Register for free to join our community of investors and share your ideas. You will also get access to streaming quotes, interactive charts, trades, portfolio, live options flow and more tools.
Register for free to join our community of investors and share your ideas. You will also get access to streaming quotes, interactive charts, trades, portfolio, live options flow and more tools.
ONGMO, DON'T ELABORATE BECAUSE I HIGHLY DOUBT WHAT U SAY, ANY CLOWN, can come on here and say he met with navalier, u have no way of proving it, so just be quiet, i can't believe some of you have fallen for this, by the way we don't care what u invested,
oh by the way i met with the iraqi information minister last night, he loves IDCC but was ho-hum on ONGMO, says he has tried to get his job more than once
BAGHDAD FALLS TO AMERICANS, WIDESPREAD CELEBRATIONS AND LOOTING, haha, i knew this would happen, to all the naysayers this is what the iraqi people wanted, thank god we have a president with guts, good luck all
p.s. why the hell are futures still down
WHY DO LONGS RESPOND TO ONCE, IT IS LIKE TRYING TO TALK TO THE IRAQI INFORMATION MINISTER
no matter how obvious the truth is he will just keep denying it, don't u get tired of posting to him, it is irrevelant what he thinks, all u do is give him attention, if nobody responds to him he will not post as much
alley i agree with mickey eom
dws, true once we get confirmation of money, we go up regardless
mcshere when does that get announced eom
any longs have any comments on why the market lost its earlier gains today, i thought the war almost over would send it up triple digits, your thoughts
HAHA AMERICAN TROOPS IN BAGHDAD HAVE SEIZED presidential palace and blown up hussein statue of him on a horse, and right now the information minister is denying everything, this guy is such a clown, he will still be saying that iraq is winning when he is sitting in a military jail, this guy deserves a bullet in the brain
futures are following this news up dow 160, nas 24 s and p up over 10 maybe 15 not sure
we must gain minimum of 2 points, but i don't care about stock victory baby, victory, we just sent a message to the middle east and the world
it is not over yet, but this could be over by tomorrow, thank god for all the brave soldiers, including my cousin
good luck all
dumpter, http://money.cnn.com/markets/morning_call/ if that doesn't work let me know, it updates regularly or just hit refresh
WOW FUTURES ARE through the roof, nas up 17 dow up 108, war ends this week, nok confirmation within weeks away, 3g license coming, possibly from ericy, more 2g signings, 50 a share is coming soon
oh and s and p futures up 10
i would not be surprised if idcc releases news tomorrow morning at 8 or 9, nokia news is coming soon, imo idcc does not settle if they don't have 100 percent confidence in nokia, just a matter of finishing up the agreement
sophist just go to my profile and it tells you what i am, only under 18 posts a day
dd i posted a similar thing and it was deleted by jim, i am listening to rtd who says loop does not lie and he believes mananagement reads the posts, so i take his word and hope for the best, but you make a very valid point
firerocket what are u looking to put a hit out on me, i'll play it safe, central suffolk county
LONGS if anybody here is holding out on info relating to this then this board has failed to do what it was created for, i am talking about the big boys contacting loop, it could either be very good or bad, but i know one thing, some posters here know more and are not talking, like i said either the boys know good news is coming and loop is saying something he should not be, or he is on target with negative news and they are scared we will all find out, which is it, don't hold back
how could a big stockholder threaten a lawsuit, a stockholder has no grounds nor would i think anybody would listen to a clown like that, he said big boys, then said management has to work on big 3 not worry about posts, he is talking about idcc
bulldozer relax, god can't you take someone disagreeing with another, why does it always have to turn personal
tucker i agree with you and have posted it before, i believe rtd is honest, he's telling me loop would not lie so i believe loop did not lie and management for some reason is trying to silence him, too me that bodes well for future news, i am sure you have your theories as to why idcc employees would tell him to be quiet
sorry bulldozer, long ride from long island, if we get to 100 though have to think about it, no matter what anyone thinks of my posts i have been honest
it's not the money it is the point, i don't pay for things i don't need, the free posting suits me just fine, pretty funny though
once laugh all u want if they release nok and samsung news it gets to 40 minimum by june and i will be very happy indeed, if not i go back to long term plan, and the fact that you are here now convinves me news is coming
rtd thanks if i can make it i will, one thing is for certain if it gets to 100 by june, i will buy the drinks, good luck
RTD AND LONGS then i apologize for questioning loop's sincerity, i was wrong and jumped the gun, good luck to all, well then that goes to my next question, why is idcc telling him to stop posting, what is their agenda here, any theories
longs lets assume that loop is right and management told him to stop posting, can you explain why they would do that, is it because news is coming, what conceivable reason would they have for doing that, any opinions
