A METHOD OF VOCABULARY STUDY USED AS A TOOL RATHER THAN AS A COMPLETE VOCABULARY PROGRAM HELPS STUDENTS INVESTIGATE ANY WORD AND HELPS CLARIFY KEY OR DIFFICULT WORDS IN AN ASSIGNMENT. THE SEMANTIC LEVELS OF DEFINITION-MAKING ARE EXPLAINED AND ILLUSTRATED BY THE TEACHER'S ASKING THE STUDENTS WHAT CLASS OF THINGS A CERTAIN WORD STANDS FOR AND HOW THE WORD DIFFERS FROM OTHERS IN THAT CLASS. THE STUDENTS CARRY OUT THE FOLLOWING PROCEDURE FOR WRITTEN WORK WHICH ENABLES THEM TO DEFINE NOUNS, ACTIVE AND PASSIVE VERBS, AND MODIFIERS--(1) STUDENTS LOOK UP THE SPECIFIC CONTEXT IN WHICH THE NEW WORD IS USED AND COPY ENOUGH OF THE SENTENCE TO GIVE SOME INDICATION OF ITS MEANING. (2) THEY COPY THE BASIC FORM OF THE WORD AS IT APPEARS IN THE DICTIONARY, INDICATING ACCENTED SYLLABLES. (3) WITH THE HELP OF THE DICTIONARY, STUDENTS WRITE A SENTENCE DEFINITION THAT APPLIES TO THE WORD IN CONTEXT. (4) FINALLY, THEY WRITE AN ORIGINAL SENTENCE USING THE NEW WORD. ALTHOUGH THIS METHOD IS MORE EXACTING THAN LOOKING UP SYNONYMS, IT ENCOURAGES LOGICAL THINKING AND CREATIVITY WHILE IT AIMS FOR VOCABULARY EXPANSION AND VERBAL PRECISION. THIS ARTICLE APPEARS IN "ENGLISH JOURNAL," VOLUME 55, SEPTEMBER 1966. (NS)