Idea Infuser

Be advised :

Copyright © Dec. 2009, by John E Rahtes, of all of these ideas. One… The never-previously introduced, ‘folder, ’ encyclopedic form of presentation of approaches to dictionary use. Two: …The uniquely conceived curriculum which has, without fail-- the potential to galvanize the psyches and mindsets of countless millions of inner-city potential ‘drop outs’( a cancerous national disgrace ) This curriculum happens to be the only program on the face of this earth which has the potential to do just that .. Three… The fantastically efficacious , ’ color code’ , sentence-parsing method to be used when translating the English language into foreign languages. Four, .. .An inadvertently, happened-upon mental-physical regimen which certain behavioral scientists predict shall perhaps - momentarily, perhaps permanently, restore a positive mindset to millions who are chronically plagued with depression, despair, discontent, and frustration. And Five ,… The resolve to convince Academia to accept ,…. not the theory,… but the fact,.. That three, four and five year old children CAN be , and Must be ,. and now SHALL be …successfully programmed to develop a lasting affection for the English language, instead of the distain, the frustration, the aversion and the challenge that the present failing curricula seem to instill in them . This system shall succeed despite the child’s plight of having pathetically educated parents. I am convinced that the years from three to seven are the years which shall determine a child’s future. No longer should these vitally important, formative years be wasted. These ideas may NOT be published , broadcast, or distributed, without the permission of John E Rahtes, rhtjo1@verizon.net ( Pronounced as with ‘ reasonable rates,;) Reproduction in any manner. In any form. In whole, or in part, in English or in any other language is prohibited. All rights reserved.

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THE IDEA INFUSER

A Guaranteed… Grade ‘A’ for every Child.

Start them at four or five or six years of age,…

And you,… and they…shall smile,…

Confidently,…. Radiantly…

Forevermore!

If you can merely read English,…you now shall enjoy a never-before-found sense of joy and fulfillment, as you discover that with ease and optimism, and above all, with a smiling, enthusiastic relationship,… you can successfully, beyond all belief, tutor your child.

( This is a guarantee )

Furthermore, henceforth, twelve year olds shall be capable of exchanging ‘ideas,’ with individuals of any nation.

MINIMALLY EDUCATED Parents who may have had absolutely no enthusiasm for English grammar may now find themselves delighted.

　

Folder twenty one is presented herewith, to demonstrate ‘THE INFUSER’S ’ unique potential of reaching the sensibilities of grade school students,…. as well as the evoking of such encomiums as ’ WELCOME , AT LAST!,, GREAT DAY !, ASTOUNDING!, and others, from the Literati .



Because of the potential probability that the original thoughts and efforts which were expended in originating this ’Opus,’ have the potential of becoming the curriculum which shall replace the existing failing English educational routines, it is necessary to repeat the © copyright notice:

Copyright © 2012 by John E Rahtes Rhtjo1@verizon.net

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means -- graphic, electronic, or mechanical, including photocopying, recording, or any information storage or retrieval system-- for sale without written permission from the author, John E. Rahtes. NOTE: Permission to use any of these ’ prompts’ by any student is hereby granted.

However, use by professional review writers, or any professional…. for publication … shall be considered as a plagiarism .

‘Plagiarism’ is defined as : ’ stealing somebody’s work .or IDEA: the process of copying another persons idea or written work and claiming it as original .

The concept of categorizing the words .and the thoughts listed in any dictionary and placing them in folders is an original concept of John E. Rahtes, and cannot be claimed by any living writer.

The statement, “ Start them at four, five or six years old.” is not preposterous.

Educators in cities throughout the nation,( veteran stalwarts,) sense that within fewer than a few years, the time spent in the lower grades of the public schools -- because of the lack of discipline and all of the other disgraceful eventualities ---shall be years of waste.

Unless a parent --even a less than well informed, but a concerned parent -- must sense the realization that their child is doomed to a life which shall be far less rewarding then of that one which a loving parent might provide;…. it would be a life without English proficiency.

The impact which the computer has had upon English language competence throughout the nation --with cell phones and, text messages and so forth,-- is devastating.

Vocabulary proficiency and writing ability are becoming skills of the past.

The ‘ Idea Infuser’ with its one hundred folders, is the one and only existing solution to today’s dilemma. Recent New York city headlines proclaim: ‘Eighty percent of New York City high school graduates,-- CANNOT READ. ’

They just do not have an appetite for reading. They do not understand words.