rtd is that opinion or fact, have u personally talked to the people that worked there, did they just say they read them or did they tell u actual alias names which confirms that they were not just snowing you,
if you tell me that then i believe you because i have never seen you lie on this board and i trust what you say
jimlur i find that you delete messages not very fairly, loop says the big boys meaning management asked him not to post anymore and i am calling him on that one, i did not try to pick a fight and i did not get personal, funny how u don't delete the messages attacking me, u call it picking a fight when i ask questions and contest what someone is saying, he is trying to say management has asked him not to post, well i don't believe it, is it ok to post lies about the company here
again if you are going to delete posts then be consistent about it
ams what makes u think days means less than 30, it could be 30 60 90 nice try though
stinvestor oh my god that was so funny and original, keep up the good work, sorry but i don't hype or bash just speak the truth i know that bothers some here who need people to fit into a certain category, i know it is confusing, but after a while u will learn
HAHAHAAHAHA, U THINK THE BIG BOYS are management, u think that your posting is distracting them from completing the big 3, haha, what hubris, this is the ultimate, some of you long posters here need a life and some perspective, let me clue u in on something the big boys are not reading your posts, if they did send u an email then post it here
haha, trust me management is not distracted by any of u, do u think they care what any of us think, in fact if any employee reads these posts they are probably laughing uncontrollably about how pathetic we all are, and i include myself in that
now for me, posting is a good way to pass the time at work and between graduate classes and the occasional post at the home computer while surfing the web, but some of u guys have taken it to the extreme, i was accused once of over analyzing every stock price, yet lately that is all the posters here do
and for all u sellers out there, i hope u understand how much the market will move when the war ends and it will end this week just like i predicted a month ago
good luck all, and to the posters who think they have influence time to get a hobby
gejim, u usually do that when i find another contradictory post on your part, will post them later
yes u would to make money and buy more shares, if we listened to your logic then why did they sell before ericy resolution, my contention is not that the sales are indicative of any future bad news, they are not, i feel they kill our upward rise every single time, but in the end it won't matter if they deliver on nok and samsung, this is a 50 dollar stock minimum
gejim correct me if i am wrong, will have to check your posts, but one minute you are posting how the insider sells are bad and now no big deal, hmmm, did you recently make a big buy or stopped your shorting
goblue even though i know you prefer we live in a fascist state, we are not there now, so please keep the discussion on a higher level than grade school, please refrain from profanity and trying to silence divergent views
goblue haha, another original and creative line from you
zitman your weak attempt to upset me only provides me with more laughter
OT POSTYLE here is an essay you should read Writing to Express, Not to Impress
by Teresa O'Regan and Karmen Mackenzie
I was the kind of student who loved words, words out of context, words that swirled around inside my mouth, words like exacerbate, undulating, lugubrious, and zeugma...I would try to write zeugmas whenever I could, exacerbating, my already lugubrious prose.
Nancy Sommers, "I Stand Here Writing".
Students entering university-level English come with their own expectations of proper or formal writing. However, those matters of style, such as language use, accepted (and praised) in prior education may or may not be accepted in university. After entering university the student will be confronted daily with a barrage of academic language. The student's ability to confront, and, in turn ally his/herself to this language will ultimately determine his/her success, quality of learning, and overall enjoyment of their education.
We came to this topic because it is a part of our experience as students. We have completed forty-five credits of English between us and have had to face the challenge of writing clear, insightful essays. We have found difficulty to decipher the exact requirements for language in an English essay. There seem to be various "unwritten rules" that remain a mystery, even to the upper-level student. We hope to help a student learn more about diction and word usage in the English discipline.
Every day the student will be confronted with "academic language." In the lecture, the student listens to a highly educated instructor who has a number of degrees, has read extensively, and most likely has written a few textbooks. In addition to 9-18 hours of instruction every week, and therefore, almost 20 hours of weekly exposure to academic language, the student will most likely have a heavy reading load. Of course, the texts (journal articles, literature reviews, and other literature) are also composed of this same academic language. Often this confrontation of "colloquial" vs. "academia" will lead students to adopt "big words" in their essays to impress the reader (namely their instructor). After all, it would seem logical to use the language of the field.
