Expanding your vocabulary is a lifelong process. A dictionary lists words and their meanings, while a glossary defines key terms found in a book. A thesaurus provides synonyms and antonyms to enhance writing. Using these resources can improve your reading and writing skills.
SUMMARIZE THIS IN A VERY SHORT AND SIMPLE WAY!
A photograph of a dictionary page with the word vocabulary in bold is shown.
NARRATOR: Expanding your vocabulary is a lifelong journey. Several books can help you along the way.
A photograph of a dictionary page with the word dictionary in bold is shown.
NARRATOR: A dictionary lists words and their meanings. The word in boldface is the entry word.
A photograph of a dictionary page with the pronunciation and meaning of conflict in bold is shown.
NARRATOR: Beside the entry word is its pronunciation in parentheses.
The photograph shows a nonspecific page in a dictionary.
NARRATOR: The dictionary entry may also include information about the word’s history and origin.
The photograph shows a page of glossary with the word competence in bold being highlighted by a green marker.
NARRATOR: A glossary is also a list of words. Glossaries usually appear at the end of a book. They define the key vocabulary used in the book.
The photograph of a glossary page with the word schizophrenia in bold is shown.
NARRATOR: Often, words in a glossary are specific to a topic or subject area.
The photograph of a page in a thesaurus with a finger pointing to a specific line is shown.
NARRATOR: Finally, a thesaurus lists words with their synonyms and antonyms. A thesaurus can help writers find interesting and vivid words.
The photograph shows a thesaurus stacked upon a dictionary.
NARRATOR: Which resources do you use? Do you refer to a dictionary when you read? Do you scan a glossary when you read technical writing? Do you use a thesaurus to write? All of these reference materials can help you to expand your vocabulary and become a stronger reader and writer.
7 answers
can u summarize this is a very short and simple answer?
A LEARNING COACH and a STUDENT sit at a table.
STUDENT: Hey, I'm having a bit of a tough time.
LEARNING COACH: What's the problem?
STUDENT: There are word choice comments all over this essay.
LEARNING COACH: Why do you think that is?
STUDENT: I don’t know. I didn’t want to keep using the same words over and over so I looked in the thesaurus. That’s what you use to find synonyms for words.
LEARNING COACH: That’s true. Variety of words is important but you also need to understand the connotation of the word.
STUDENT: What’s that?
LEARNING COACH: What the word means in context.
STUDENT: So, I searched for the word walk and I got a lot of different words, amble, mosey, saunter, strut.
LEARNING COACH: And if you want to describe someone as walking confidently, which of those would you use?
STUDENT: Saunter? Or maybe strut?
LEARNING COACH: Those are good words. Would you use amble?
STUDENT: I don’t really know what that means.
LEARNING COACH: Okay, so this is when you would look amble up in the dictionary to see what kind of walking it describes.
STUDENT: So, the purpose of the thesaurus is to help me use a lot of different words. And, the purpose of the dictionary is to make sure I use the right word!
LEARNING COACH: Yes! Now, saunter on over to your computer and fix up that essay!
STUDENT: Righto!
Fade to black and a copyright notice appears on screen, which reads:
Copyright 2020 Pearson Online and Blended Learning K–12 USA. All rights reserved.
THE END.
A LEARNING COACH and a STUDENT sit at a table.
STUDENT: Hey, I'm having a bit of a tough time.
LEARNING COACH: What's the problem?
STUDENT: There are word choice comments all over this essay.
LEARNING COACH: Why do you think that is?
STUDENT: I don’t know. I didn’t want to keep using the same words over and over so I looked in the thesaurus. That’s what you use to find synonyms for words.
LEARNING COACH: That’s true. Variety of words is important but you also need to understand the connotation of the word.
STUDENT: What’s that?
LEARNING COACH: What the word means in context.
STUDENT: So, I searched for the word walk and I got a lot of different words, amble, mosey, saunter, strut.
LEARNING COACH: And if you want to describe someone as walking confidently, which of those would you use?
STUDENT: Saunter? Or maybe strut?
LEARNING COACH: Those are good words. Would you use amble?
STUDENT: I don’t really know what that means.
LEARNING COACH: Okay, so this is when you would look amble up in the dictionary to see what kind of walking it describes.
