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Principles and Practice. Second Language Acquisition
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1 Principles and Practice in Second Language Acquisition Stephen D Krashen University of Southern California
2 This is the original version of Principles and Practice, as published in 1982, with only minor changes. It is gratifying to point out that many of the predictions made in this book were confirmed by subsequent research, for example, the superiority of comprehensible-input based methods and sheltered subject matter teaching (Krashen, 2003), the inefficacy of error correction (Truscott, 1996, 1999), and the "power of reading" (Krashen, 2004). Subsequent research has also, in my opinion, confirmed that in footnote 5, chapter 3, option 3 is the correct one, that we acquire vocabulary best through comprehensible input (Krashen, 1989; 2003). I have changed my position on only one issue: At the end of Principles and Practice, I suggest the use of a form of deception - students may think they are acquiring vocabulary or learning subject matter, but unknown to them, they are acquiring because they are getting comprehensible input at the same time. I now think it is very important to make a strong effort to inform students about the process of language acquisition, so they can continue to improve on their own. Krashen, S. (1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal 73, Krashen, S. (2003) Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann. Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann. Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46 (2), Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern Language Review, 55(4), Introduction to the Internet Edition
3 Copyright 1982 Stephen Krashen All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. First printed edition 1982 by Pergamon Press Inc. Print Edition ISBN First internet edition July 2009 i
4 Acknowledgments I am indebted to many people who have helped me both directly and indirectly. I can only mention a few of them here. Earl Stevick and Robin Scarcella kindly provided me with detailed comments on nearly every aspect of the manuscript. I have also received a great deal of useful feedback from John Schumann, John Oller, Adrian Palmer, Tracy Terrell, Andrew Cohen, Steven Sternfeld, and Batyia Elbaum. I am sure this book would be much stronger if I had followed all their advice. The task of writing this volume was made much easier by the support and understanding of my family, my wife Eula, my children Deborah and Daniel, and my parents Leo and Julia Krashen. I would also like to thank my colleagues in the Linguistics Department at USC for their intellectual stimulation and encouragement. I especially thank Larry Hyman, Edward Finegan, Eugene Briere, Elaine Andersen, Elinor Ochs, Edward Purcell, John Hawkins, and Bernard Comrie. ii
5 Contents I. Introduction: The Relationship of Theory to Practice 1 A. Three Approaches to Method 2 1. Theory of second language acquisition 2 2. Applied linguistics research 3 3. Ideas and intuitions from experience 3 B. Interactions Among Approaches to Practice 4 C. What the Three Approaches Have to Say About Method 6 D. Goals of This Book: to reintroduce teachers to theory and 7 hopefully to gain their confidence again Notes 8 II. Second Language Acquisition Theory 9 A. Five Hypotheses About Second Language Acquisition The acquisition-learning distinction The natural order hypothesis 12 (a) Transitional forms The Monitor hypothesis 15 (a) Individual variation in Monitor use The input hypothesis 20 (a) Statement of the hypothesis 20 (b) Evidence supporting the hypothesis The Affective Filter hypothesis 30 B. The Causative Variable in Second Language Acquisition The causative variables Language teaching: does it help? 33 (a) When language teaching helps 34 (b) When language teaching does not help Exposure variables Age Acculturation 45 III. Providing Input for Acquisition 57 A. The Potential of the Second Language Classroom 58 B. Limitations of the Classroom 59 C. The Role of Output "Conversation" and language acquisition Output and learning 61 iii
6 Contents cont. D. Characteristics of Optimal Input for Acquisition Optimal input is comprehensible 63 (a) How to aid comprehension Optimal input is interesting and/or relevant Optimal input is not grammatically sequenced 68 (a) The case against the grammatical syllabus Optimal input must be in sufficient quantity 71 (a) Quantity requirements for initial readiness to speak 71 (b) Quantity requirements for higher levels of proficiency 72 E. Other Features that Encourage Acquisition The student should not be put on the defensive Provide tools to help students obtain more input 76 F. "Teaching" Conversational Competence 78 IV. The Role of Grammar, or Putting Grammar in its Place 83 A. Learning Does Not Become Acquisition 83 B. The Place of Grammar Grammar for Monitor use: when the Monitor is used What can be Monitored 92 (a) Incompetent Monitor use 94 (b) Rule learnability 96 (c) Some evidence 98 (d) Consequences of teaching "hard" rules 102 C. The Effects of Learning: Accuracy of Self-correction Factors affecting self-correction accuracy The data 108 D. Other Effects of Conscious Rules 112 E. Presentation of Rules The deductive-inductive issue Sequencing and learning 115 F. Notes on Error Correction 116 G. Grammar as Subject-matter 119 V. Approaches to Language Teaching 125 A. Present-day Teaching Methods Grammar-translation 127 (a) Requirements for optimal input 128 (b) Learning 129 (c) Summary Audio-lingualism 129 (a) Requirements for optimal input 130 (b) Learning 132 (c) Summary Cognitive-code 132 (a) Requirements for optimal input 133 (b) Learning 134 iv
7 Contents cont. (c) Summary The direct method 135 (a) Requirements for optimal input 135 (b) Learning 137 (c) Summary The natural approach 137 (a) Requirements for optimal input 138 (b) Learning 139 (c) Summary Total physical response 140 (a) Requirements for optimal input 140 (b) Learning 142 (c) Summary Suggestopedia 142 (a) Requirements for optimal input 144 (b) Learning 146 (c) Summary 146 B. Applied Linguistics Research Review of method comparison studies 147 (a) American studies of AL, GT, and CC 149 (b) The GUME project Some preliminary conclusions to method comparison studies More recent method comparison studies 155 (a) The TPR series 155 (b) Other input methods compared 157 (c) Suggestopedia research 158 C. Alternative to Methods Function of the classroom The second language classroom and requirement # The alternatives 162 (a) Conversation 163 (b) Pleasure reading 164 (c) Using subject matter for language teaching 167 (d) Evidence for subject matter teaching: the immersion programs 170 (e) Other possibilities in subject matter teaching 171 D. Comments on Achievement Testing Normal considerations in test evaluation and selection Instructional value Language requirements University level ESL 182 E. Some Gaps in Materials The language laboratory A comment on field testing of materials 185 F. Some Problems 186 Bibliography 191 Index 201 v
