Tim's Teachers Vocabulary Mastery - Chapter 2

Section 1 Learn the Words

Word	Part of speech	Definition	Chinese	Example
absolve	verb	to free someone from blame, guilt, or responsibility	免除；赦免	The new evidence did not absolve the manager of responsibility for ignoring the warning.
alleviate	verb	to make pain, difficulty, or a problem less severe	减轻；缓解	Adding an extra bus route helped alleviate crowding during the morning commute.
ambivalent	adjective	having mixed or conflicting feelings about something	矛盾的；犹豫不决的	Maya felt ambivalent about transferring schools because she wanted new opportunities but would miss her friends.
animosity	noun	strong dislike or hostility	敌意；憎恶	Years of rivalry created animosity between the two teams, even after the original dispute had ended.
antagonize	verb	to cause someone to become hostile or unfriendly	激怒；使对立	The mediator warned both sides not to antagonize one another with sarcastic remarks.
arbitrate	verb	to settle a disagreement by acting as a neutral judge	仲裁；调解	The committee asked an independent expert to arbitrate the dispute over how the prize money should be divided.
assimilate	verb	to absorb and understand information or become part of a group	吸收；同化	Students need time to assimilate a large amount of new information before they can apply it confidently.
astute	adjective	clever and quick to understand situations	精明的；敏锐的	Her astute observation revealed a factor that the rest of the group had overlooked.
audacious	adjective	bold and willing to take risks, sometimes shockingly so	大胆的；无畏的	The climber's audacious plan required careful preparation because a single mistake could have serious consequences.
avert	verb	to prevent something bad from happening	避免；防止	Quick action by the engineers helped avert a larger failure in the water system.
credible	adjective	believable and worthy of trust	可信的；可靠的	The committee considered the report credible because its claims were supported by consistent evidence.
cursory	adjective	quick and not detailed or thorough	粗略的；草率的	A cursory inspection missed the crack that a more careful examination later revealed.
dearth	noun	a lack or shortage of something	缺乏；不足	A dearth of reliable data made it difficult to evaluate the program fairly.
deficient	adjective	not having enough of something essential	缺乏的；不足的	The soil was deficient in nitrogen, so the plants grew slowly despite regular watering.
detract	verb	to reduce the value, importance, or quality of something	减损；贬低	A few spelling errors should not detract from an otherwise thoughtful and well-supported argument.
digress	verb	to move away from the main subject while speaking or writing	离题；偏离主题	The speaker began to digress into unrelated stories before returning to the main question.
distort	verb	to twist or change the truth, meaning, or appearance of something	歪曲；扭曲	Leaving out key facts can distort the reader's understanding of what actually happened.
elicit	verb	to draw out a response, answer, or reaction	引出；诱出	The interviewer asked an open-ended question to elicit a more detailed response.
exacerbate	verb	to make a problem, condition, or situation worse	使恶化；加剧	Ignoring the leak would only exacerbate the damage to the building.
explicit	adjective	stated clearly and directly, leaving no doubt	明确的；清楚的	The safety instructions were explicit, so every student knew exactly what steps were required.
fallacy	noun	a mistaken belief or faulty idea, especially in reasoning	谬论；错误观念	The claim that one successful example proves a rule in every case is a fallacy.
fastidious	adjective	very careful about details and difficult to please	挑剔的；一丝不苟的	The fastidious editor checked every citation, date, and punctuation mark before publication.
feasible	adjective	possible and practical to do successfully	可行的；切实可行的	The original proposal was too expensive, so the team developed a more feasible approach.
foreboding	noun	a feeling that something bad is going to happen	不祥的预感	A sense of foreboding spread through the hikers as the sky darkened and the wind increased.
formulate	verb	to develop or create something carefully, such as a plan or idea	制定；构想	After analyzing the survey results, the council began to formulate a new policy.
fortify	verb	to strengthen or protect something	加强；巩固	Workers used steel supports to fortify the old bridge before reopening it to traffic.
grapple	verb	to struggle with or work hard to understand a difficult problem	努力解决；设法应对	The class had to grapple with two conflicting interpretations of the same historical event.
hindrance	noun	something that makes progress difficult	障碍；妨碍	Poor internet access became a serious hindrance when the team tried to share large research files.
hypothetical	adjective	based on an imagined situation rather than a real one	假设的；假定的	The teacher gave a hypothetical example so students could test the rule without referring to a real case.
imperative	adjective	extremely important or necessary	极其重要的；必要的	It is imperative that researchers obtain permission before collecting private information.