You are reading correctly …..

You are thinking ……“THIS CANNOT BE TRUE! “ … IT IS TRUE!

Ah, but now these facts and figures are about to be changed.



Now, with the IDEA INFUSER, grammar school senior students, before graduation shall be capable of writing a one thousand word, (or more) composition on any subject.

Folder number five will provide several hundred ‘prompts’ which will afford the student ( actually, the seven to thirteen year old, ) with ideas which will suggest several hundred exquisitely appropriate ‘introductory’ paragraphs for any writing.

Any student with the guidance of any parent who can read and with the INFUSER shall be introduced to a world which he or she would otherwise, never had known. Nowhere upon the face of this earth can a young student find a more inspiring, a more useful source of ‘ prompts’ which can change that youngsters attitude toward the English language, thereby assuring him or her a successful future life.

　



Folder Twenty Seven.

Author. Positive Prompts, three hundred. --- Negative prompts. three hundred.

TRANSLATION INTO ANY LANGUAGE IS MIND-BOGGLING

These prompts serve as the ’seeds’ of ideas.

The following excerpts have been termed as ‘ college level.’ Yet. … Grammar-school, seventh and eight grade students have understood and explained them.

. Any child-- your child, -- with a devoted, farsighted parent , now with the ‘ Idea Infuser’ shall not suffer ignominious shame of failure because of the present failing system.

Every high-school graduate should have an understanding of all verbs and adjectives of the English language. Every grammar school should make mastery of these prompts mandatory before a diploma is awarded.

A minimally educated parent should not have difficulty in trying to explain these prompts to any child. It should not be expected that any child should commit these prompts to memory immediately.

If a youngster absorbs them gradually over the years,…. The world shall be theirs.

Idea Infuser-prepared students of eighth grade grammar-school classes have read, and explained every one of these three hundred‘prompts.’



If a grammar-school student, or a college professor, or-- YOU,-- one of these days,- are seized with a strange, pleasant, inner- smile, ego-boosting desire to’ pick up a pen,’ and to BEAUTIFULLY let the world know what is on your mind….. With The Idea Infuser,….You can make it happen !

Incidentally,… Some of these ‘prompts’ were mused and ‘spake’ by brilliant Past Masters of centuries ago.



The ‘ seeds ‘of ideas for your report.



AUTHOR

HE, …. SHE. = Author.

1.He provides us with a clear understanding of the etc.

2 He authoritatively ( as if already proven true by authority ) tells us of etc.

3 He explores and describes the flora (flowers, plants of an area) and the fauna

( animals of an area,) of ( country ), which etc.

4, He allows us to look at ( etc, ) objectively ( actually, with no bias or emotion, sensation)

5. He has won the approbation (expressed approval )of ( etc) lovers. And all (ists )who etc.

6. In the course of recounting ( relating in detail ) he has provided vivid ( lifelike, clear, animated,) portrayal of the personalities who comprise ( consist of , contain) the etc.

7. He, She, I believe, is one of the finest storytellers that one is likely to read.

8 He brilliantly shows his ability to (etc, cast spell enthrall, ) as he expounds ( describes, explains, discusses. ) upon the etc.

9 He explodes some carefully nurtured (kept alive ) myths (tales, fictitious legends about)

10. He details the way that X has etc, and that A and B have etc.

11 He succeeds in reconstructing that era in history that etc has etc.

12 He provides an easy to read ( see books, four hundred and fifty positive prompts for the word ‘book,’ three hundred negative terms. ( The Thesaurus lists seven words,)

13 He has dug into the (etc, details of ,) and has unearthed the important etcs in X’s past , etcs which were never before etc.

14. He has unraveled the enigma ( puzzle of ‘how etc ’)

15. He explains in ( see adjectives positive (hundreds) convincing detail the intricacies ( of many complex parts, complicated,) and the ramifications(branches, outgrowths,) of the etc problems.

16 He, elegantly (with good taste, stylishly ) demonstrates that etc.

17. He places in perspective ( relationship, view vista , as truly appears to the eye ) the events which others have etc.

18 He portrays ( describes in words, delineates, ) the etcs of those who etc.

19. He reproduces and lends new meaning to the old accepted ideas that etc, and etc have etc.

20. He tells of ( see writer’s verbs pos, ( hundred) of etc. etc.

21 He has ( see adverbs pos. ) ..ly delineated ( drawn, sketched, pictured in words) etc.

22 He has exploded the popular misconceptions ( wrong beliefs,) which most etcs hold .

23 He provides us with some ( see adj pos.) insights , ( intellectual discernments of inner

nature ) more importantly, into the character ( distinguishing qualities , traits. ) of the people who etc.