8 Chapter I Introduction: The Relationship of Theory to Practice The purpose of this book is to take a new look at an old question: the relationship between second language teaching practice and what is known about the process of second language acquisition. The usual way to do this is to discuss some research results first, outline a possible theory, and then list some implications. I will, to some extent, follow this plan. A significant portion of this book is, in fact, devoted to summarizing the current state of second language acquisition theory as I see it. Following this, I will draw some general conclusions about application to methods and materials, and eventually describe what characteristics effective materials should have. Before going through this exercise, however, it is important to state in advance that "theory" and "theoretical research" should not be the only input into deciding on methodology and materials. While my emphasis here is on theory and its implications, it is dangerous to rely only on theory. There are at least three different ways of arriving at answers in methodology and materials, and we must consider all of them. I will devote the remainder of this introduction to a brief description of these three areas, and a discussion of how they interrelate with each other. We will then see what each has to say about method in second and foreign language teaching. My view, for those who like the punch line early, is that all three ways arrive at precisely the same answer. The solution to our problems in language teaching lies not in expensive equipment, exotic methods, sophisticated linguistic analyses, or new laboratories, but in full utilization of what we already have, speakers of the languages using them for real communication. I will also conclude that the best methods might also be the most pleasant, and that, strange as it seems, language acquisition occurs when language is used for what it was designed for, communication. 1
9 A. Three Approaches to Method 1. THEORY OF SECOND LANGUAGE ACQUISITION The first area we will discuss will be the central focus of this volume, second language acquisition theory. As developed today, second language acquisition theory can be viewed as a part of "theoretical linguistics", i.e. it can be studied and developed without regard to practical application. As is the case with any scientific theory, it consists of a set of hypotheses, or generalizations, that are consistent with experimental data. These hypotheses can be arrived at using any of a variety of means (a brilliant insight, a dream, etc.). They must, however, be able to predict new data. In other words, hypotheses are not summaries or categories for existing data and observations, but must pass the test of accounting for new data. If our current hypotheses are able to predict new events, they survive. If they fail, even once, they must be altered. If these alterations cause fundamental changes in the original generalizations, the hypotheses may have to be totally abandoned. Note that according to this way of doing science, we can never really prove anything! We can only look for "supporting evidence". When we do not find supporting evidence, or when we find counter-evidence, our hypothesis is in trouble. Even when we do find supporting evidence, when the hypothesis makes the correct prediction, a critic can always say that we have not found "enough". Thus, a scientist, professionally speaking, is never able to state that anything has been "proven". All the scientist can do is have a current hypothesis that he or she is interested in testing. Later in this book I will present a series of hypotheses that make up a coherent theory of second language acquisition. According to the rules of scientific method, it will always be "just theory" and never be "definitely proven". The hypotheses I will present have, however, been found to be consistent with a significant amount of data, experimental and otherwise, and have not yet been confronted with serious counterexamples, in my view. They make up, collectively, my "position". This does not mean that I necessarily "believe" them. What it does mean is that these hypotheses are consistent enough with existing data to be worthy of consideration, and that they appear to capture the data better than other existing generalizations. 2
10 Theory is abstract, and does not attempt to be practical. I hope to convince the reader, however, that in the case of second language teaching, there is nothing as practical as a good theory! 2. APPLIED LINGUISTICS RESEARCH A great deal of research goes on in linguistics that is not aimed at supporting or attacking any coherent theory. This research, rather, is aimed at solving practical, real problems that confront society. A few examples will hopefully make this category clear. An example that will be important to us in our discussion of language teaching consists of experiments that compare teaching methods. Quite simply, a group of students is taught a foreign language using method A (e.g. audio-lingual), and another group is taught the same language using method B (e.g. grammar-translation). The results of such an experiment would certainly be of interest to theoreticians, since a particular theory might predict that students studying using one method would do better than students using another. The experiment itself, however, is designed for practical ends, i.e. to decide which method we should use in our schools. The research literature contains many applied linguistics experiments examining other questions of very practical relevance, e.g.: Will instruction in a second language make children more intelligent? (or less intelligent?) Should non-english speaking children in American Bilingual Education begin to read in their first language or in English? 3. IDEAS AND INTUITIONS FROM EXPERIENCE A third approach to method does not rely on experimentation at all. It relies, rather, on the insights and observations of experienced language teachers and students of foreign languages. It consists of "ideas that work" (the name of a column in the TESOL Newsletter edited by Darlene Larson, consisting of pedagogical techniques sent in by teachers), introspections by language students (e.g. "diary studies"), and other informal observations. While results of research are regularly presented in professional journals, teachers' insights are not easily 3
11 accessed and shared. Language teaching organizations often arrange meetings so that experienced teachers can share their techniques and insights with others (e.g. the highly successful "mini-conferences" organized by the California TESOL organization). Empirical support for new techniques is neither expected nor presented; rather, the word of the teacher is sufficient evidence, often, for a new idea to be at least tried out in different classes. B. Interactions Among Approaches to Practice Before discussing what each approach has to say about methods and materials, I would like to make a modest proposal: the three approaches should influence and help each other. It seems obvious, first of all, that researchers would be interested in the results of applied research, since such experiments can provide potential confirming and counter evidence for theories of second language acquisition. Similarly, it stands to reason that applied linguistics researchers should pay some attention to strictly theoretical research, since a successful theory might give researchers deeper insight into the results of their studies. It also seems reasonable to suggest that researchers in both theoretical and applied linguistics would benefit by both teaching and studying languages, in order to get more insight into the language acquisition process. Similarly, one might expect practitioners to be interested in the results of research, and one might also expect researchers to be very interested in the opinions of both teachers and language students. Figure 1.1 illustrates this ideal world, with information flowing between all three areas that influence language teaching methodology. Figure 1.2 is, however, much closer to the actual state of affairs: there is, today, very little interaction between and among the three areas. Fig 1.1. Ideal relationship between theory, applied linguistics research, ideas and intuitions and language teaching practice. 4