Section 2 Immediate Retrieval

#	Prompt	Answer	Scores as	Box
1	An inspection is so quick that important details are missed. Which C-word describes it?	cursory	cursory	-
2	A new schedule makes a difficult problem less severe. Which A-word fits?	alleviate	alleviate	-
3	You take in unfamiliar material until it becomes understandable. Which A-word fits?	assimilate	assimilate	-
4	A graph gives a misleading picture of the data. Which D-word describes what it does?	distort	distort	-
5	You have an uneasy sense that trouble is coming. Which F-word names the feeling?	foreboding	foreboding	-
6	Workers add supports to make a structure stronger. Which F-word fits?	fortify	fortify	-
7	A repair cannot safely be postponed. Which I-word describes how necessary it is?	imperative	imperative	-
8	A rude remark makes another person more hostile. Which A-word describes the action?	antagonize	antagonize	-
9	A teacher asks about an imagined situation. Which H-word describes it?	hypothetical	hypothetical	-
10	A neutral person is asked to settle a dispute. Which A-word describes the role?	arbitrate	arbitrate	-
11	A repeated obstacle slows progress. Which H-word names it?	hindrance	hindrance	-
12	An argument depends on faulty reasoning. Which F-word names the error?	fallacy	fallacy	-
13	A question draws a detailed response from a quiet student. Which E-word fits?	elicit	elicit	-
14	You want two conflicting things at the same time. Which A-word describes the feeling?	ambivalent	ambivalent	-
15	A distracting feature makes an otherwise strong presentation less effective. Which D-word fits?	detract	detract	-
16	A diet lacks enough of an essential nutrient. Which D-word describes it?	deficient	deficient	-
17	A plan is surprisingly bold and risky. Which A-word describes it?	audacious	audacious	-
18	A committee carefully develops a new plan. Which F-word fits?	formulate	formulate	-
19	A bad decision makes an existing problem worse. Which E-word fits?	exacerbate	exacerbate	-
20	Students struggle seriously with a difficult idea. Which G-word fits?	grapple	grapple	-
21	A rule is stated directly instead of being implied. Which E-word describes it?	explicit	explicit	-
22	Quick action stops a disaster before it happens. Which A-word fits?	avert	avert	-
23	A school has far too few qualified substitutes. Which D-word names the shortage?	dearth	dearth	-
24	Two groups show deep hostility toward each other. Which A-word names it?	animosity	animosity	-
25	An editor is extremely exacting about tiny details. Which F-word describes the editor?	fastidious	fastidious	-
26	A speaker wanders away from the main topic. Which D-word fits?	digress	digress	-
27	Someone notices an important detail that others miss. Which A-word describes the person?	astute	astute	-
28	A report is believable because its evidence can be checked. Which C-word describes it?	credible	credible	-
29	A plan can actually be carried out with the available time and money. Which F-word describes it?	feasible	feasible	-
30	New evidence clears a person of blame. Which A-word fits?	absolve	absolve	-

Section 3 Review from Earlier Chapters

#	Prompt	Answer	Scores as	Box
1	After the budget was reduced, the team had to ______ the original plan before construction could begin.	alter	alter	-
2	Which earlier word best completes the sentence? TL derive TR contrast BL establish BR analyze	establish	establish	BL
3	The number is close to the exact amount but is not exact. Which earlier word fits?	approximate	approximate	-
4	The rule seemed ______ because no one could explain why it applied to one group but not the other.	arbitrary	arbitrary	-
5	Which earlier word best completes the sentence? TL analyze TR derive BL establish BR contrast	contrast	contrast	BR
6	Two reasonable readers understand the same wording in different ways. Which earlier word fits?	ambiguous	ambiguous	-
7	When the first method failed, the researchers tried a different ______ to solve the problem.	approach	approach	-
8	Which earlier word best completes the sentence? TL consequence TR approach BL criterion BR contrast	consequence	consequence	TL
9	The students examine the information closely and consider its separate parts. Which earlier word fits?	analyze	analyze	-
10	Many scientific terms ______ from Greek or Latin roots.	derive	derive	-
11	Which earlier word best completes the sentence? TL approximate TR consistent BL arbitrary BR ambiguous	consistent	consistent	TR
12	The task is to recognize the difference between two very similar things. Which earlier word fits?	distinguish	distinguish	-

