Hi Desi ... what you describe is definitely possible and although
it's a little different from the way I'd personally recommend - it
shows quite clearly the flexibility of a system/framework in which
each user can find their own best method.

The first two steps that you describe will be fairly standard -
although whether or not everyone will want to write down example
sentences for every word is a matter of personal judgement/taste. If
someone does want to write down a lot of sentences then they would
also need to use other sheets (or a separate notebook) for that
purpose. But why not?

You then write
"Okay . . . to see if I've got this part (My Words) sussed, let me
...L goes to the front and places WORK under New Words, and JOB and
EMPLOYMENT under Connecting Words. The first letter of WORK is
highlighted".

again this is possible ... but really I wouldn't recommend
highlighing anything in the "My Words" column for various reasons.

* The highlighting system is really only intended for checking
understanding and knowledge of the listed words in the frequency
lists and WS 5555. It's a visually motivating exercise that
encourages repeat exposures - and gives the learner a good reason to
occasionally check back and forth through the file.
* I'm not really convinced that the learner really understands the
word WORK at this stage except perhaps with the help of very
recently read associations (possibly involving translations). Is
this real understanding? Not necessarily. So I wouldn't consider
highlighting in this circumstance.
* The purpose of highlighting is to show understanding - and this
purpose is already fulfilled within the mind-mapping section during
the "My Words" stage. If the learner can fill this column at a later
stage (at least 1 day)...then the word is seen to be understood and
known.

****************************************************************
Then later in your example, when filling the "My words" column the
learner should only really need to write 1 or 2 words. For example

play, architect, office, secretary, holiday .... or whatever else
confirms to the individual that they are capable of using the new
word....
a) without any reference to translation.
b) without any hesitation.

.... and if this can't be done, then the column should definitely be
left blank for the time being to identify the need for more
investigation/practice etc. Gaps (and personal honesty) are essential
to the best use of the system.....the learner can always come back
to it another day to try again. ( and fill in with 1, 2 or 3 (4?)
examples that then show their real improvement)

And then, there is no need for L to highlight the enitire word WORK.
(it already is "highlighted" by a full "My Words" column")
***************************************************************

You then wrote "Connecting Words are those words that click for the
L,help the L to retain the info. Is this pretty much how WS is
used?" YES!

You then asked about "a way for the teacher to assess the desired
outcome has been reached".

and I'd say that WS is more "a way for the LEARNER to assess the
desired outcome has been reached". The teacher can always test in
different ways as, for example, in
http://www.wordsurfing.co.uk/63477.html

And for those L's who want to learn Eng.,but avoid doing the
work - who "want to go to heaven,but don't want to die"... maybe the
best inspiration for them is to see other people who use such a
strategy improve a lot quicker.

Maybe then they'll actually want to do the "work" ----- or maybe
they'll even start to see it as a "game" worth playing
>
Ok, hope this helps

Let me know - and keep asking any questions you want.
Thanks for your feedback, by the way

Will