12 Fig Actual relationship between theory, applied linguistics research, ideas and intuitions and language teaching practice. In reality, many researchers are no longer involved in language teaching and language acquisition, and do not interact with teachers. There is also far too little interaction between theoretical and applied research; those who search for the best method are often too little concerned with the underlying theory. What is perhaps most evident is that teachers and materials developers pay little attention to research and theorizing of any sort. There is good reason for this lack of interaction, especially the failure of researchers and teachers to interact. The reasons for this lack of communication do not stem from any anti-intellectualism on the part of teachers. They stem, rather, from the failure of research to supply relevant input in the past, combined with the insistence on the part of theoreticians that their insights were the only legitimate determinant of teacher behavior and materials construction. In other words, we have, in the past, gone straight from theory to practice, and it simply has not worked. Some well-known examples of this approach include the direct application of the principles of behaviorist psychology in the classroom, known as the audio-lingual method. Theoreticians insisted that dialogue and pattern drill were "the way" to teach language, and recommended techniques that felt wrong to many teachers and students. A more recent "application of theory" was what may be called the "applied transformational grammar" movement, which featured materials directly based on current work in theoretical syntax and phonology. Applied TG did not significantly advance language teaching, for reasons that will become clear as we proceed. Its only tangible effect, perhaps, was that it needlessly made many teachers feel unprepared because they had not been trained in the latest version of transformational theory. (Lest the reader get the wrong impression, my personal view is that transformational-generative grammar, and the 5
13 progress it stimulated in formal linguistics, should be recognized as an extremely important contribution, and easily outdid previous theories of linguistic structure. My point here is that it does not necessarily follow that second language methods and materials should be based directly on TG.) These two theories, then, failed. The first, behaviorist theory, failed to apply successfully to language teaching because it was, simply, not a theory of language acquisition. The second, TG, failed because it was a theory of the product, the adult's competence, and not a theory of how the adult got that competence. It is not a theory of the process of language acquisition. The "new" theory, which I will present in Chapter II, is a theory of second language acquisition, and attempts to deal with the process of language acquisition, not its product. Despite these virtues, it should only be considered one of several possible sources of information in determining methods and materials for second language teaching. Compounding the failure of theoreticians to supply relevant theory has been the feeling among practitioners that failure to make the theory "work" has been their fault. They incorrectly concluded that it was their ignorance of theory that caused these theory-based methods to fail. As a result of this, teachers in recent years have appealed mostly to area III, their own ideas and intuitions, in determining what they do in the classroom. What teachers actually do is no longer based on theoretical or applied research. Materials, and many books on methodology, are based primarily on what seems to work in the classroom, and only rarely on a theory (recall earlier books based on audiolingualism or TG), and are usually not fieldtested. C. What the Three Approaches Have to Say About Method The purpose of this book is to summarize one current theory and state the implications of the theory to method. I will briefly summarize here what some of these implications are, anticipating Chapter III. What current theory implies, quite simply, is that language acquisition, first or second, occurs only when comprehension of real messages occurs, and when the acquirer is not "on the defensive", to use Stevick's apt phrase. Language acquisition does not require extensive 6
14 use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply "comprehensible input" in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are "ready", recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. In several places in this book I will attempt to make the point that research in applied linguistics is very consistent with the theoretical research in second language acquisition and its implications. The "best methods" according to comparative research studies (comparing methods A and B, as described earlier) appear to be "input methods", those methods that focus on supplying comprehensible input in pressure-free situations. We can get an idea of what the "ideas and intuitions" area feels is the "best method" by a survey of pedagogically-oriented papers in current journals and the titles of presentations at teacher workshops. The titles have changed markedly over the years! A decade ago teacheroriented articles and presentations focused on grammatical description, reflecting the concern with product, and procedures for drilling. 1* Current titles more clearly reflect promoting real communication in the classroom, helping students understand spoken and written input and participate in conversations. 2 In workshops and mini-conferences, we no longer see presentations on fine points of grammar, or on types of substitution drill. "Ideas that work" are ideas about role-playing, using the newspaper as a teaching aid, socio-drama, etc. Moreover, newer methodology has, as a primary goal, the lowering of student anxiety (see Chapter III). D. Goals of This Book The primary goal of this book is to present current theory and its implications. There is another goal, however, and that is to reintroduce * Superscript numbers refer to Notes at end of chapters. 7