Correct-answer positions: TL 1 / TR 1 / BL 1 / BR 1

Section 4 Context Practice

#	Prompt	Answer	Scores as	Box	Notes
1	Early repairs may ______ a complete shutdown of the aging water system. TL avert TR formulate BL digress BR elicit	avert	avert	TL
2	Frequent power outages became a major ______ to completing the project on schedule. TL foreboding TR hindrance BL animosity BR fallacy	hindrance	hindrance	TR
3	The argument rests on a(n) ______: it assumes that because one event happened before another, it must have caused it. TL foreboding TR dearth BL fallacy BR hindrance	fallacy	fallacy	BL
4	The coach tried to reduce the ______ between two players whose rivalry was hurting the team. TL dearth TR animosity BL foreboding BR consequence	animosity	animosity	TR
5	The teacher gave ______ instructions about which sources students were allowed to use. TL explicit TR cursory BL ambiguous BR credible	explicit	explicit	TL
6	Students often need time to ______ unfamiliar concepts before they can apply them independently. TL fortify TR antagonize BL distort BR assimilate	assimilate	assimilate	BR
7	The survey used open-ended questions to ______ detailed comments rather than simple yes-or-no responses. TL elicit TR detract BL contrast BR avert	elicit	elicit	TL
8	The committee used the survey results to ______ a new policy on after-school transportation. TL elicit TR approximate BL formulate BR fortify	formulate	formulate	BL	Look-alike trap: "fortify" resembles FORMULATE but does not share its meaning.
9	a(n) ______ of affordable housing has forced many workers to commute from distant towns. TL fallacy TR dearth BL animosity BR hindrance	dearth	dearth	TR
10	The explorer proposed a(n) ______ route across terrain that no member of the team had crossed before. TL astute TR credible BL explicit BR audacious	audacious	audacious	BR
11	Cutting maintenance funds could ______ the existing safety problems in the old building. TL avert TR exacerbate BL fortify BR alleviate	exacerbate	exacerbate	TR
12	The new security footage did not ______ the driver of responsibility because it showed that he had ignored the warning. TL arbitrate TR assimilate BL absolve BR antagonize	absolve	absolve	BL
13	The students had to ______ with the ethical consequences of using private data in their research. TL detract TR consequence BL digress BR grapple	grapple	grapple	BR
14	The report was ______ in reliable evidence, so the committee postponed its decision. TL deficient TR feasible BL distinguish BR credible	deficient	deficient	TL
15	The two groups asked a neutral panel to ______ their disagreement over access to the shared laboratory. TL formulate TR elicit BL arbitrate BR assimilate	arbitrate	arbitrate	BL
16	Quoting only half of the sentence could ______ the author's intended meaning. TL elicit TR fortify BL alleviate BR distort	distort	distort	BR
17	The first design was too expensive, but the revised version was ______ within the available budget. TL explicit TR feasible BL deficient BR ambivalent	feasible	feasible	TR
18	Nora felt ______ about accepting the scholarship because it offered a great opportunity but required moving far from home. TL ambivalent TR audacious BL contrast BR astute	ambivalent	ambivalent	TL

Correct-answer positions: TL 5 / TR 5 / BL 4 / BR 4

Section 5 Semantic Discrimination

#	Prompt	Answer	Scores as	Box
1	A reviewer glances over a forty-page report in two minutes and misses several important details. Which adjective fits most precisely? TL consistent TR hasty BL superficial BR cursory	cursory	cursory	BR
2	A speaker leaves the main issue to tell a long unrelated story before returning to the topic. Which verb fits most precisely? TL digress TR ramble BL deviate BR wander	digress	digress	TL
3	Engineers add barriers and supports so a structure can resist stronger forces. Which verb fits most precisely? TL reinforce TR fortify BL protect BR strengthen	fortify	fortify	TR
4	A confusing final paragraph makes an otherwise strong essay less effective. Which verb fits most precisely? TL consequence TR reduce BL detract BR weaken	detract	detract	BL
5	A speaker intentionally mocks an audience and causes listeners to become more hostile. Which verb fits most precisely? TL arbitrary TR antagonize BL irritate BR offend	antagonize	antagonize	TR
6	A report is supported by reliable records, independent witnesses, and consistent data. Which adjective fits most precisely? TL arbitrary TR convincing BL reliable BR credible	credible	credible	BR
7	Before entering an abandoned building, a student has a strong sense that something bad is about to happen. Which noun fits most precisely? TL contrast TR apprehension BL foreboding BR unease	foreboding	foreboding	BL
8	A safety officer says replacing the damaged valve cannot be postponed without serious risk. Which adjective fits most precisely? TL imperative TR essential BL urgent BR necessary	imperative	imperative	TL
9	An editor notices tiny spacing errors, inconsistent punctuation, and minor formatting differences that others ignore. Which adjective fits most precisely? TL meticulous TR particular BL fastidious BR exact	fastidious	fastidious	BL
10	A new medication does not cure the condition, but it makes the pain much less severe. Which word fits most precisely? TL reduce TR ease BL relieve BR alleviate	alleviate	alleviate	BR
11	A teacher asks students to reason about an invented case that has not actually happened. Which adjective fits most precisely? TL supposed TR hypothetical BL imaginary BR theoretical	hypothetical	hypothetical	TR
12	A manager quickly recognizes a hidden weakness in a proposal that most people overlook. Which adjective fits most precisely? TL astute TR clever BL perceptive BR discerning	astute	astute	TL

