Welcome. My name is Corbett Harrison, and I have been an educator and a teacher-trainer since August of 1990. I specialize in teaching writing using differentiated instruction. I also focus on critical thinking techniques, especially during the pre-writing and revision steps of the writing process. Every year, I challenge myself to improve my instruction: I am curretly developing grammar and vocabulary lessons so that they're differentiated and promote deep, critical thinking skills, and I incorporate them into my classroom routines to promote a student-centered classroom environment.

The Northern Nevada district I serve has a "balanced calendar" that has me teaching from early August to early June, and during my 7 weeks of summer and during my two annual two-week breaks, I independently contract to present workshops to school districts and professional organizations around the country.

This October, I am presenting in both Carson City, Nevada (October 8) and Billings, Montana (October 21).

Our spring break here is March 20-31, 2017. As of yet, I have had no requests for either of my two weeks off. As soon as I book a session during one of those weeks, I will take down the availability of the other so that I have a little time off this spring.

I have already begun receiving requests for the summer of 2017, but nothing has been officially booked yet.

You can find general information about the cost of my workshops here.

If you would like to check my availability for 2016-17, please contact me at this e-mail address.

Always
Write

 
       Because writing--when taught right--can be the most enjoyable part of your teaching day, I created this website.

the "always write" homepage | email me | writingfix | pinterest | facebook | teachers pay teachers | twitter | youtube | lesson of the month  


Interpersonal Learners process information by talking through it, and I accommodate that type of learning every day with my lessons.

My philosophy about grouping students: I make one seating chart for each class, and it’s only used for two things: 1) during the first two weeks of school, I require students to sit where they’ve been assigned to sit so that I can slowly learn their names; 2) on days I am out, students must sit in these seats in order for my sub to take attendance. We call the one seating chart I make "Sub seats." If you're interested, my classroom layout looks like this.

Other than that, I maintain no seating charts. I want my students to sit in different chairs and with different people every day; in fact, I personally challenge them to try out every single seat in the classroom before repeating a seat. I think it’s important to see the room from a different angle and perspective each day. I think it’s important for them to have conversations about what we’re learning by talking to both friends to and to students in class they regularly don’t converse with. How do I do this without it being chaotic? I have three pretty simple techniques that allow my students to sit with a friend for a short amount of time and then require them to have someone new to discuss their ideas with as I present the daily lesson.

I base my grouping philosophy on Silver and Strong's research and classification of the different learning styles, where they divided learning styles into these four categories: Mastery learners, Interpersonal learners, Understanding learners, and Self-expressive learners. Though I appreciate Howard Gardner's classification of different eight learning styles (though I heard rumors there was a ninth learning style coming!), planning to differentiate for eight styles of learning is very daunting, in my opinion. I like nice, even numbers, so I appreciated the Silver and Strong stuff when I found it. Click this off-site link for an overview of these four learning styles.

I also completely buy-in to the statistic that accompany Silver and Strong's learning style research. It's quite interesting to compare your classes' preferred learning styles to their general population numbers their research concluded. It's also very interesting to analyze and have discussion with teaching peers about which learning style is most at-risk in school. Here are general population and at-risk numbers based on the research I have mentioned here:

  • Mastery learners make up 35% of the general student population, and 12% of them are generally in your "at risk" population.
  • Interpersonal learners make up 35% of the general student population, and 63% of them are generally in your "at risk" population.
  • Understanding learners make up 15% of the general student population, and 1% of them (that's right--only 1%) are in your "at risk" population.
  • Self-expressive learners make up 15% of the general student population, and 24% of them are generally in your "at risk" population.

The numbers that always get to me on this four-bullet list are the ones associated with the Interpersonal learning style. Interpersonal learners, which are the students who learn best by talking it out with others and by doing cooperative work, make up 1/3 of your class population, and 2/3's of those kids could very well be at risk. Why is this? My theory focuses on two things: 1) We still mostly teach in a straight-row, don't-talk-to-your-neighbor while we learn traditional classroom culture, and 2) the cooperative tasks we do give assign students are both less commonly seen, and the ones I do see don't really push students to think as deeply about content as they might.

When I am teaching, everybody has a shoulder partner...always; my desks are arranged so that's just the way it is (see photo at right). I also quickly and often shuffle them into random groups of three or four students for just about every lesson. My interpersonal learners always have someone to serve as a sounding board when I give them tasks to do. My assignments and group-writing challenges focus on Mastery tasks, Understanding tasks, and Self-expressive tasks, but they are always invited to complete the task as a group or as a dyad. Some students choose to work alone after the group has made sure everyone understands the task and its objective, and those who work in groups are expected to a) rotate leadership tasks and b) explain how their brain is thinking about the task in front of them (metacognition) while they co-create an assignment for me.