15 teachers to theory and hopefully to gain their confidence again. The time has come to look to theory again, realizing that the most current theory may still not be the final word on second language acquisition. I am not asking practitioners or materials developers to follow all of the implications of theory blindly. My hope is only that our results will be considered as another source of ideas and input to methods and materials, in partnership with conclusions reached by practitioners themselves from their own experience as language teachers and language acquirers. Notes 1 Consider, for example, the table of contents of Language Learning, vol. 9, 1959, which included: "Grammatical theory and practice in an English grammar class" "Reaching the French verb"; "Noun-classes and the practical teacher" "Morpheme alternants in Spanish verb forms" "'Thechnemes' and the rhythm of class activity" Volume 12, 1962, contained: "Annotated bibliography of generative grammar" 2 The 1979 volume of the TESOL Quarterly, for example, contains articles such as: "Using radio commercials as supplementary materials in ESL listening classes" "Communicative writing" "Joke-telling as a tool in ESL" reflecting the current emphasis on communication in the classroom. (Notes 1 and 2 certainly do not represent a wide sample of activity in the filed, but they are representative. In recent years, the journal Language Learning has focussed on theoretical and applied research, rather than pedagogy. For this reason, I used the TESOL Quarterly, which began publication in 1967, for current titles.) 8
16 Chapter II Second Language Acquisition Theory This chapter summarizes current second language acquisition theory. To do this, it first describes some very important hypotheses. The first three, the acquisition-learning distinction, the natural order hypotheses, and the Monitor hypothesis, are reviewed somewhat briefly, as they have been dealt with a great deal in several other books and professional papers. Enough detail will be provided, however, to give the uninitiated reader a good idea of the hypotheses and the sort of evidence that exists to support them. The fourth hypothesis, the input hypothesis, may be the single most important concept in second language acquisition theory today. It is important because it attempts to answer the crucial theoretical question of how we acquire language. It is also important because it may hold the answer to many of our everyday problems in second language instruction at all levels. Following the discussion of the input hypothesis, we turn to the concept of the affective filter, a hypothesis as to how affective variables relate to the process of second language acquisition. The second portion of this chapter reviews a variety of factors that have been thought to be related to second language acquisition success, including instruction, different measures of exposure to the second language, and the age of the acquirer. These factors, it will be claimed, are not really causative factors. While they seem to relate to success or failure to acquire second languages, the true causative variables in second language acquisition derive from the input hypothesis and the affective filter--the amount of comprehensible input the acquirer receives and understands, and the strength of the affective filter, or the degree to which the acquirer is "open" to the input. 9
17 A. Five Hypotheses About Second Language Acquisition 1. THE ACQUISITION-LEARNING DISTINCTION The acquisition-learning distinction is perhaps the most fundamental of all the hypotheses to be presented here. It states that adults have two distinct and independent ways of developing competence in a second language. The first way is language acquisition, a process similar, if not identical, to the way children develop ability in their first language. Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally not consciously aware of the rules of the languages we have acquired. Instead, we have a "feel" for correctness. Grammatical sentences "sound" right, or "feel" right, and errors feel wrong, even if we do not consciously know what rule was violated. Other ways of describing acquisition include implicit learning, informal learning, and natural learning. In non-technical language, acquisition is "picking-up" a language. The second way to develop competence in a second language is by language learning. We will use the term "learning" henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is "knowing about" a language, known to most people as "grammar", or "rules". Some synonyms include formal knowledge of a language, or explicit learning. 1* Some second language theorists have assumed that children acquire, while adults can only learn. The acquisition-learning hypothesis claims, however, that adults also acquire, that the ability to "pick-up" languages does not disappear at puberty. This does not mean that adults will always be able to achieve native-like levels in a second language. It does mean that adults can access the same natural "language acquisition device" that children use. As we shall see later, acquisition is a very powerful process in the adult. * Superscript numbers refer to Notes at end of chapters. 10
18 Error correction has little or no effect on subconscious acquisition, but is thought to be useful for conscious learning. Error correction supposedly helps the learner to induce or "figure out" the right form of a rule. If, for example, a student of English as a second language says "I goes to school every day", and the teacher corrects him or her by repeating the utterance correctly, the learner is supposed to realize that the /s/ ending goes with the third person and not the first person, and alter his or her conscious mental representation of the rule. This appears reasonable, but it is not clear whether error correction has this impact in actual practice (Fanselow, 1977; Long, 1977). Evidence from child language acquisition confirms that error correction does not influence acquisition to any great extent. Brown and his colleagues have shown that parents actually correct only a small portion of the child's language (occasional pronunciation problems, certain verbs, and dirty words!). They conclude from their research that parents attend far more to the truth value of what the child is saying rather than to the form. For example, Brown, Cazden, and Bellugi (1973) report that a sentence such as: Her curl my hair "was approved, because the mother was, in fact, curling Eve's hair" (p. 330). On the other hand, Walt Disney comes on on Tuesday was corrected, despite its syntactic correctness, since Walt Disney actually came on television on Wednesday. Brown et al. conclude that it seems to be "truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents--which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful" (p. 330). The acquisition-learning distinction may not be unique to second language acquisition. We certainly "learn" small parts of our first language in school (e.g. for most people, the who/ whom distinction), and similar distinctions have been made in other domains (see, for example, Reber, 1976; Hall, 1959; and the review in d'anglejan, 1978). 11
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text:
PC limitations? Really? I didn't think I'd see the day.
I'm not going to be able to run FFXIV on my rig. All is not lost however, as I own a PS3. I had wanted to play on my PC, but without some serious upgrades, that isn't going to happen. For me, I suppose it isn't a big deal.