Inevitably, this effort to impress the reader leads to a problem with diction: "a style of speaking or writing as dependent upon choice of words" (Random House, Webster's College Dictionary). Problems with diction are addressed by the instructor with comments such as "awkward", "wordy", "padding", or "be more precise". Robin White refers to this improper use of words as "pollysyllabic meaninglessness." In an attempt to write strongly and effectively, students are often tempted to display their vocabularies to impress rather than express. In "The Winning Writer", White cites Yale studies which indicate that the most persuasive words in the English language are all very simple: you, now, guarantee, results, money, easy, love, health, save, free, discovery, and proven (p.77). White says the words that "reach the reader are rarely complex, although they may be used to express complex ideas." Using some well- known and often quoted lines such as Franklin Roosevelt's "We have nothing to fear but fear itself ", the studies demonstrate that word length or complexity does not necessarily have anything to do with how strong the writing is.
In the discussion on vocabulary in St. Martin's Handbook the authors appeal to the student's desire to "mature intellectually" by " broadening (one's) mental horizons by learning how to name more things more accurately" (p.461). Generally, our English vocabulary includes all the words whose meanings we recognize or can at least deduce from context. The authors in this handbook label this broad category the "processing vocabulary". The processing vocabulary allows one to interpret meanings of many passages whose words one might not use his/herself in writing or in speech. On the other hand, there is also a "producing vocabulary" which is more limited. This is the category we are interested in improving. The producing vocabulary is made up of words one actually uses in speech or written work.
In this discussion on the difference between processing and producing vocabularies one can see how students receive comments such as "wordy", or "inappropriate word" as they prematurely transport words from the processing category to the producing vocabulary. For those searching for a quick fix to rid their papers of those discouraging comments, we have some news: those mistakes are a fundamental part of the learning process. Instead we hope to bring insight to the situation from our research and help other students bridge the gap between their processing and producing vocabularies.
We used many methods to discover what steps students should take in improving diction. We interviewed a high school teacher and four UCC English instructors. We also did extensive research in composition books and conducted a survey from a random sample of UCC students.
Background Research
When we set out to explore our topic, we were interested in discovering where a student might get the idea that bigger words are better. We automatically thought of our prior education: high school. We chose to speak with Simon Nankivell and get his perspective. He has had over 32 years of experience teaching high school English. He is also proficient in several modern languages such as Spanish, French, and Russian, as well as some of the ancient languages such as Latin.
To begin I asked him if he found his students to be having the same problems with diction that some university students were having - particularly with "inflated vocabulary". In answer, he said he had found that his students were still struggling with basic vocabulary. To quote him directly he referred to this as the "Beevis & Butthead vocabulary problem." This led to a very insightful discussion of how vocabulary is acquired. According to Mr. Nankivell, poor vocabulary skills were generally a result of problems earlier on in the reading programs at the elementary level. He emphasized the importance of a contextual approach to expanding the producing vocabularies of his students. "Vocab quizzes are definitely not enough" he said. These quizzes might be helpful to learn the correct spelling of new words. But, more importantly, students also need to understand the meaning of the words.
The process of gaining this understanding is more involved than simply memorizing definitions. The meaning would come with time through seeing the words in context (reading) and hearing the words used in discussion (class discussion, other sources). This led our discussion to the importance of things that are often taken for granted such as phonics, and how phonics relate to transcription. He explained that a student may have heard a word spoken many times and understand it, and still not recognize that same word when it is written down. To relate this in terms discussed earlier, the student's recognition of the written word; the relation of a concept already understood to the physical word on the page is a large part of how words become part of the producing vocabulary.
This may all sound extremely rudimentary. University students already know how to read! We would like to suggest that these principles of language acquisition are also important to University students who are continually expanding their vocabularies.
...college is, almost by definition, a place where people come together for a short time to be immersed in words - and their mastery of the meanings of these words is what is always being tested"(p.518, A Sourcebook For Basic Writing Teachers)
From our research we have determined that acquistion of new words is an important, complex process. It has been said, "the quality of our thoughts depends upon the precision of our langauage" (p.328, Sourcebook). If vocabulary development is essentially conceptual development, an awareness of how words move from the processing to the producing vocabulary is vitally important to our education as a whole.
Where do People Get the Idea That "Big Words" Are Better?
