DISSEMINATION

When/Where found:  I found DISSEMINATION in an article written by Barone and Wright (2008) on literacy and technology titled Literacy Instruction with Digital and Media Technologies.  I was reading the article for my other class LTED 609.

What it means: DISSEMINATION is a verb from the word disseminate, which means to scatter or spread abroad, according to Merriam-Webster Online Dictionary.  Barone and Wright (2008) used the word to refer to a faster way to get information to more people, similar to a newspaper, however faster.

Level of Familiarity: I am relatively familiar with this word.  I do not generally use this word in my conversations; however, I do read texts with this word and readily comprehend its meaning.

To know well...or not: Yes, this word is worthy of knowing well.  It is important to be familiar with or to have DISSEMINATION is one's reading lexicon in order to effectively comprehend texts, specifically academic texts.

4:2 SIMULTANEOUSLY

When/Where found: I found this word while reading an article by Barone and Wright about literacy and technology.

What the word means: SIMULTANEOUSLY is and adjective that describes something that is occurring at the same time, according to dictionary.com.

Level of Familiarity:  I am very familiar with this word.  I particularly like it.  It is definitely on my personal favorite word list.  I have used it in multiple essays and conversations.


To know well...or not: This word is one anyone should know well.  SIMULTANEOUSLY is a 3 point word in my opinion.  The beauty of this word is that it captures one complex thought in only one word.  How awesome is that?!  I have always thought SIMULTANEOUSLY is unique because of that.  Instead of saying "at the same time" all you need is SIMULTANEOUSLY.

4:1 VERACITY

When and Where Found:  I found this word while reading Many Masters, Many Lives by Dr. Brian L. Weiss.  Again, I was reading the book for a personal read at the time.

What it means: VERACITY is a noun and refers to the truthfulness of an act and/or scientific instrument.  It was being used to talk about a woman's experiences with her therapist.  For example, Catherine did not need any more evidence as to the veracity of her experiences.

My familiarity:  I am relatively familiar with this word.  I believe I have used it personally before.  I think VERACITY is an interesting word because it's roots are in Latin (ver, meaning truth).  Even though I had not used it or encountered it recently, I still knew what it meant without hesitation.

To know it well or not? Yes, VERACITY is worthy of knowing well.  It may come in handy while writing essays or discussing events in a formal or educational setting.  Plus, why not use one word that is more concise than multiple words that can be confusing?

3:2 XENOGLOSSY

When/Where I found it: I found this word while I was reading Many Lives, Many Masters by Dr. Brian L. Weiss.  It was near the end of the book when the author was wrapping up the big ideas from the entire text.

What it means: XENOGLOSSY is the act of speaking in a foreign language one has never learned before, which generally only occurs during (spiritual) regressions, as explained in the aforementioned text. According to dictionary.com, it refers to an ability of some mediums/clairvoyants to be able to speak another language they are not familiar with.


Level of Familiarity: I had never seen or heard this word before encountering it in the book.  Just by looking at the word itself, I knew it was a thing or noun due to the "oglossy" portion of the word. 


Do I want to know it well? Why?: To be honest, I don't know if I want to know it well or not.  In many social situations,  using this word may ostracize me from others, because the meaning itself is a little eerie.  I am satisfied understanding the basic meaning of the word.  I choose the word because it has been a long time since I encountered a word I NEVER saw before.  (I have encountered words I do not know the meaning of though.) 

3:1 INSENSATE

When/Where Found: I found INSENSATE while I was reading the Ruddell and Shearer article for class.  It is located on page 356 in Table 1.


Meaning: INSENSATE is an adjective, which means without human feeling or sensitivity.  Insensate may also refer to an individual who does not have "good sense" or judgement.  

Level of Familiarity: I choose this word because I had never seen it before.  My familiarity with the word was minimal before I wrote this entry. 


Do I want to know this word well? Why? As it is an adjective, or describing word, I deem it important to add to my repertoire of word knowledge.  It will be useful in helping to describe a foolish act that someone commits or to describe the individual.


Should others know this word? Yes, others should know this word.  Use of this word demonstrates a higher level of vocabulary knowledge.  In addition, it offers a new possibility of voice when used appropriately.