What about for all those people who want to play but don't own a PS3? Upgrade their rig? Get a new computer? Get a PS3? I don't envy them. I have to say, if SE is looking to let the "average" person get in on FFXIV, they may want to cut back a bit on the graphics. What good is game play that the average MMO player would like if they can't even run the game?

subset: commoncrawl


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TMDK are an Australian tag team who originated at Explosive Pro Wrestling in Perth, Western Australia before making their name at Pro Wrestling NOAH. In 2016 they signed a developmental deal with WWE and debuted with their developmental brand NXT in May.


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WASHINGTON, August 31, 2016 – Few groups have stood as strong and proud for America as have black men and women, even though fewer groups have been as badly treated by her. Colin Kaepernick's refusal to stand for the national anthem is a call to reflect on the long history of patriotism on the part of… [Read more…]
Colin Kaepernick and the history of black patriotism
William Burden Stevenson – His final resting place in Port Orchard Washington
I wouldn't have known about William B Stevenson at all if I hadn't been researching a collateral family connection, his younger sister Isabel Katherine Stevenson who had married Benjamin Alysworth Ferris in Ontario Canada in 1878. This connection lead to a family connected to my Yates family some 137 years later. Since these are still living descendants, I've chosen to not disclose any further individuals in this line.
Instead, I've created a genealogy report for William that includes all of his immediate family information as well as sources. Individual Genealogy Report William Burden Stevenson (PDF)
It seems just too little to share just the report though. How do you sum up and man's life with just a report. It's doesn't really speak to his rough and tumble upbringing in Ireland where as a young boy he would sneak out of the house to attend wakes and get inebriated on free ale. Or, his household that included not only his family members but also a goat in the house. The goat spent a lot of time in the kitchen in the house in Ireland, but it knew enough to make itself scarce when the lady of the house (William's mother Ellen) would enter the kitchen. Did she flap her apron at him and tell him to 'shoo'?
As William went off to join the British Navy, his father John (Jock) was ending his Irish Coast Guard career. This was during the reign of Queen Victoria and as I have mentioned before, John was awarded land in Canada which initiated the next migration of the family to Ontario.
As you remember, William deserted the British Navy and made his way to join the US Army. He served both in the Army and then in the Navy where they could put his true skills to work onboard ships. William was honorably discharged from the Union Navy and the decades that followed found him still in maritime service on merchant ships that sailed around the world. He would come home now and then and tell tales of his adventures, some of which were quite extraordinary (which his mother didn't believe) and fabricated stories which his mother took as gospel. (this anecdotal information is from the book "Oh Lord, What Next†by Geraldine Jacobi Russell, mother of actress Jane Russell, who was also a descendant of the Stevenson family).
William's first wife was Elizabeth Schumacher who was born 31 July 1841 in Pennsylvania. They married in Kenosha, Wisconsin in 1881, and resided in Ardoch, Walsh, ND until her death in 1891. I haven't yet found her cause of death or any children they might have had together. The year following Elizabeth's death William married again in Grand Forks, ND, this time to Elenor Glen Seeley.
Elenor and William lived in the Ardoch, ND area from 1892 to 1900. During the years leading up to 1900 Elenor and William had three children: William, Kenneth B, and Loila. The middle child, Kenneth B (Burden?) was not living with the family when we find them in the 1900 census of Seattle, WA where William is employed as a Ship Master. Ten years later William and their two children are living in another location (Port Orchard, WA) and William is employed now as a rigger (one who works with rigging for ships) at Puget Sound Navy Yard in Bremerton.
It appears that William and his family lived in Port Orchard through the years 1910 to the year of his death in 1926. Elenor would predecease him in 1924. The oldest son, William S. Stevenson was by then married to Idabelle and they were also living in Port Orchard with their daughter Willa who was born in 1933.
For a short time William Seeley Stevenson was the owner of Stevenson's furniture store on Bay Street in Port Orchard, WA. The store building is still in existence but as of 2016 it is a community events center.
We come to the end of William Burden Stevenson's life in 1926 when he entered the Veteran's Home at Retsil, Washington when his health was failing and his family could no longer care for him at home. He had dementia and essentially had lost all of his motor skills and was completely dependent on the staff at Retsil. He passed away on 26 June 1926 and soon after the home ordered his headstone from the Veteran's Administration. That stone has since been replaced by the one below and William and Elenor share the stone that is at Sunset Lane, Knights of Pythias Cemetery in Port Orchard, WA.
Fair winds and following seas William!
Previous articles about William Burden Stevenson
William Burden Stevenson 1842 – 1926
William Burden Stevenson – The Civil War Years 1862 – 1864
1893 W B Stevenson Civil War Pension Application Transcription
Family travel five: Explore patriots' sacrifices at military museums
Our nation's veteran and military museums provide a window into an important aspect of our collective history. Here are five places where you and your family can learn about the lives, experiences and resources available to those who serve: 1. The National Museum of the Marine Corps, Quantico, Va. Top-notch technology and interactive exhibits combine to… [Read more…]
1893 W B Stevenson Civil War Pension Application Transcription
W B Stevenson
Manvel, Grand Forks Co, North Dakota[Dated May 20, 1893 when it was received by the Department of Pensions, Washington DC]
My Father was a British Naval Officer and I was brought up for that service and served in the Mediterranean Squadron. In April 1863 I deserted taking the name of Thomas Crawford by which I entered the American Service.
I enlisted in Morristown, PA (ten days after I arrived in the United States. Was sent to the front sometime in July or August (I can't remember dates). Joined the 111th PA Infantry attached to Company I.