　

24.He has compiled ( put together ) a definitive ( conclusive, fixed. final ) chronicle ( account of events , history ) of the times when etc.

25. He, She, makes some shrewd ( clever, accurate ) points in a humorous manner.

26. He provides a much needed perspective ( point of view. ) of the etc.

27. He captures for instance, not only X’s side of etc., but also the duality ( of two sections, sides, ) of the etc. problem.

28.He raises the discussion of etc to a higher level.

29. He ( see writer’s verbs, ) the subtleties ( delicate differences, refined discriminations ), the nuances (slight changes. shades) and the ironies,(results which are opposite expected)

30. He marshals( arrays in order, as troops, etc. )his facts and develops his theories with elegance, (taste, style correctness ) and erudition ( knowledge gained by study, learning.)

31. He has ( see adverb pos ) taken the task of presenting etc. with a thoroughness that can only be described as ( see superlatives…( highest degree of comparison.)

32 He has produced a very readable account of etc., one which is dotted with sharply etched portraits of etc.

33 He has written a lively and informative survey of present-day problems and has (proposed, offered etc, ) potential solutions.

34 He offers provocative ( which arouse, provoke, interest and conditions.) figures on how to etc.

35 He is at home with the problems, histories and the oddities ( things different, unusual)

36 He brings a sense of ( etc -ment, emotion) to an otherwise ( dull. etc, ) subject.

37 He moves easily from etc, to an in-depth analysis of etc, problems.

38 H. Her wisdom is unassailable .( impossible to challenge.)

39.He dispassionately ( impartially, free of emotion, ) pieces together the intrigues, ( the underhandedness , clandestine actions (secret, concealed, illegal ) that are going on simultaneously between etc. and etc.

40. His sage, ( wise ) observation that there is an etc. problem, is further underscored

( emphasized, stressed ) by proof that etc.

41.He has skillfully presented a mass of highly technical data in terms which a etc, can understand.

42. He has ( see writers verbs )a ( see superlatives ) of literary acumen ( intelligent mental ability, judgment)

43. He has etc, etc, of common sense solutions for etc,

44 In simple prose ( writing ) X has fashioned a most compelling , psychological ( of the mind ) study of etc.

45.He is able to piece together a fascinating picture of ( etc. ic ) life of an era which etc.

46, He explores the activities of etc etc.

47,. His minor characters are vividly (very brightly, active ) drawn.

48 His characters realistically portray emotions ( fear, anger, joy see emotions. )

49.Has made (his, her) point succinctly( terse, concisely. )

50 He has made it abundantly (plentiful, well supplied, lavishly, amply) clear that etc.

51 His themes ( subjects, topics) manifest ( show clearly, give evidence of) themselves in superbly sustained ( kept alive) in swift, credible, characterizations,(of traits of people )

52 He explores all aspects of X’s character.

53 He is uniquely ( one only ) well informed about etc.

54 He makes a strongly documented ( with papers that prove )case about etc.

55. He profiles ( outlines, depicts ) etc, with a keen eye,

56 He spins a (etc ) yarn ( long, involved story ) about etc,

57 He is entirely forthright( direct, outspoken ) about sensitive etc,

58 (His, her) ear for local color is superb.

59. ( His, her,) predictions about etc, have proven distressingly accurate.

60 He captures the reader’s imagination with his realistic description of etc.

61 His work ( see one thousand positive and negative metaphors, similes, tropes etc. for written or printed information .) reveal another facet ( side, aspect , quality) of etc.

62, He is a source of inspiration to all (ists) who have a passion ( emotional enthusiasm ) for the written or printed word.

63 He adumbrates ( gives a faint outline, shadow,) the subject in a single page.

64. He, She has complete mastery of ( his her) subject.

65. He has hit a responsive chord ( pleasant notes.) among liberals, ists, pro-etcs, anti ists, with the declaration (“ etc” )

66 Through him we become privy( have secret knowledge,) to the habits, the personality foibles (personal weaknesses, slight faults) of etc.

67.He reveals facts that have, until now, have remained obscure . (dark, dim not clear. )

68.He explores the two causes of etc, with scientific detachment . ( no bias, no partiality)

69 He is a (etc) thinker and at the same time, a vivid, gifted writer: accordingly,, his pages are filled with interest, and rarely fail to give the reader something to reflect upon .