Me? I absolutely insist on being in control of my student groups, and I think my best strategy for maintaining control is to constantly and randomly place them with different students as we move from learning task to learning task. On this page you will find three topics that, I believe, help me honor all four learning styles as I move students from grouping option to grouping option. There are days when my students sit with a partner and then sit in two other separate groupings as we learn the daily lessons. In short, we move a lot, and I've become very good at making sure small, important things are learned with each shift to a new group. I hope you enjoy the samples I provide here, and I hope you honor your interpersonal learners if you are a don't-talk-to-your-neighbor teacher more than you are a discuss-this-question-with-your-group teacher.

On this page:

Establishing SWT partners allows all students to share writing with a friend in an efficient period of time. Every student begins my class sitting with someone they consider to be a friend.

Vocabulary/Grammar Random Grouping Cards

While my students are Sacred Writing, I count the number of students present, then pass out a vocabulary or grammar grouping card to each quiet writer. These allow me to randomly put students into groups, and each grouping comes with a 3- to 4-minute transitional activity that teaches something valuable.

Quick-Poems to Teach Whole-Class Discussion Vocabulary

Like you, I teach my students a lot of Language Arts-related Tier-3 vocabulary that I expect them to use in their academic discussions and writing. Twice a month, I also assign one of these quick-poems, which are designed to teach them some great Tier-2 vocabulary. During whole-class and group discussions, and during response groups for writer's workshop, it's thrilling to hear them use these words too!

 

Student Nametags to Establish Sacred Writing Time Partners
In a pocket we make from a halved manila envelope, we store our nametags. The pockets live on the front, inside cover of all of my students' writer's notebooks. These nametags are important to making sure our Sacred Writing Time doesn't become dull; these nametags allow my students to start each class period sitting with someone they trust as a reader of their random, rough draft writings.

During the third week of the school year, we make tent-fold nametags on cardstock. On one side they neatly write and decorate their first names so that classroom guests and subs can call on them by name if they visit; on the other side, students record the names of four “Sacred Writing Time Partners” in four different boxes that we draw and label: SWT Partner #1, SWT Partner #2, etc. A “Sacred Writing Time Partner” is someone they respect and would not mind sitting beside during our first ten minutes of class, which is when we do our ten minutes of quiet, sacred writing time. I want these four partners to be four different friends or acquaintances because a few times a week, after the ten minutes is over, I give them five minutes to share something from their notebook that they’ve written during the last week. I find it’s easier to share writer’s notebook writing with a friend, so I allow them to sit with friends for this beginning-of-each-class partnership. Know that my students understand if they don’t write and don’t share because they are friends who distract each other, I hold the right to re-assign them with two different partners of my choosing. I have become very skilled at making sure friends who sit together are writing and not being doofuses

We ultimately establish four different SWT partners over four different days, usually during the third and fourth week of school. I will say, “Today, we’re establishing a new SWT partner today by sitting with a new friend and recording his or her name on the backside of your nametag as ‘SWT Partner # [you fill in the blank].' If you already have someone as a SWT partner on your nametag, you may not use that person again today. Find a new friend or person you respect whom you wouldn’t mind sharing your writing with occasionally.” Once all four partnerships have been established, students enter my doorway where they will see me holding up one to four fingers. If I am holding up three fingers, I am paralinguistically communicating with them that they are to sit next to their sacred writing partner #3 that day; early on in the year, they often forget who their #3 partner was, but that’s why they write their partners’ names on the backside of their own nametag. If a sacred writing partner is absent, then that student either sits alone during sacred writing time, or I put that student next to another student whose partner is absent. Without a seating chart and with all rows containing two side-by-side seats, all I have to look up and ask is, "Whose Sacred Writing Partner is missing?" If no one responds, but I see an empty seat next to a partner, I can ask the student sitting alone who his/her partner is. It's become my sure fire way to take role. In some classes, I have an odd number of students, and that's when I make a nametag too--as you can see in my example nametag at right where I had one class with 27 students. Halfway through that year, we gained a student, and he inherited all my SWT partners, but you have to be willing to play along with your students during Sacred Writing Time. As I always stress during my keynotes, if you--the teacher--aren't willing to write in a notebook every day, then you should NEVER expect your kids to. I am proud to share pages with my students from my growing collection of writer's notebooks, and my students recognize me as a member of the "writing community" I am establishing. Visit this Pinterest Board that shares pages from my writer's notebook to see proof that what you write in your notebook doesn't have to be amazing. It simply has to be observational.