The Colonel's name was Cobhan he was acting Brig General to our Brigade. Lt Colonel [T?] Walker acting as Colonel to the Regiment. The Captain of Company I was Aide-de-camp, and 2nd Lt Deffenbaugh had charge of the company while I served in it.
Brevet Brig.-General George A. Cobham, Jr., Colonel 111th Pennsylvania Volunteers, killed July 20, 1864, at Peach-tree Creek, Ga.
In March 1864 by order of the Secretary of the Navy I was transferred to Bridgeport, Alabama, to Chattanooga, Tennessee and thence to Nashville, Tennessee, and thence by river to Cairo, Illinois was put on a receiving boat for a few days and was sent on board the Monitor Chickasaw in which I served until the war was over.
I forget the name of the first Captain the Chickasaw had for he was discharged in New Orleans when we got there.
Captain G H Perkins U.S.N. took charge with Mr Hamilton as executive officer. Mr Pike, Mr. Jordan ensigns was onboard until she was laid up at New Orleans where I was sent to the hospital from which place I was sent on board the supply ship Fearnot then in New Orleans, this was after the war was over.
I would never want a pension if I could get along. I have been in the American Merchant Service since the war up to the last 12 years I came North Dakota and farmed. Small prices and poor crops left me nothing. I am at present and has been Post Master at this place for six years and there is nothing in it.
Yours very respectfully,
W B Stevenson
Manvel, North Dakota
(Continued from the articles below)
William Burden Stevenson 1842 – 1926
William Burden Stevenson – The Civil War Years 1862 – 1864
(2015) Union Generals Killed In The Civil War. Retrieved November 04, 2015, from http://www.civilwarhome.com/uniongenerals.html
George Hamilton Perkins – Belnap, George E. (Commodore). (2015) Letters of Captain Geo. Hamilton Perkins, U.S.N. Retrieved November 04, 2015, from https://archive.org/stream/letterscaptaing00belkgoog#page/n10/mode/2up
Stevenson, W B Pension Application, Page 118 Navy Survivors' Certificates. (2015) Retrieved November 04, 2015, from https://www.fold3.com/image/44566957/page_118
© 2015 – Carol Wilkerson


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25 Likes on 20 Posts
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Glimpses of the Past
September 15, 2016: 7:00 pm at the Santa Fe Trail Interpretive Center Building, 116 Bridge Street, Las Vegas, NM "Glimpses of the Past" speaker series, "A Sign of Things to Come: The First Fort Union." Discover the origins behind the founding of the fort that would start it all with Ranger Greg Baker. Presented in partnership by Fort Union National Monument/Santa Fe National Historic Trail, the Las Vegas Citizen's Committee for Historic Preservation (CCHP) and the Friends of Fort Union.
CCHP Calendar:
Sunday, September 11, 2016 - 3:45pm


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Math / Fractions
134,115 results
Math / Fractions
I have 3 mixed fractions 2 1/4 , 1 1/2 , 3 5/8 Now I already turned them into improper fractions. 9/4 , 3/2 , 29/8 But I'm a little confused on how to get the common denominator.. Is it 8? or do I multiply their factors?
math -fractions
ordering fractions 1/2,7/8,9/10,1/3,3/5,1/4 write the above fractions in order.
Algebra 1-Fractions
Or, eliminating fractions, I should say. So, I need some help. See, I am really not a big fan of fractions. But I need to eliminate fractions to do a math problem. First one is 1/2-x=3/8. I know how to find LCD, then multiply both sides, distributive property, etc etc. But ...
math fractions
ADAM WANTS TO COMPARE THE FRACTIONS 3/12,1/6,AND1/3.HE WANTS TO ORDER THEM FROM LEAST TO GREATEST AND REWRITE THEM SO THEY ALL HAVE THE SAME DENOMINATOR?EXPLAIN HOW ADAM CAN REWRITE THE FRACTIONS?If anyone could helpme explain this to my 4 th grader.i am really bad with fractions
( egyptian fractions are fractions where the numerator can only be one) find two egyptian fractions where when added together it equalls 11/32
Separate the fractions 2/6,2/5,6/13,1/25,7/8and 9/29into two categories: those that can be written as a terminating decimal and those that cannot. Write an explanation of how you made your decisions. b. Form a conjecture about which fractions can be expressed as terminating ...
Frank teacher was teaching the class about fractions. She posted the fractions 1/7 and 3/9 on the board. Frank was supposed to answer what the least common multiple of the two fractions was. What did he answer? Help
: Fractions are an important part of your daily lives. Describe some practical applications for fractions in your daily life and some challenges that you have experienced regarding the use of fractions.
Shelly and Marcom are selling popcorn for their music club. Each of them received a case of popcorn to sell. Shelly has sold 7/8 of her case and Marcon has sold 5/6 of his case. Which of the following explains how to find the portion of popcorn they have sold together? A.Add ...
4th grade math fractions
can anyone please answer and explain this A little monkey had 75 peaches. Each day, he kept a fraction of his peaches, gave the rest away, and then ate one. These are the fractions he decided to keep: 1/2,1/4,3/4,3/5,5/6,11/15 In which order did he use the fractions so that he...
Math Fractions
What is the first step to adding multiple fractions (3) with differenct denominators?
rounding fractions to 0, 0.5, or 1. where would 0.599 lay? Can you round fractions down?
Math- Fractions
I know this seems easy, but i stink at fractions. What is .105 as a fraction?
how to you compare 8 fractions with different denominators including improper fractions?
If Im naming fractions are these fractions in the right order from least to greatest? 1/4 1/3 1/2?
