The headlines were full of "disruption" last week, as Superstorm Sandy ravaged the East Coast. "Hurricane Sandy Disrupts Millions of Lives" read the headline on a New York Times slide show. Sandy "continues to disrupt New York entertainment industry," CBS News warned a day after the storm passed through. Subway, train, and air travel was disrupted, as was phone and cable service, and there was even concern that power outages would disrupt voting in today's election.  Continue reading...

When Obama and Romney crossed swords in last night's presidential debate, the word bayonet made a surprising but memorable appearance. That inspired James Harbeck to compose the latest in his series of Word Tasting Notes.  Continue reading...

Like is a powerful word. It's a noun, verb, adjective, adverb, preposition, and conjunction. It demonstrates preferences and shows relationships. It even acts as filler when we're trying to put our thoughts in order. Not all uses of like are equally accepted, however.  Continue reading...

In last night's presidential debate, Barack Obama said that Mitt Romney's economic plan amounted to a "sketchy deal." Soon thereafter, #SketchyDeal was a trending topic on Twitter (in part thanks to the Obama campaign's own Twitter account), used to question or criticize various aspects of Romney's proposals. With sketchy in the spotlight, it's worth sketching out how the word came to prominence, and how it can mean different things to different people.  Continue reading...

Today is National Dictionary Day, celebrating the birth of lexicographer Noah Webster, who wrote An American Dictionary of the English Language, which defined an American version of the English lexicon for the first time. To celebrate, let us know your favorite all-American word.  Continue reading...

In Vocabulary at the Core, Amy Benjamin and John T. Crow assert that word study should play a more significant role in English class and across the curriculum — as emphasized by the Common Core State Standards. In this excerpt, Benjamin and Crow explain the difference between receptive control and productive control of words and why our students' receptive vocabulary remains considerably larger than their productive vocabulary.  Continue reading...