Each of my classes has a plastic crate assigned to it wherein students can store their writer’s notebooks for safekeeping (which is optional—some like to take them home). Of course you’ll have scholars who accidentally take their notebooks and nametags home with them, then leaving them at home, which is a huge no-no in my class. I attempt to teach them not to do this by requiring a student to sing a song from “Take me Out of the Bathtub” with me in front of the class, or they recite a “Joyful Noise: Poem for Two Voices” with me should I discover that they’ve left their notebooks at home with them. If you put your class crate by the door and say, “Drop off your nametags and notebooks as you leave unless you're responsible enough to bring it back,” they’ll learn to just leave them behind or learn the special skill of remembering to bring it back if they've taken it home.

After SWT ends, I usually put the students into random learning groups for the daily lesson, and I use my Random Grouping Cards to establish these groups. More often than not this separates SWT partners for the next part of the class's learning, and so I often have students end the period by returning to the seat where they started class. With five minutes left in class, SWT partners who have been separated can debrief and discuss what they learned with their other group in class that day, or they can compose an "Exit Ticket" together that synthesizes the big ideas that they can take away. And you can go further that that; for example, the next time your class comes together, you can have students start with a different SWT partner, and the partnership's first task becomes to recall and explain what the big ideas each person had discussed and ended the previous class with. It's a great opportunity to review previously-learned materials with a friend in an interpersonal way.

Finally, I love the word serendipity, and I am always looking for good things that randomly come out of my students' use of SWT, from their knowing who their Sacred Writing Time partners are, and from my class patterns. My students make plans with their partners that inspire writing! Last year, two of my sixlings (a.k.a. sixth grade writers) challenged each other to use their SWT to write a story about each other, and they were each supposed to make their SWT friend the hero of a sports story. 6th grader Max wrote this story during SWT about his friend Patrick winning a baseball game, and he later took it home to decorate it so that he could nominate it for my "Mr. Stick of the Week" notebook award; Patrick returned the favor by penning this fictional tale of Max scoring the winning touchdown in a football game and then decorated it on his own time. A week later, after cycling through their four SWT partnerships, the boys found themselves sitting together again, and their laughter as they shared their stories with each other inspired other sixlings to want to write about themselves succeeding at sports. At right, you can link to Donovan's fictional baseball yarn, which was nominated and won a "Mr. Stick of the Week" award about a month later. My students challenge their own partners to write things, and what they write about comes from their own heads. Rotating through SWT partnerships really do make a difference.

A lot of my students directly tell me that "Sacred Writing Time is my favorite part of my school day." Not only is there power in allowing students to choose what they want to write about (albeit only ten minutes a day!), but the fact they learn to write and share with their friends proves very rewarding too.

My students love to be greeted for each class with a Sacred Writing Time slide!
Click here to access a free preview of the 366-slide set Dena and I created.


The front of my third period nametag


The back of my third period nametag


My nametag flattened

When students share writing ideas with their SWT partners, they often inspire their partners to write a similar-but-different story. Donovan's story above was inspired by the SWT of his classmates.

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Random Grouping Cards with Transitional Activities that Focus on Grammar and Vocabulary Skills
Wow, these grouping cards have turned into a huge project for me, and I'm really thrilled to finally being done with the huge set of materials they come with in the summer of 2015. If I was a beginning teacher struggling with covering all of Common Core's smaller standards and I also believed in the importance of randomly grouping of students for lesson discussion once or twice a week, these cards would be a God-send. I only wish I had created them much earlier in my career because of the power I think they have, and they're ready-to-go no matter how many students show up for class. I'm not as organized as I should be, and these little grouping cards do the organizational piece of grouping for me. All I have to do is pass out the cards as soon as I know for sure how many students are sitting in my class for the day.

A sneak preview of this new product is now available!

All twenty-one sets of grouping cards have been created, and all are inspired by vocabulary words from a variety of tier-2 vocabulary lists I found for 4th - 12th grade words.

Common Core asks us to step up the rigor, and--as you can see from the random words found on the two example sorting cards below--these cards go from tier-2 words the kids probably know to words the students need to know.