5th grade math
rewrite each pair of fractions as equivalent fractions with a common denominator? 2/3, 3/4
Math fractions
use multiplication to write three fractions equivalent to each given fraction. 1. 2/3 2. 3/5 3. 5/8 4. 9/10
What formula to use when finding patterns of sum of unit fractions #egyptian fractions
please explian this not sure about fractions thanks :) 1/3, 5/6 , and 3/8 = add the fractions reduce to loewst terms
Math adding fractions
What is the best way to add fractions and reduced them to the lowest terms example 3/8+1/3+5/6
Help! These are fractions, so bear with me: -5/8 x= -9/10 Solve with the multiplicaation principle. How do I do this? The fractions throw me off every time!!!
Help! These are fractions, so bear with me: -5/8 x= -9/10 Solve with the multiplicaation principle. How do I do this? The fractions throw me off every time!!!
what is x? x + 2 11/14 = 5 13/21 basically, i want to know the formula to finding x. i tried to change the fractions to eqivalent fractions... any other ways?
Rename percent as fractions and fractions as percents. 1/10 40% 66 2/3% 8/4 125% 2/25
rewrite each pair of unlike fractions as like fractions
How do I convert improper fractions into proper fractions?
0k i don't know the answer for these percents, decimals, and fractions. You have to change decimals to percents, fractions to decimals, and percents to fractions. 0.23 3/100 32 1/2% 0.25 3/5 75% 1/8 0.835 10% 95% 4% 120% 0.3333.... 1.05 1/6 If you can please help me anyone =\
take the fractions below, write them in their simplest form, then come up with three equivalent fractions for each: A. 88/100 B. 24/30 C. 55/88
how do you estimate fractions with different denominators on a number line quickly? including mixed and improper fractions 4/7 8/9 3/2 1/3 1/2 5/8 9/11
Algebra 1
c. multiplying x/6-5/8=4 by 6 did not eliminate all the fractions/ What could you have multiplied to get rid of all the fractions? Explain how you got your answer and write the equivelent equation that has no fractions. HELP ME PLEASE!!!!!!! I don't understand this.
Help me on this one :( Express y= (7-3x-x^2)/[((1-x)^2)(2+x)] in partial fractions. Hence, prove that if x^3 and higher powers of x may be neglected, then y=(1/8)(28+30x+41x^2) I did the first part of expressing it in partial fractions. (Since it's very difficult to type out ...
There are two fractions that are given. The two fractions are 3/12 and 7/12.what answer so you come up with if you were to add these two fractions together? Would my answer be 10/12.
how do you order fractions while estimating with different denominators including mixed numbers and improper fractions quickly?
How to add fractions Adding fractions is simple look at the example below. 4 2 - + - = 4+2=6 and you keep the 8 8 denominator the same so the answer is 6 - 8
The sum of two fractions is 1 1/2. Their difference is 5/12. What are the fractions?
how do i convert fractions to decimals and fractions to percents?
How do you change these fractions into equivalent fractions: 3/8, 1/3, 5/9, 2/5
math 116
Is it always necessary to have a common denominator to add and subtract fractions? Why? What about multiplication and division with fractions?
the sum of two fractions is 7/12. therre difference is 1/12. they have the same denominators. what are the two fractions?
show how to simplify before you multiply 3 1/2 x 2 2/7 4445456743+38067738476= change both mixed fractions to "improper" fractions 3 1/2 x 2 2/7 = 7/2 x 16/7 =8 (after you cancel)
i am having to add, subtract, multiplication and division on fractions. whloe numbers with fraction. My question is that i do not know how to do fractions at all and i need some help
Prompt. Use equivalent fractions to order therse fractions from least to greatest: 2/3,1/2, 4/12, 5/6. Explain the steps you took to find your answer.
7 1/6 - 6 4/6 = ? could you please show me the steps to do this problem? thank you, ryan 7 1/6 = 6 7/6 - 6 4/6 = -6 4/6 ------- 3/6 = 1/2 mixed fractions are useless in calculations so the first thing you have to do is change them to improper fractions 7 1/6 + 6 4/6 =43/6 + 40...
Describe some practical applications for fractions in your daily life. What are the challenges you have experienced regarding the use of fractions? Explain your answers.
Describe some practical applications for fractions in your daily life. What are the challenges you have experienced regarding the use of fractions? Explain your answers.
Math - fractions
Name 2 fractions between 1/2 and 5/7
Math - fractions
Name 4 fractions between 1/2 and 5/7
math 1350
If the following fractions are arranged from smallest to largest, then which fraction would be in the middle? Explain. Show all work using fractions(NOT DECIMALS). 2/3, 4/5, 3/7, 5/9, 3/4
a. Separate the fractions; 2/6, 2/5, 6/13, 1/25, 7/8, and 9/29 into two categories; those that can be written as a terminating decimal and those that cannot. Write an explanation of how you made your decision. b. orm a conjecture about which ractions can be expressed as ...
during column chromatography, if four fractions are done, how do we know what is in each beaker and why. I know that beakers 1 and 3 will contain the majority of the fractions being separated but what about beakers 2 and 4. How do we know that they are the residues of the ...
elementary math
I am going to be a teacher one day. I need help explaining this: A student asks whether it is easier to add fractions or multiply fractions. What my respone should be?
Convert these unlike fractions to equivalent like fractions and add them. You must use the LCD to get the answer correct. If possible, reduce the final sum. 1/7 = ?/? + 3/14 = ?/? __________ ? - ??
