Ever since College Board President David Coleman announced that the redesigned SAT would replace its testing of more obscure words such as mendacious or treacly with the analysis of more frequent, multiple-meaning words in context, educators have been fretting about what this may mean for the study of vocabulary and for the precision of the next generation of American students' English in general.
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When I was studying Spanish and had gotten to the point where our assignments consisted of reading real books, I kept a well-thumbed dictionary on my desk. Every paragraph seemed to contain several words that I had to look up, which was tedious and slow. Our wise teacher kept telling us that we didn't need to do that—you don't actually have to know what every word means to understand the text.
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