To access the new PowerPoint explanation of these cards that we created to explain how the cards work (and to gain access to the all the resources linked to the set of 29 cards), click here or on the slide thumbnail at right.

If you'd prefer to exxplore the free sample from this set without the explanatory PowerPoint at right, I have provided links to the three parts of the 29-card resource just below, and I've included a map of my classroom's desk to show how I accommodate for groups of 2, 3, and 4 without moving desks around and wasting time.


This PPT explains the research that inspired these cards.

I began creating these random group sorting cards (as well as the transitional PowerPoint-based activities that come with all of them) halfway through the 2012-13 school year. That was the semester I had very strange numbers of students because of issues going on with our school's electives. I ended up with three seventh grade E/LA classes that year, and one of them had 17 students, one was packed with with 35, and the third was more typical of my school with its 29 students. After Sacred Writing Time with their SWT Partners, I very often move students into randomized groups of three or four because I design most of my daily lessons to include small group discussion prompts and small group writing tasks (like my 18 Quick-Poems found lower on this page--those are designed to be group writing tasks). I usually evaluate the success of a lesson based on who did the most talking--me or my students? I also thoroughly believe in randomly grouping students because I want my kids to process new information out loud in fun, engaging ways, and I truly believe they get started with the task and do better work on it when they aren't in a self-chosen group of friends.

Having groups of 3 or 4 is ideal for me because I know have students who would rather write alone if given a group writing task, and I do permit this if students self-advocate for it. Should I have a group of three, and if one student would prefer to compose his own piece of writing to prove he's learned the concept of the day, that student knows he can bow out of the group at that point and work by himself in silence while the other two members of his group can competently work together to compose their writing task as a dyad.

How using the cards works: Now you always are going to have absences, and so it's hard to have your students pre-grouped because you never know who's really going to be there that day. If you use these cards well, the whole issue of moving them around to groups quickly pretty much goes away. At the front of my classroom, I have a hanging folder crate, and contains 21 folders that are full of my sets of cards that are already cut-up, paper-clipped, and ready to distribute; I am lucky that I have a student aide who keeps the cards stocked for me. Five minutes into Sacred Writing Time (which is always the first ten to twelve minutes of our classtime), I put my own writer's notebook down, do a quick head count of students who are present, and I pull a pre-cut pack of cards from the correct folder. As I walk my rows and double-check that everyone's truly been writing and on task, I place a random card face down on students' desks. I usually allow the SWT Partners two minutes to share with each other after our ten minutes of quiet writing, and while they're doing that, I load the PowerPoint onto my Promethean that goes with the set of cards I have distributed; the PowerPoints contain the 3-5 minute transitional activities. Pictured here, you are seeing cards #5 and #21 from the 29-card set for random grouping I have created; the grammatical theme for the 29-card set is verbs.

Students now all focus at the PowerPoint slide I've created (at right ) and the card they've personally been dealt that day, and either I or a student who did a good job sacred writing that day will select which grouping option we'll be using that day; if you click on letter of the option that's chosen, you are hyperlinked to new slide in the PowerPoint slideshow that will give the group a 3-5 minute transitional learning activity that the group that has been created must complete. To get them into groups, I ask my students to quickly "pack and stack" their belongings, place their grouping card on top of their stack of materials, and wait quietly; before moving, I have learned to ask three or four students to stand up and read what their card has written in the grouping option that we've chosen that day; as those students share, I say, "If your card has that same option, you know you need to move in that student's direction when I say, 'Move,'" and doing that before that move dramatically increases students' efficiency in relocating themselves. Now in my classroom, my desks and rows are strategically placed so that groups of three or four can be accommodated in their own little pods, and my students learn--since they're in a group of three or four--that they are to "claim a pod" as soon as they begin figuring out who they are with. Here is a picture of my classroom layout, if you're a visual learner and need to see what I mean by pods of three or four desks. After a few weeks of practice moving with the different cards, my students seriously can all be relocated and facing each other as randomized group in less than 90 seconds, but the first few tries can be challenging on your patience. They'll get it though; they just need practice to realize the routine.

Now kindly take a moment to study the PowerPoint slide at right. Next to each letter in the Verb Acrostic, there is the name of the transitional activity they'll be asked to complete before we actually get to the lesson I've really planned for that day. Not only does this set of cards focus them on good vocabulary words that are also verbs, but the transitional activities teach them (or have them review, depending on how many times you've used this card) Common Core academic vocabulary. I want my writers to hear, understand, and make use of the academic terms that smart grammarians know, and we purposely made the activities to not only be interesting and engaging, but also to serve as practice or review with these terms.

