And finally, I would personally argue that it is important that students play a very active role in vocabulary development. There are many words that I have passively read in context repeatedly, but I became much more familiar with those words when I actively used them in my writing. Every day, I receive an e-mail from the "word a day" service that features a very rare and unusual English word. Every day, I dutifully open the e-mail, and read the word and its definition. But the only words that stick with me are the ones that I actually use in my writing. A few days ago, I happened to get the word "idiopathy" at a time when I happened to be writing an essay about different forms of dyslexia. The word "idiopathy" was perfect for describing certain forms of acquired dyslexia that have no known origin or source. Now I have internalized that word, but there are probably 300 words that have been e-mailed to me by this service in the past year that I have never used again, nor would I understand if I encountered them in context. Typically, to make a word part of my personal lexicon, I need to actively use the word in my writing and speech, and I need to use it on more than one occasion. I would argue that vocabulary instruction should be designed with that in mind.