Correct-answer positions: TL 3 / TR 3 / BL 3 / BR 3

Section 6 Synonyms

#	Prompt	Answer	Scores as	Box	Notes
S1	HINDRANCE: TL advantage TR impediment BL solution BR result	impediment	hindrance	TR	Aid is tempting because it is the opposite of a hindrance.
S2	DIGRESS: TL deviate TR repeat BL distort BR conclude	deviate	digress	TL	Distort is tempting because both can move away from something, but digress means leave the main topic.
S3	EXACERBATE: TL alleviate TR aggravate BL stabilize BR prevent	aggravate	exacerbate	TR	Alleviate is tempting because it is the opposite of exacerbate.
S4	ASSIMILATE: TL announce TR separate BL reject BR absorb	absorb	assimilate	BR	Simulate is tempting because it looks similar, but assimilate means take in or integrate.
S5	DEARTH: TL scarcity TR abundance BL quality BR variety	scarcity	dearth	TL	Depth is tempting because it sounds similar, but dearth means shortage.
S6	AUDACIOUS: TL astute TR cautious BL daring BR ordinary	daring	audacious	BL	Astute is tempting because both may describe a capable person, but audacious means boldly risk-taking.
S7	ELICIT: TL evoke TR repeat BL avoid BR suppress	evoke	elicit	TL	Suppress is tempting because elicit means draw a response out rather than hold it back.
S8	GRAPPLE: TL avoid TR wrestle BL repeat BR glance	wrestle	grapple	TR	Settle is tempting because grappling with a problem may eventually settle it, but grapple means struggle with it.
S9	CREDIBLE: TL ordinary TR careless BL cursory BR believable	believable	credible	BR	Doubtful is tempting because it is the opposite of credible.
S10	FEASIBLE: TL costly TR theoretical BL workable BR impossible	workable	feasible	BL	Theoretical is tempting because an idea can exist in theory without being feasible in practice.
S11	ABSOLVE: TL condemn TR exonerate BL absorb BR resolve	exonerate	absolve	TR	Resolve is tempting because it looks similar, but absolve means clear from blame.
S12	AVERT: TL observe TR cause BL announce BR prevent	prevent	avert	BR	Observe is tempting because one may observe danger before averting it, but avert means prevent.
S13	ARBITRATE: TL arrange TR advocate BL adjudicate BR argue	adjudicate	arbitrate	BL	Argue is tempting because arbitration concerns disputes, but arbitrate means judge between sides.
S14	ASTUTE: TL shrewd TR strict BL audacious BR uncertain	shrewd	astute	TL	Audacious is tempting because both can describe impressive behavior, but astute means perceptive and clever.
S15	ALLEVIATE: TL aggravate TR elevate BL relieve BR retain	relieve	alleviate	BL	Aggravate is tempting because it is the opposite of alleviate.
S16	CURSORY: TL detailed TR thorough BL careful BR superficial	superficial	cursory	BR	Thorough is tempting because it is the opposite of cursory.
S17	HYPOTHETICAL: TL explicit TR theoretical BL credible BR practical	theoretical	hypothetical	TR	Actual is tempting because hypothetical situations are imagined rather than real.
S18	EXPLICIT: TL definite TR cursory BL doubtful BR vague	definite	explicit	TL	Implicit is tempting because explicit information is directly stated rather than merely implied.
S19	AMBIVALENT: TL decisive TR hostile BL conflicted BR certain	conflicted	ambivalent	BL	Indifferent is tempting because both can look like hesitation, but ambivalent means having opposing feelings.
S20	DEFICIENT: TL credible TR complete BL excessive BR lacking	lacking	deficient	BR	Complete is tempting because deficient means missing something essential.
S21	FORTIFY: TL reinforce TR digress BL distort BR remove	reinforce	fortify	TL	Weaken is tempting because it is the opposite of fortify.
S22	DISTORT: TL confirm TR misrepresent BL fortify BR clarify	misrepresent	distort	TR	Clarify is tempting because it is the opposite of distorting meaning.
S23	FASTIDIOUS: TL audacious TR casual BL meticulous BR flexible	meticulous	fastidious	BL	Careless is tempting because it is the opposite of fastidious.
S24	DETRACT: TL diminish TR repeat BL enhance BR attract	diminish	detract	TL	Attract is tempting because it looks similar, but detract means reduce value or quality.
S25	ANTAGONIZE: TL appease TR analyze BL imitate BR provoke	provoke	antagonize	BR	Appease is tempting because it is the opposite of antagonize.
S26	FORMULATE: TL observe TR devise BL destroy BR obtain	devise	formulate	TR	Obtain is tempting because both are academic verbs, but formulate means create a plan or idea.
S27	FALLACY: TL conclusion TR misconception BL evidence BR principle	misconception	fallacy	TR	Conclusion is tempting because fallacies can affect conclusions, but a fallacy is the faulty reasoning itself.
S28	ANIMOSITY: TL hostility TR anxiety BL curiosity BR friendship	hostility	animosity	TL	Anxiety is tempting because both are negative feelings, but animosity specifically means hostility.
S29	FOREBODING: TL relief TR animosity BL dread BR confidence	dread	foreboding	BL	Animosity is tempting because both are negative feelings, but foreboding is fear about what may happen.
S30	IMPERATIVE: TL minor TR ambivalent BL optional BR essential	essential	imperative	BR	Optional is tempting because imperative means necessary rather than optional.

