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Before editing for brevity: Author Jaime O'Neill's article, "No Allusions in the Classroom," emphasizes the serious communication problem between teachers and students due to the students' lack of generally well-known and really basic knowledge. The highly experienced author supports this assertion by using a combination of lifelong personal experience, evidence obtained from recent state, regional and national polls, lots of other professors' opinions, and the extensive results of an really neat experiment he conducted in his own classroom. The experiment O'Neill conducted was an ungraded easy eighty-six question "general knowledge" test issued to students on the first day of classes. On this test that he expected students to ace, "most students answered incorrectly far more often than they answered correctly." Incorrect answers included fallacies such as: "Darwin invented gravity" and "Leningrad was in Jamaica." Compounding the problem in all his classes, students don't ask questions. This means that their teachers assume they know things that they do not. O'Neill shows the scope of this problem by showing that, according to their teachers, this seems to be a typical problem across the United States. O'Neill feels that common knowledge in a society is essential to communicate about anything. Without this common knowledge in classrooms, learning is made much more difficult because teacher and student do not have a common body of knowledge from which to draw as they discuss the subject the teacher is trying to teach. The author shows the deterioration of common knowledge through poll results, personal experience, other teachers' opinions, and his own experiment's results.

After editing for brevity: Author Jaime O'Neill's article, "No Allusions in the Classroom," emphasizes the communication problem between teachers and students due to the students' lack of basic knowledge. The author supports this assertion by using a combination of personal experience, evidence obtained from recent polls, other professors' opinions, and the results of an experiment he conducted in his own classroom. The experiment O'Neill conducted was an ungraded eighty-six question "general knowledge" test issued to students on the first day of classes. On this test, "most students answered incorrectly far more often than they answered correctly." Incorrect answers included fallacies such as: "Darwin invented gravity" and "Leningrad was in Jamaica." Compounding the problem, students don't ask questions. This means that their teachers assume they know things that they do not. O'Neill shows the scope of this problem by showing that, according to their teachers, this seems to be a typical problem across the United States. O'Neill feels that common knowledge in a society is essential to communicate. Without this common knowledge, learning is made much more difficult because teacher and student do not have a common body of knowledge from which to draw. The author shows the deterioration of common knowledge through poll results, personal experience, other teachers' opinions, and his own experiment's results.