70. His skill in language is so great, that he brings the scene before one so clearly that one can almost smell the etc, and one is almost etc as one‘s heart throbs in sympathy with etc. 71 His (title) is a contribution which is masterfully done: accurate and complete and which is presented in an easily digested form .

72 He is extraordinarily perceptive ( quick to see, discerning )

73 He has a shrewd sense of etc, about etc, and a sharp eye for etc,

74 He has done a masterful job with his etc (book title,)

75, He s quite able to confute ( prove false, disprove ) the claim of who etc.

76. He paints a etc picture of the corruption and the deceits (dishonest acts ) that were endemic ( peculiar to an area.) to the times when etc.

77. He has the ability to conjure( call up, as if by magic or sorcery, witchcraft, bring up) concrete images and analogues,( things similar to, same function ) free of dreary jargon.

76.He meticulously ( very carefully, finically establishes the plausibility ( believability ) of an otherwise unlikely story.

79’ He, She, propounds ( offers for consideration ) some clear-headed, arguments for, and against the (-ists) that overthrow the dogmatic ( of strict adherence to, as to a religion, or a belief) stance that all of the dissidents (those who disagree.) assume.

80 He, she is at h,h, best, when evoking ( calling forth summoning ) the sights, the sounds, the emotions and the fears of etc.

81 He writes without flourish ( flaunting, flair. Elegance ) , is frank without being lurid (sensational) ; is realistic without being dull.

82He is able to ( see adverbs … ly) convey the emotions of etc, and etc and to (see verbs … ize ) the tragedies caused by etc.

83.He relates the ( see metaphor s for books, ) with spirit and gusto ( hearty enjoyment )

84 With mesmerizing skill, ( as if with hypnotism,) He recounts etc.

85, He reveals an unsuspected capacity for creating characters and constructing plots.

86 He is able to convey the excitement of his adventure with the vividness of the scenes he has witnessed and of the times he etc.

87.He holds the reader in thrall ( as a slave, in bondage )

88 He embroiders ( decorates, embellishes ) the work with a poet’s pen and an artist’s eye for color and detail .

89. He has a journalists knack for in-depth ( all details ) reporting and a classicist’s ( who esteems, honors performance.) love for history and myth.

90 He is always with a felicitous ( well chosen appropriate, fortunate ) choice of words.)

91 He captures and enslaves the minds of ..( ..ists), and (etc ) lovers

92,We become vassals ( subjects of, attendants of, followers of ) this pied piper as he leads us along this ( beguiling, mesmeric, absorbing ) see ’books’ to accurately describe.

Five hundred positive, and five hundred negative similes and metaphors for ‘ books .’

93. He lovingly depicts ( describes, portrays in words) the flaws and natural etcs of .

94, He has a profound ( deeply felt. Intense effect,)a settling effect ( causes thought ) upon the reader.

95 He provides a vast panorama ( widely extended, colorful ) of the life and times of etc.

96, He is a meticulous researcher, and a writer of admirable lucidity( clearness, logic.)

97He has a felicity ( gift, knack for.) for stirring passages that evoke our sensibilities.

98.He writes from the perspective ( the view) of an experienced observer.

99 He, she, is compelling in h,h, portrayal ( written picture of something, or of a person,. )

( two hundred  positive  prompts will follow )
 
AUTHOR NEGATIVE

Three hundred Prompts.

1.His work is deeply flawed, not only by his melodramatic ( sensational, emotional drama, ) style, but more fundamentally ( essentially, basically ) by his inability to etc.

2 Unfortunately, x has seen fit to embroider ( adorn, embellish a story) with too many extraneous ( not relevant or essential ) etc.

3 A disturbing repetitiousness pervades (is spread through, is always present.) his story.

4 He pads ( adds unnecessary matter ) his work with quotes from questionable sources.

5 He describes at length the boring details of etc.

6. He confines his opinions of etc, to a short epilogue ( conclusions of a discourse , )

7. H draws a questionable striking contrast between etc, and etc.

8. He has a natural tendency to prolixity.(unduly long, verbose( using too many word).

9. Too often waxes (grows into, increases details. Unduly long excess words. )

10. He has a cavalier ( arrogant, free and easy) attitude toward proven fact and truth.

11. He moves on inexorably ( implacably, unyielding, ) with his argument that etc,

12. He skims over X’s etc, a bit too quickly, unconvincingly picturing Y as an etc.

13 Engagingly, ( attracting interest, winning amiability (friendly feelings), but ego- centrically,(self-centered, with self-concern only) tells of his own exploits ( skills, etc.)

