How Many Errors Can You Find in This 7th Grade Vocabulary List?

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Discussion Overview

The discussion revolves around a vocabulary list intended for 7th graders, derived from the book 'The Cat Ate My Gymsuit' by Paul Danziger. Participants examine the definitions provided for various words, expressing concerns about their accuracy and appropriateness for educational purposes.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants identify multiple errors in the definitions, with one claiming to find seven errors and one probable.
  • Concerns are raised about the use of definitions provided by the teacher, with some suggesting that students should learn to look up definitions themselves.
  • Participants note specific issues with definitions, such as misclassifications of parts of speech and inaccuracies in the definitions themselves.
  • One participant argues that the definition of "cretin" is correct in an archaic sense but suggests that its modern usage is different.
  • Another participant expresses skepticism about the teacher's ability to provide accurate definitions, citing personal experiences with poor teaching.

Areas of Agreement / Disagreement

Participants generally agree that the definitions provided are problematic, but there is no consensus on whether teachers should provide definitions at all. Multiple competing views on the appropriateness of the definitions and the role of dictionary use remain evident.

Contextual Notes

Some definitions are noted to have missing assumptions or unclear distinctions, such as the difference between the study of grammar and the structure of sentences. The discussion reflects a variety of perspectives on educational practices and the reliability of provided definitions.

  • #31
rewebster said:
To me, it sounds like he/she is pissed off at someone and chose those words for 'some' reason.
They are taken from the book.
 
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  • #32
I used to work for a former teacher (in an unrelated business), and his constant assassination of the English language was like fingernails on a blackboard. He loved using big words, and he did so with gay abandon. One of his favorites was "subsequently". The problem is that he always used it to imply causation, and somehow couldn't manage to utter "consequently". When reports had to be distributed to department heads, he would say that the reports had to be "disbursed" before the meeting. He pronounced "columns" exactly like "volumes" except with a hard "c". When describing a piece of furniture, he always referred to the front as a "frontis" - no knowing why. Another constant howler was his used of "incredulous" when he needed the word "incredible". I used to have to clean up his product descriptions constantly before allowing them into print. One particularly egregious example that my assistant and I busted a gut over was "The frontis elaborated with incredulous columns." (with no verb and his standard mispronunciation of columns). Every time we'd get a tape of "expert" product descriptions from him, we'd look at each other and repeat that line. I pity the kids who had him in HS.
 
  • #33
jimmysnyder said:
interpretation - to make clear or understandable or reveal the the meaning of.
noun - verb (and two the's in a row)
There's at least one more error (a missing comma) in there. This is unacceptable, jimmy. There's no good reason for you to put up with this level of incompetence.

If I was running this school I'd fire this teacher. And then I'd have to fire myself for hiring the teacher in the first place.
 
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  • #34
So far, here is the upshot. The paper that I had red penciled came back to me with corrections on it, done by crossing out words. For example
interpretation - to make clear or understandable or reveal the the meaning of
became
interpretation - clear or understandable meaning
and so on and no other communication. Not all corrections were made, but that is not the issue. The only issue with me is the next vocabulary sheet. I expect the problem to go away.