Correct-answer positions: TL 8 / TR 8 / BL 7 / BR 7

Section 7 Cumulative Reading

Repairing the Library Roof — target words used in the passage: cursory, imperative, credible, explicit, exacerbate, feasible, fortify, alleviate, ambivalent, audacious, hindrance, antagonize, formulate, absolve, avert

Section 8 Reading & Application

#	Prompt	Answer	Box	Notes
1	Why did the principal not want to rely only on the first inspection? TL The library had never been damaged by weather. TR The principal had already decided to replace the roof. BL The first contractor refused to give a price. BR A quick, superficial inspection might miss hidden damage.	A quick, superficial inspection might miss hidden damage.	BR	Passage: “The first estimate was far cheaper, but a cursory inspection could easily miss hidden damage.”
2	Why was the engineer's repair plan considered feasible? TL It required closing the library permanently. TR It ignored the weakened supports. BL It cost more than replacing the entire roof. BR It could address the major problems successfully without the cost of a complete replacement.	It could address the major problems successfully without the cost of a complete replacement.	BR	Passage: “Workers could fortify the damaged sections, replace the worst materials, and improve drainage for much less money.”
3	Why was the school board ambivalent about the engineer's recommendation? TL Members disagreed about whether storms could damage roofs. TR Members wanted to protect students but were also concerned about using funds needed elsewhere. BL Members doubted that the library had any damage. BR Members wanted to remove the library from the school.	Members wanted to protect students but were also concerned about using funds needed elsewhere.	TR	Passage: “Members wanted to protect students, yet they were reluctant to spend money that might be needed for other repairs.”
4	Why did the board chair warn members not to antagonize one another? TL The discussion was becoming tense, and hostile behavior could make cooperation harder. TR She wanted the engineer to leave the meeting. BL She believed every member already agreed. BR She wanted the board to avoid discussing costs.	The discussion was becoming tense, and hostile behavior could make cooperation harder.	TL	Passage: “The discussion grew tense, and the board chair had to remind members not to antagonize one another.”
5	What did the evidence-based process help the board avert? TL Access to the library during the school year. TR The need to compare several repair options. BL It helped the board avoid making a rushed decision without enough evidence. BR A summer renovation of the roof.	It helped the board avoid making a rushed decision without enough evidence.	BL	Passage: “By relying on evidence rather than assumptions, the group was able to avert a rushed decision and establish a clear course of action.”
6	Describe what would make a source credible, and give one example of an explicit statement that source might make.	A source is credible when it uses reliable evidence and can be checked. An explicit statement might be, 'The bridge will remain closed until the safety inspection is complete.'	-	Model response: A source is credible when it uses reliable evidence and can be checked. An explicit statement might be, 'The bridge will remain closed until the safety inspection is complete.'
7	Describe one action that could alleviate a school problem and another action that could exacerbate the same problem.	Adding more buses could alleviate overcrowding after school, while canceling routes could exacerbate it.	-	Model response: Adding more buses could alleviate overcrowding after school, while canceling routes could exacerbate it.
8	Formulate a plan for improving one part of your school or community, and explain why the plan is feasible.	I would formulate a plan to add labeled recycling bins near the cafeteria. It is feasible because the school could start with a small number of inexpensive bins and expand later.	-	Model response: I would formulate a plan to add labeled recycling bins near the cafeteria. It is feasible because the school could start with a small number of inexpensive bins and expand later.
9	Describe a situation in which someone might feel ambivalent about an audacious decision.	A student might feel ambivalent about joining an audacious expedition because the experience could be exciting but also risky.	-	Model response: A student might feel ambivalent about joining an audacious expedition because the experience could be exciting but also risky.