14.His account is haltingly ( imperfectly, lamely, with doubt, hesitation, ) told, because of his questionable certainty about etc.

15.He Is careless with the facts and truths about the details of why etc,, and how etc,,

16, He handles ‘plotting, ’with a too deft (quick, skillful, clever,) tongue- in- cheek insincerity facetiously (supposed to be funny)

17.His ( work ) fails to document ( provide proof ) or give references for his assertions that etc..

18 His etc, becomes bogged down in trivia.( minor information )

19He displays a definite bias toward etc.

20 One wishes that he had done more to explore etc. and had said more about etc.

21.He is vacillating ( uncertain, wavering)in his opinions about etc.

22. He satires, ( Uses wit to criticize, irony. keen wit ) the actions or work of etc.

23 His tergiversations (wavering .subterfuges as ‘ Maybe, perhaps, etc.’ are maddening.

24.He posits ( suggests, puts forth) the theory that

25 Has a style endemic (of an area or of a race or group) to one who has spent much time in that part of ( area)









AUTHOR NEGATIVE

27.He hypothesizes ( uses unsupported theory) “ Suppose that etc. , Some say etc ,”

27 He fleshes out, ( builds up, fills with,) his theory with questionable etc.

28. He neglects to reveal, for example, how etc.

29. He can be annoyingly rambling and mawkish (sickening. insipid dull, flavorless )

30. His view of etc. seems permeated with the atmosphere of uneasiness and discontent.

31 He is vague and unconvincing in his defense of etc.

32. He writes with anger; yet with conviction and logic.

33.He seems all too ready to accept unproven ’ could be ‘. ’ might be “ etc. as a basis for his own questionable logic.

34 He begins his book ( see four hundred positive and negative words which define a written or printed collection of literary work. . Folder seventeen.) with the qualification ( the restriction, mitigation , a lessening of something )..that etc.

35. Lapses into jargon ( language used only by professional groups, not easily understood, technical , gibberish, nonsense )) and charges X with etc.

36.He tilts the lance (ancient British horsemen Knights fought with long lances to unseat each other in joust contests ) at A and engages in etc combat with etc.

37.In one of his philosophical ( practical wisdom, reasoning) asides ( off- hand remarks) which dot the books, he states “ etc.”

38.He dismisses all constructive criticism as more ‘just rhetoric,’ ( art and skill in use of language, )

39. He has the unfortunate tendency to leave etc. ignored and etc.

40. He is far more confusing than he need to be by writing as though the reader were familiar with this etc. subject.

41.He fails to place into context ( true environment ,or area of discussion, full portions of discourse, treatise) X’s notion that etc, etc, as it pertains to etc, is etc.

42.He skims lightly over etc. points, thereby giving a less-complete picture of an era.

43. Only glancingly refers to X, who really is the etc.

44 He should have given a fuller description of etc. who etc.

45 He seems to have a etc disregard for convention,( accredited procedure ) and was blatantly (offensively conspicuous, ) rude when he declares etc.

46.Has detailed memorabilia(things worthy of remembering, or noting.)of little worth.

47 His tone is maddeningly omniscient .( as if all-knowing with infinite knowledge, )

48 His is a staccato ( abrupt, disconnected , as with music,)manner,

49. His tone is flat ; a tour-guide like manner.

50, Monotonous, repeated suggestions creep into his narrative.

51 He fails in his attempt to romantasize (of tender emotions ) his heroin, protagonist)

52. He natters (chats, talks endlessly, often irritat

53.Is tantalizingly ( teasing, torment) reticent, ( reserved taciturn.)

　

54. His remarks are sharp, biased, and pointed( made with emphasis, )

55, He never fully develops his characters ,,, ly. For all we know, X may be tall, short, fat or lean or etc.