STUDENT: So, the purpose of the thesaurus is to help me use a lot of different words. And, the purpose of the dictionary is to make sure I use the right word!
LEARNING COACH: Yes! Now, saunter on over to your computer and fix up that essay!
STUDENT: Righto!
Fade to black and a copyright notice appears on screen, which reads:
Copyright 2020 Pearson Online and Blended Learning K–12 USA. All rights reserved.
THE END.
A student asks for help with their essay due to word choice issues. The learning coach explains that a thesaurus helps find synonyms, while a dictionary ensures the right meaning is used in context. The student learns to use both tools effectively to improve their writing.
summarize this in a short and simple way
Two STUDENTS are reading. STUDENT 1 looks frustrated and rifles through the pages of her book, looking back and forward between the book and her cell phone.
STUDENT 2: Everything okay over there?
STUDENT 1: No! I’m never going to get through this story. I have to look up so many definitions!
STUDENT 2: Well, maybe you don't have to look up every word. Maybe you can figure out what some words mean using context clues.
STUDENT 1: Using what?
STUDENT 2: Context clues!
STUDENT 1: What are context clues?
STUDENT 2: They’re hints about what a difficult or unusual word means. They’re hidden in the context, the words or sentences that come next.
STUDENT 1: Can you help me use context clues to understand a word?
STUDENT 2: Sure. Read the sentence aloud to me.
STUDENT 1: The jewel was luminous, reflecting flashes of light that twinkled in the darkness. I don't know what the word luminous means.
STUDENT 2: Okay, well, you can start by looking for clues in the sentence that can help you understand what luminous means. Can you spot any?
STUDENT 1: Hmm. Maybe reflecting flashes of light?
STUDENT 2: Yes! The words, reflecting flashes of light, are definitely helpful! They suggest that the jewel was bright.
STUDENT 1: Alright, I see that. So, luminous might mean bright or giving off light?
STUDENT 2: Yes! You could check your phone to confirm the meaning, if you want.
STUDENT 1: Nah, I'm gonna read the rest of the story using context clues.
STUDENT 2: Great, good luck!
Fade to black and a copyright notice appears on screen, which reads:
Copyright 2020 Pearson Online and Blended Learning K–12 USA. All rights reserved.
THE END.
Two STUDENTS are reading. STUDENT 1 looks frustrated and rifles through the pages of her book, looking back and forward between the book and her cell phone.
STUDENT 2: Everything okay over there?
STUDENT 1: No! I’m never going to get through this story. I have to look up so many definitions!
STUDENT 2: Well, maybe you don't have to look up every word. Maybe you can figure out what some words mean using context clues.
STUDENT 1: Using what?
STUDENT 2: Context clues!
STUDENT 1: What are context clues?
STUDENT 2: They’re hints about what a difficult or unusual word means. They’re hidden in the context, the words or sentences that come next.
STUDENT 1: Can you help me use context clues to understand a word?
STUDENT 2: Sure. Read the sentence aloud to me.
STUDENT 1: The jewel was luminous, reflecting flashes of light that twinkled in the darkness. I don't know what the word luminous means.
STUDENT 2: Okay, well, you can start by looking for clues in the sentence that can help you understand what luminous means. Can you spot any?
STUDENT 1: Hmm. Maybe reflecting flashes of light?
STUDENT 2: Yes! The words, reflecting flashes of light, are definitely helpful! They suggest that the jewel was bright.
STUDENT 1: Alright, I see that. So, luminous might mean bright or giving off light?
STUDENT 2: Yes! You could check your phone to confirm the meaning, if you want.
STUDENT 1: Nah, I'm gonna read the rest of the story using context clues.
STUDENT 2: Great, good luck!
Fade to black and a copyright notice appears on screen, which reads:
Copyright 2020 Pearson Online and Blended Learning K–12 USA. All rights reserved.
THE END.
Student 1 is frustrated with a story due to many unknown words. Student 2 suggests using context clues—hints within the text—to figure out meanings. They work together to understand the word "luminous," which means bright. Student 1 decides to continue reading using context clues instead of looking up every word.
can you say that without saying "student 1"?
A student feels frustrated with a story because of many unknown words. Another student suggests using context clues—hints within the text—to figure out meanings. They work together to understand the word "luminous," which means bright. The student decides to keep reading using context clues instead of looking up every word.