Now the rest of the lesson I have planned for the day might not necessarily be about verbs or verb tense terms. For the rest of class, we might, for example, be comparing the theme from a Robert Frost poem to a similar-but-different theme in a William Wordsworth poem, and--because of my grouping/discussion philosophies that I shared at the top of this webpage--I've designed said lesson to allow for each group to process new ideas and their interpretations through thoughtful prompting on my part. The group that will experience this larger lesson I have planned has--at this point--been established and are sitting together, they've done a 3- to 5-minute group thinking activity about verbs thanks to the PowerPoint that goes with each set of cards, and now they're ready to read and process the poems as a small group of thinkers. The random grouping cards are not designed to provide a complete lesson for the day; instead, they are there to sort them and start a quick conversation about vocabulary words and grammatical terms. If you learn to use the cards as well as I have, you will say things like, "So you all are in a group and you all have the same word in [slot # __ ] on your cards. During discussion today, I give your whole group permission to quietly shout 'Woo-hoo!' if someone in your group figures out how to use your shared word intelligently in your discussion."

What is really cool about the cards is that, with repeated exposure, every student in the class that uses them learns every tier-2 vocabulary word on the card, and they begin to "own" the academic tier-3 words as well. If you had a class of 29 students, you would spend more time with the 29-set for sure, but you would also have your fair share of time with the 27-card set and the 28-card set--both which contain different vocabulary and different grammar exercises. As you know--I hope--from my work, I don't do grammar worksheets, and I don't do rote vocabulary memorization. The exposure to these cards (in addition to my "grammar baby" materials--they're coming out for summer of 2016) gives my students better opportunities to practice word and grammar skills than any worksheet ever could.

Last year, on average, I used these cards to sort my variously-sized groups of students once a week, probably 5 times every month. Each of my six classes had different totals of students, so each class was doing different transitional activities right before their daily lesson, and that proved fun for me; I get real tired of doing the exact same thing multiple times a say. Sometimes I chose to participate in a group when I had all the students present, and that gave them a chance to learn the materials and vocabulary words on the set of cards that is one-above the number of students I have enrolled in the class; thus, my 29-student class got to use the 30-card set when I played along too, and I always took a card before passing them out that I knew would put me in a group of four so that I could exit the group to monitor the other groups without having any groups of two in my classroom. Even though they primarily saw the same grouping card most of the time, they didn't grow bored with it, and they mastered all the words and concepts the card was sharing.

When we were coming up with themes for the different sets of cards, we came up with six: 1) Quotations with vocabulary; 2) Vocabulary oxymorons; 3) Antonyms & Synonyms; 4) Parts of Speech Acrostics; 5) Transitive and Intransitive verbs; and 6) Etymology lessons. We staggered them so that a class of students would--depending on absences and teacher participation--most likely be exposed to four different sets. I'll admit some days last year, I got clever in order to expose the class to a different set of cards for that one day; for example, there was one day I chose six students to serve as "spies," and they didn't get a grouping card, which allowed me to use a set the class had never seen before. Those six students "spied" on the other students' conversations during the transitional activity, and they were to tell me who in each group was showing qualities of good leadership. After they shared, I put those six students into two groups of three, and we were "off and running" with the whole class lesson.

I have freely provided access to three of the card sets and their accompanying activities that are in PowerPoint. There are currently twenty-one total sets of grouping cards, and I hope by looking at the three preview samples, you might be tempted to buy the whole set so that you'll always have a set of grouping cards for--hopefully--however many students your school puts in your classroom. I do plan to add in the next year a 15-student card-set and a 37-student card-set, and as with all our products, you will be sent all future updates to the products at no extra cost ever.

Here are the twenty-one card sets that currently exist in the set, which will go on sale by the end of July 2015; next summer, we plan on adding a 15-card and a 37-card set:

Parts of Speech Acrostics
Vocabulary Oxymorons
Antonyms & Synonyms
  • 19-student card set (all nouns)
  • 24-student card set (all adjectives)
  • 29-student card set (all verbs)
  • 35-student card set (all adverbs)
  • 17-student card set
  • 22-student card set
  • 28-student card set
  • 34-student card set
  • 18-student card set
  • 23-student card set
  • 30-student card set
  • 36-student card set
Quotations with Vocabulary Words
Transitive & Intransitive Verbs
Etymology Lessons
  • 16-student card set
  • 25-student card set
  • 31-student card set
  • 20-student card set
  • 27-student card set
  • 32-student card set
  • 21-student card set
  • 26-student card set
  • 33-student card set

And, shhhhh. Here's my favorite thing about these cards. I built them while perusing long study lists for SAT Vocabulary words as well as vocabulary lists from 4th-8th grade novels and short stories. I chose to include both words I already knew and words I kind of knew. After using these cards for a year and a half now, I can safely tell you I know every single vocabulary word listed on them. Using them became a great strategy for me to better my own vocabulary.