After receiving these insights into vocabulary use in high school it appears that some students may lack extensive vocabularies when they enter university. Facing the new barrage of academia they may feel that they have to inflate their language to impress their instructor. There seems to be a correlation between a lack of confidence in their vocabulary and the use of a thesaurus. A thesaurus is a book of synonyms and really should not be relied on to add "big words" to an essay. Instructor Darrel Laird said:
Very often (students do) not understand meanings of the words they use, they don't understand the connotations and nuances, the shades of meaning. Instead they use them inappropriately; they very often go to a thesaurus rather than a dictionary." They go with the idea that "variety is the be all and end all."
Using "thesaurus words" can be a cause of concern to an instructor and often lead to the comment "wrong word". As Gary Provost says in Make Every Word Count:
This sort of wordiness generally results from insecurity, the need to impress people with your vocabulary, and the fear that if you write "the guy on the horse" they'll think you didn't know the word equestrian.
"Wordiness" can be caused by "using long words when short ones will do, using rare words instead of common ones, using words that look as if they were erected instead of written." Provost writes that "using words that are unfamiliar to most of your readers... reduce or eliminate the reader's comprehension of a sentence."
Our interview with Rod Michell proved insightful. He suggested reasons why students may tend to use a "weightiness of language" in their writing:
"it comes from a mode of public speaking, that we find in our politicians, who similarly feel constrained to use all kinds of complex jargon and phraseology, instead of speaking in clear but dignified terms. And so it comes from spoken words, and models on spoken words. And because politicians are often in situations of a formal nature, I think some writers translate that into their experience here (at UCC)--"oh, I'm in a formal situation, writing for a course, so I've got to put on something equivilant. Instead of using straight forward, descriptive terms, I've got to use something that smacks of social science jargon."
He also feels it comes from the business world:
"Most people are exposed to business language and the moment you...read a business letter, that's where you see that kind of stilted, awkward language that is trying to pretend that it's more important than it is. I think students think they have to use a style like that because it sounds so authoritative."
The instructors interviewed agreed that "wordiness" is more of a problem at the second or third year level. At this point students have been exposed to term-laden textbooks from such subjects as psychology and sociology. Says Michell: "In some sense I'm saying that the terminology which belongs in those other discourses is a (corruptive) influence stylistically, on development of a clear, natural style".
Another instructor we interviewed was Bernard Igwe. He finds students can come into class with a kind of street language and are "not familiar with "standard educated ways of saying things". He finds that "formal expression is quite foreign to them." He feels that diction is not a major problem, and in the past six years there has been an improvement in student language use. His main concern is student problems in instituting academic skills or "thinking across" and coming up with the central thesis of a group of articles. He is aware if a student uses elevated language or "thesaurus words", but is mainly concerned if the essay has clarity. Intellectual skill is his concern, while diction problems can be fixed. This is good to know. The whole problem with diction can be addressed and, therefore, improved.
"Jargon is necessary within the discourse", and in English it is no different. He explained that to someone "outside" the discipline the terms used might seem like no more than "jargon" but that within the field those terms are very informing. He feels the instructor should "draw attention to the fact that he is using the language of the discipline" and "be up front about it" so that students may learn from him/her. We asked him what he thought about reading and he said "you cannot separate reading from understanding, from writing: the three go together. First years have incredible difficulty understanding what they're reading." This confirms the need for a contextual approach to learning about diction that was emphasized both by Mr. Nankivell and our research.
Survey of Nineteen Randomly Selected Students
Number of students who received comments such as "wordy", "awkward" or "not well put" 17
Number of students who understand what the instructor means enough to correct the mistake 13
Number of students who often consult a thesauraus while writing 4
Number of students who sometimes consult a thesauraus while writing 9
Number of students who often consult a dictionary while writing 4
Number of students who sometimes consult a dictionary while writing 13
Out of nineteen people randomly surveyed, seventeen said they have received back comments like "wordy" or "awkward". Problems with diction are not apparent before a student hands in his or her essay, so why would he or she be aware of how to fix them when they get back broad comments such as these? It would have been logical that most students who receive comments such as "wordy" or "not well put" would not be aware of what is wrong with their writing. Only five indicated that they couldn't understand what the instructor meant by the comments enough to correct the mistake.
The students surveyed obviously felt confidence in their ability to interpret instructor's comments. This shows a sufficiency from the student, which the instructors encourage. Students should attempt to solve the problem on their own, and then come for feedback if necessary.