56 There is a superficial (shallow, of a surface not deep,) camber slight curve from fact)

57. His work is rife( full of something ) with painful sentimentalism( marked by bathos ( insincere ludicrous effect, absurdly ridiculous, pathos, pity )

58 He leaves unanswered the nagging questions of, “What etc, and “ Who et.

59 Credulity ( proneness to be believed ) is stretched a bit too far with his etc that etc,

60 One may wish that he had been a bit more expansive about (covering a wider area )

61. There is an odd obtuse ( intellectually dull, stupid, blunt) reference to Etc , It seems to me to be etc.

62 A ( see book , hundreds of synonyms and metaphors for written work ) the thesaurus lists less than a dozen, ) seemingly told in a matter of fact etc. etc.

63 Lamentably, ( disappointingly bad,) A fails to sort out various question of etc.

64. His story is marred by a pedestrian( commonplace, dull prosaic ( lacking imagination,( banal, mundane, routine )

65.He has committed the gaffe ( clumsy mistake, blunder, faux pas ) of not having claimed that etc, nd of not having proof ef etc, before he etc.

66 He lards his (smears excessively so to improve) his work with other ( etc’s)ideas.

67.He fails to assess( judge something, place value on) the information that etc.

68 He shows the detrimental affects (influences upon ) of having data that is etc.

69, He snidely, (derisively sarcastically ) maliciously,( deliberately harmful, ) degrades

( humiliates, derogates, makes feel inferior.) by contending that X etc.

70.He is exasperatingly (makes one angry)pedantic (too concerned with being correct ,)

( as, fussy, nit-picking, plodding , dull .)

71 He leaps to conclusions on the skimpiest of evidence.

72 He misstates the thesis(subject of the essay) of X, and misrepresents A’s estimate of etc.

73 He betrays an apparent incapacity for self- criticism of any kind.

74, He is imbued ( saturated, filled, permeated, ) with a passionate ( intense emotion ) sense of compulsion verging, at times, on querulousness ( tending to complain, fret as a habit)

75 One reads with much skepticism of his etc, exploits. ( exciting acts, )

76. He relies upon etc, assumptions which have no basis.

77. He attempts to validate his claims with etc assumptions.

78.His assessment of etc. is distorted,

79. He overgeneralizes whe writing of etc.

80. He is far from a mere neutral observer,

　

81, He is too harsh on x’s weaknesses.

82He gives the impression that he has achieved the answers to the perplexing problems of etc.

83 He inaccurately reports etc, incidents with no regard for the facts of the matter.

84He too often cites unnamed experts to buffet his fallacious(deceptive, misleading argument.

85.He ignores the caveat;( warnings to beware ) ’ Be certain of your sources. ‘

86, His hypothesis ( tentative assertion, postulate , something assumed ) was based on the faulty, willfully distorted writings of etc.

87,He spins( creates a yarn) an etc fabrication ( deliberately untrue account ) about etc,

88.He rationalizes ( favorably interprets ) some atrocious ( heinous, wicked, cruel, criminal ) actions of etc, with the quip ( witty remark, retort ) etc.

89. Depicts ( portrays X as a (etc. )

90 It is difficult to evaluate ( ascertain value ) the accuracy of his (etc,) when the facts are etc. 91 He reaches preposterous ( contrary to common sense accuracy, absurd ) psychoanalytic ( of the mind , mental) conclusions about etc.

92 He makes sweeping extrapolations ( conclusions reached from actual conditions to

( etc,) conditions.

93 He mistakenly attributes (etc’s ) problems to the fact that etc.

94. He now suffers the obloquy (pronounced abblakwee ) ( disgrace. Censure, opprobrium)

95. There is a disconcerting( pertaining to confusion, disorder ) naivete‘( extremely simple and trusting, not shrewd, no guile. ) in his theory that etc,

96, With righteous ( responding to injustice ) indignation, ( anger at unfairness ) he flays (lashes out at, whips severely,) the critics who etc.

97, It is ironic( sarcastic, has opposite effect, satirical, frustrated hopes ) that he has presented X in a negative light, for in many instances, he was etc.

98. His principle misfortune is that he has failed to convince etc that etc.

99. His assertions lack conviction in the absence of definite conclusions.

100 There are too many errors and false impressions, for instance,

101 He accepts as fact too many debatable matters which are overlooked etc.

102. His basic premise, ( basic statement, proposition which presents argument,) is wrong, deceptive, and unsubstantiated.

103 His ( see book metaphors, similes,) is cacophony( unpleasant noise, discordance ) a crescendo ( gradual increase of loudness, or force ) of criticism.

104 His principle argument is that with rare exception X is etc.

105. His lack of knowledge about etc. is blatantly ( offensively noisy, loud ) apparent.

　

( two hundred negative prompts will follow )