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"Quick-Poems" Designed to Teach Tier-2 Vocabulary for Class DiscussionS, Socratic Seminars, and Writing Response Groups
I have created a set of 18 "Quick Poems" that I use to teach my students interesting vocabulary words. These are all tier-2 words that I encourage my scholars to use in small and whole group discussions, during Socratic seminars, and during writing workshop response group time. It was great fun choosing the words, and my plan was to set aside 20-30 minutes every two weeks and have students learn the new word(s) by putting it into a formulaic poem.

These poems--I have found--work best when students write them with partners or in small groups, but I do have some students who choose to separate themselves from their small group and create an individual poem. I am a teacher who promotes differentiation, so I have no problem with students making that choice.

Speaking of differentiation, I purposely designed the poems' advance organizers to be pretty difficult to complete the whole sheet in the allotted time. After passing out the advance organizer and teacher model, I set a timer for 20 or 30 minutes for the whole lesson--introduction and writing time--, and they have to stop wherever they are when the timer goes off. I do have some groups who successfully complete the whole poem, but usually they all yell, "Wait! More time!"

“My kids are loving the new vocabulary & poetry sheets. Today we were working on the ‘caustic/facetious’ poem. An uproarious time was had as students challenged each other: ‘That’s a verb phrase, not a noun phrase!’ ‘That phrase doesn’t show meaning!’ ‘You have to write what it's about, not an actual caustic comment!’ etc, etc. Thanks again, Corbett! You’ve made my job a dream!”

--Nevada teacher and supporter of WritingFix, Jenny H.

My students know my philosophy with learning new vocabulary. I tell them from day one, "In order to 'own' a new word, you have to have eight or nine meaningful experiences with that word. The most important meaningful experience you can have is if find a new context to use the word in writing or in conversation." These poems, in my opinion, give them half of those meaningful experiences, and they purposely try to force them to find a new context where the word could be used. For a week after doing these "quick-poems," I keep the words on the whiteboard and start each class with the following challenge: "Let's see if one of you can find a thoughtful way to use our latest whole-class vocabulary word during today's learning." It's amazing what the kids come up with, but it's critical for the teacher to be able to tell them "No" when they find a new context for the word that isn't a good one. Using vocabulary in new contexts can be tricky for young minds; they often force new contexts on words incorrectly.

My Eighteen "Quick-Poems" for Tier-2 Vocabulary Words
The first three QUICK-POEMS are free previews. The remaining fifteen can be purchased by clicking here.
Quick-Poem for the Vocabulary Word:
JUXTAPOSE

Quick-Poem for the Vocabulary Words:


Quick-Poem for the Vocabulary Word:
HARBINGER and FORESHADOW

Quick-Poem for the Vocabulary Words:
MISCONSTRUE and MISNOMER
Quick-Poem for the Vocabulary Word:
OBSEQUIOUS
Quick-Poem for the Vocabulary Words:
MYOPIC and SAGACIOUS
Quick-Poem for the Vocabulary Word:
PARAPHRASE
Quick-Poem for the Vocabulary Words:
SUBJECTIVE and OBJECTIVE
Quick-Poem for the Vocabulary Word:
LIONIZE
Quick-Poem for the Vocabulary Words:
PERUSE and SCRUTINIZE
Quick-Poem for the Vocabulary Word:
SPECULATE
Quick-Poem for the Vocabulary Words:
DICHOTOMY/DICHOTOMOUS
Quick-Poem for the Vocabulary Word:
PERFUNCTORY
Quick-Poem for the Vocabulary Words:
CLOYING and CURMUDGEONLY
Quick-Poem for the Vocabulary Word:
VICISSITUDE
Quick-Poem for the Vocabulary Words:
OSTENTATIOUS and DIDACTIC
Quick-Poem for the Vocabulary Word:
AFFINITY
Quick-Poem for the Vocabulary Words:
CAUSTIC and FACETIOUS
Purchase the entire set of Eighteen Quick Poems by clicking here.

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