Students showed a general respect for what the instructor was telling them; most finding that they could correct the problem themselves. Discouragement was evident in the reflections of those students who didn't know how to fix the problems indicated by their instructor. Some of their interpretations of the comments were: "(the comments) are not very helpful", "(the comments tell me) that "apparently" I don't know what I'm talking about" or "I ignore them".
Problems with diction can lead a student to develop a negative attitude towards English essay writing. Problems with style have a significant effect on the grade and the credibility of an essay. While one instructor we talked to put the importance of diction, on a scale of one to ten, at a five (with academic skills being most important), it is crucial to have a grip on proper language use, to communicate your ideas clearly.
Some students may not have wanted to admit that broad teacher comments regarding diction can be difficult to understand. A comment like "wordy" is identifying a problem that needs revision. It indicates that the student is using more words than needed to get his/her point across.
After talking to a person at the Writing Centre, we found that students who have a problem with concise expression are helped in a pro-active way. Often a student with a deadline might procrastinate, and hand in their essay after a brief skim-over, that doesn't allow them to identify problems. At the Writing Centre, they will have a student read their essay aloud, so that the student becomes able to hear any incoherency. While written language is markedly different from spoken language (e.g., in text there tends to be longer words with more syllables (p. 329, A Sourcebook)), a student must be careful not to obscure their ideas with inappropriate words. Students may have misconceptions about what formal writing is. Some may try to communicate their point by describing it in as many words as possible or using "big words" in an imitation of what they hear.
A consensus between the instructors we interviewed was that only two to three students, out of a class of twenty-five would be using inflated language. This can be characterized by the use of thesaurus words, and the idea, says one instructor that "variety is the be all and end all" in choice of words. In first year, inflated language does not seem to be extremely prevalent. Mr.Igwe said that student diction has improved enormouly over the past five to six years, when he was facing a barrage of "street language". Two of the instructors we spoke to enthusiastically agreed about the correlation between inflated language and upper level students. The average English student has encountered the term-laden psychology and sociology textbooks. Suprisingly, one instructor condemned these texts as using a "pretentious" language. Most probably the English discipline itself is viewed by outsiders as a place for pretentious and flowery language, but a student will find that this is far from the truth.
Doesn't Concise Language Mean Simplistic Language?
An interesting question is: if English is not identified by flowery language, then what is it defined by? Like the other disciplines, English has its assortment of "jargon" or specialized terms (for example, imagery, characterization, plot). What is most defining about English is its ideas, with the way you communicate them being secondary. That is the value of using concise (though not necessarily simplistic) language, in which ideas are communicated in a straight forward way. "Wordy" or inflated language distracts and can cloud your thesis very easily.
If conciseness is most valued in in English, then how can a person display their strong knowledge of vocabulary? Rod Michell says rather than being at odds with eachother: "the requirement of conciseness should "mobilize your vocabulary". He says:
"You need to be using words that have maximum power. Being concise doesn't mean using simple words necessarily because the kinds of concepts which those students are obliged to deal with, beginning in first year, are fairly complex, so you need the vocabulary and if you have the vocabulary at your disposal, then you have the power to make your point more concisely. I think that one reason that some of the problems occur with awkwardness and wordiness...is that students don't have the vocabulary to function."
Possible Solutions
So how can students "find their own voice...(that is) fairly sophisticated and capable of handling complex ideas, (while being) authentic and natural"? (Michell) After finishing our research we have come to some conclusions that we hope will be helpful to the average essay writer:
Extend Your Vocabulary:
Think of this as a cumulative process. Did you know that it takes looking a word up in the dictionary three times before you will master it. To be able to maximize the power of your words, it is important to have a good knowledge of vocabulary. Another way to improve your vocabulary is by "learning about words". In her research on teaching vocabulary Mina Shaugnessy suggests that students acquire" information about words as physical, grammatical, and semantic (meaningful) entities". Once you have this information you are better able to analyze words and deduce their meaning for yourself. This may seem like a daunting task, but, because of the number of times that different books mentioned this as an important means of improving vocabulary we would suggest that it is a worthwhile pursuit.
Being aware of the physical characteristics of words can help you interpret that "Academic Language" you are subjected to as a student. Keep in mind that the suggestion to extend your vocabulary is just that. It is not meant to encourage you to merely use large words in your writing. Instead it is meant to encourage you to learn the words so that they become a part of your "producing vocabulary" and then are at your disposal when you write. As Dr. Michell said: "If you have the vocabulary at your disposal, then you have the power to make your point more concisely."