Correct-answer positions: TL 1 / TR 1 / BL 1 / BR 2

Section 9 Final Retrieval

#	Prompt	Answer	Scores as	Box
1	An editor repeatedly checks tiny details and is difficult to satisfy. Which lesson word describes the editor?	fastidious	fastidious	-
2	An argument depends on faulty reasoning rather than sound evidence. Which lesson word names the error?	fallacy	fallacy	-
3	A thoughtful question draws out a detailed answer from a quiet student. Which lesson word fits?	elicit	elicit	-
4	A distracting design makes an otherwise strong presentation less effective. Which lesson word fits?	detract	detract	-
5	After reading difficult material, you need time to absorb it into your understanding. Which lesson word fits?	assimilate	assimilate	-
6	A plan is bold enough to surprise people and risky enough to worry them. Which lesson word describes it?	audacious	audacious	-
7	A teacher asks students to reason through an imagined case. Which lesson word describes the case?	hypothetical	hypothetical	-
8	A rule states exactly what must be done instead of leaving it implied. Which lesson word describes the rule?	explicit	explicit	-
9	Quick action prevents a serious failure that otherwise might occur. Which lesson word fits?	avert	avert	-
10	Workers strengthen a wall so it can resist future storms. Which lesson word fits?	fortify	fortify	-
11	A student spots the one hidden detail that changes the whole conclusion. Which lesson word describes the student?	astute	astute	-
12	A safety repair cannot be delayed without serious risk. Which lesson word describes how necessary it is?	imperative	imperative	-
13	A long rivalry leaves two groups openly hostile toward one another. Which lesson word names the feeling?	animosity	animosity	-
14	A town has almost no affordable housing available. Which lesson word names the shortage?	dearth	dearth	-
15	Complete the sentence with the best lesson word: The new evidence may ______ the student of blame.	absolve	absolve	-
16	Two sides ask a neutral expert to decide their dispute. Which lesson word fits?	arbitrate	arbitrate	-
17	Before anything happens, you have a strong sense that trouble is approaching. Which lesson word names the feeling?	foreboding	foreboding	-
18	A decision makes an existing problem noticeably worse. Which lesson word fits?	exacerbate	exacerbate	-
19	A committee carefully develops a new policy after studying evidence. Which lesson word fits?	formulate	formulate	-
20	A change reduces a problem without completely solving it. Which lesson word fits?	alleviate	alleviate	-
21	A source is supported by records and independent evidence. Which lesson word describes it?	credible	credible	-
22	A reviewer spends only a minute on a long report and misses key details. Which lesson word describes the review?	cursory	cursory	-
23	One sarcastic remark makes an already tense audience more hostile. Which lesson word describes the action?	antagonize	antagonize	-
24	A class spends days struggling to understand a difficult ethical problem. Which lesson word fits?	grapple	grapple	-
25	You strongly want an opportunity but also strongly want to avoid what it requires. Which lesson word describes the feeling?	ambivalent	ambivalent	-
26	A project can be completed with the available money, time, and people. Which lesson word describes it?	feasible	feasible	-
27	A graph makes a tiny change look enormous and misleading. Which lesson word describes what it does?	distort	distort	-
28	A report contains some evidence, but not enough of what is essential. Which lesson word describes it?	deficient	deficient	-
29	A speaker leaves the main topic to tell an unrelated story. Which lesson word fits?	digress	digress	-
30	One obstacle repeatedly slows progress on a project. Which lesson word names the obstacle?	hindrance	hindrance	-