An example of what you will see in most books:
ROOTS MEANING EXAMPLES
-audi to hear audience, audio,
auditorium
-bene good, well benevolent, benefit, benefactor
-path feel, suffer empathy, pathetic
Recognizing roots will help you see networks of words in language. We have listed some roots that are common knowledge to show that this study of the physical quality of words would not be as terrible as it sounds. Learning more about the words you use in everyday speech and writing could only serve to enrich your understanding and therefore, your ability to write.
PREFIXES MEANING EXAMPLES
-anti against antibody, antiphonal
-mal wrong malevolent,malpractice
-bi two bipolar, bilateral
-mega enlarge, large megaphone
-trans across, over transport, transition
Knowing common prefixes will help you decipher meaning of otherwise unfamiliar words. Prefixes modify and extend meaning of roots words. As you can see some of these prefixes are already common knowledge. They have been learned in context over time. Increasing your knowledge of prefixes will increase your word power!
SUFFIXES MEANING EXAMPLES
Noun suffix:
-ist one who organist, physicist
Verb suffix:
-ate cause to be concentrate, regulate
Adjective suffix:
-ish having the quality of prudish, clownish
Suffixes attached to the ends of words and word roots also modify and extend meanings. Often they alter the function of the word altogether.Combined with knowledge about roots and prefixes this information would help any student be able to analyze the "Academic Language" more successfully.
Reading:
The instructors we interviewed all held reading as a very important aspect of becoming an accomplished writer. There was a correlation between those students who read regularly and those students who write well. More specifically, if students were to excel at writing for academic purposes they should be reading academic texts. Consider the following advice:
students still don't see many instances when they haven't followed the conventions because they have not read printed matter regularly enough to remember what conventional (English) looks like.... (p.41, A Sourcebook)
Try Not to Procrastinate:
The ideal situation is to put your essay aside for a few days. This will give you adequate time for revision. Successful revision will come easier with a "fresh mind" which will come if you have spent some time away from the text. Skimming something quickly before handing it in will not alert you to incoherencies. (We know this first hand)
Read Essay Aloud:
Actually hearing your voice reading your essay gives your writing a whole new dimension, and will allow you to be more objective. Ask yourself: Am I being clear in expressing my idea here?
Eliminate Unnecessary Words:
Watch for words that are not adding to your thought. These are disposable and getting rid of them will make your sentence stronger.
Burn Your Thesaurus!!
This advice comes from our very own Dr. Keppel-Jones. Maybe this is a little rash, but students should not be relying heavily on a thesaurus. Instead of searching for the word in a book the student should use words already in their vocabulary. This relates to extending your vocabulary.
References
Axelrod, Rise, B; and Cooper, Charles, R. Reading Critically, Writing Well, second edition. 1990, St. Martin's Press.
Enos, Theresa (ed.). A Sourcebook for Basic Writing Teachers. 1987, Random House, New York.
Giltrow, Janet. Academic Writing: Writing and Reading Across the Disciplines, second edition. 1995, Broadview Press.
Lunsford, Andrea; Connors, Robert; and Segal, Judy Z. (eds.). The St. Martin Handbook for Canadians. 1995, International Thomson Publishing.
Provost, Gary. Make Every Word Count. 1980, Writer's Digest Books, Cincinnati, Ohio.
Sommers, Nancy. "I Stand Here Writing", College English, Volume 55, Number 4, April 1993.
Walvoord, Barbara; and McCarthy, Lucille (eds.). Thinking and Writing in College. 1990, National Council of Teachers.
White, Robin. The Winning Writer: Studies in the Art of Self Expression, 1997, Jones and Bartlett Publishers, Massachusetts.
Williams, Joseph, M. Style: Ten Lessons in Clarity and Grace, fifth edition. 1997, Addison-Wesley.
Back to Essays Page
art doubt that statement, he is another example of someone who is a mental idiot
bluesky, true, but every single time we go on a run, the insider selling stops it, if nobody sold we would be at 30 right now, an otherwise vague 10k would not have recieved this attention without the concurrent massive insider selling, again i have said this before, it is almost like the insiders don't want the share price taking off
question if the share price tanked because of one insider sell of 68,000, won't today's sell of similar proportion send the stock down 2 points, did anyone recommend selling in afterhours and averaging down, or do u think the price will hold up on monday
postyle another example of someone who uses big words yet has no grasp of their proper use, anyone who reads your posts laughs, your posts are obviously an example of someone who is trying too hard to appear intelligent