Everett is reading a book for his language arts class. He read 1/3 of the book on Saturday, 3/8 of the book on Sunday and 1/4 of the book on Monday. Which procedure can Everett use to find the total fraction of the book he has read? A.Write the equivalent fractions using a ...
how you multoply 5 2/7 x 5/8 x 3 1/2 write the answer in simplest form First of all you have to change all mixed fractions to improper fractions, mixed fractions are useless in calculations. Then multiply your numerators together and multiply your denominators together. Check ...
-8 2/3 - -5 1/3 How would you set up? Go here and scroll to 4 http://www.themathpage.com/ARITH/add-fractions-subtract-fractions-1.htm the answer would be -3 1/3
find two fractions with a sum that is greater than 1.6 but less than 1.9. write your fractions in simplest form and compute their exact sum.
From these fractions choose <,>,or= to make a true statement 1. 11/21<2/3 2.1/2=9/18 3. 2 3/8>2 8/24 Order the fractions from least to greatest 3/5 1/4 1/2 2/5 Answer: 1/3 2/5 1/2 3/5 6 3/4, 6 1/2, 6 5/6, 6 3/8 Answer: 3/8 1/2 3/4 5/6
write the pair of the fractions as a pair of fractions with a common denominator : a.) 2/4 and 7/8. b.) 3/10 and 1/2. my answer for the a.) is 16/32-28/32. for b.) is 6/20-10/20 please let me know is my answers is right or not
I forgot how to add and subtract mixed # fractions. How do you do it? ex) 3/7+5/6=1 11/42- How did they get this answer?? ex) 5 6/13-2 8/13=2 11/13- How did they get this answer?? ex) 3/7+5/6=1 11/42 You need to find a common denominator when adding or subtracting fractions. 3...
Can someone please help me with solving this equation (I don't know how to do it with the fractions) 1/3 x1^-2/3 . x2^2/3 -------------------- 2/3 x1^1/3 . x2^-1/3 how do I cancel out some of the terms and reduce it down so that Im left with x2 on top and x1 on bottom?? And ...
What is the solution of 1/3 + 3/10 + 1/5? Hi, I don't really know how to add fractions very well yet. Can you explain how to add these 3 fractions? Thanks so much
Adam wants to compare the fractions 3/12, 1/6, and 1/3. He wants to order them from least to greatest and rewrite them so they all have the same denominator. Explain how adm can rewrite the fractions.
I need help with subtracting fractions I have no idea if I'm doing it right. Please help. 3/7-9/21 Fist you find a least common denominator, right? So it's 21 Do you then multiply 3/7 to 3/3 so it will be 9/21 So, 9/21 - 9/21 = 1
Ok one more question. I had this problem: Kristi jogged for 3/5 of an hour, swam for 1/2 of an hour, and rode her bicycle for 3/4 of an hour. How long did she exercise? I took it to mean you had to add all the fractions together. So I found the lcd of all three numbers which ...
caculate the following fractions 1/3+ 2/3+ 5/3 what is the answer to these fractions and show houw you get the answer. please.
the difference between two fractions is 1/10. the smaller fraction is 4/7. what is the sum of the two fractions?
subtracting fractions
4/5-2/3=? Find the least common denominator of 5 and 3 so that you can convert the two fractions to fractions that have the same denominator, then you can subtract them. Repost if you still have trouble. http://www.math.com/homeworkhelp/HotSubjects_fractions.html =) The LCD of...
Arrange the fractions in ascending order. Or, if the fractions are equivalent, answer "Equivalent". 7/22,2/5,9/24
The sum of two fractions is 1. If one of them is 3/8 greater than the other, what are the two fractions?
1/6 is the sum of two unit fractions. how may pairs of unit fractions will equal 1/6?
I need help figuring this out, I tried to simplify 3 times this are fractions, I can't express fractions in here.. -4/7x=12/35 (-7/4) x (-4/7) = -7/4 x 12/35 1 times x = 84/140 I am having trouble simplifying I got so far 42/70, 21/35 and are wrong please help
Math- Partial Fractions
Decompose the following into partial fractions after factoring the denominator as much as possible. Please show some work so I can understand how you did it. 1)x^2/((x-1)(x^2+5x+4)) 2)(3x^3-5x^2+12x+4)/(x^4-16) 3)1/(x^2 (x+1)^2 ) 4)(x+1)/((x^2+1) 〖(x-1)〗^2
division of fractions
Division of fractions is sometimes said to be multiplication of inverses. Elaborate with an explanation and example. If you have a/b divided by c/d this is the same as a/b * d/c If e.g., we have 2/3 divided by 7/9 then we have 2/3 * 9/7 = 6/7 When dividing fractions the rule ...
I have this fraction: 6 2/9 + 1 3/4 - 3 5/6= Okay First I changed the mixed numbers into improper fractions. I got this: 56/9 + 7/4 + 23/6 Then I thought you have to find the least common denominator, which for 9,4, and 6 would be 36. Then I muliplied the fractions by 4, 9, ...
How do you add and subtract fractions? Provide an example and demonstrate the steps you would take to arrive at the answer. What strategies would you use to help a student struggling with the concepts of adding and subtracting fractions?
Write the pair of fractions as a pair of fractions with a common denominator 3/10 and 1/2
adam wants to compare the fractions 2/5, 1/6 and 1/3. he wants to order them from least to greatest and rewrite them so they all have the same denominator. explain how adam can rewrite the fractions.
math HELP!!
. Adam wants to compare the fractions 2 5 1 6 , and 1 3 . He wants to order them from least to greatest and rewrite them so they all have the same denominator. Explain how Adam can rewrite the fractions.
Adam wants to compare the fractions 2/5. 1/6. and 1/3. He wants to order them from least to greatest and rewrite them so they all have the same denominator. Explain how Adam can rewrite the fractions.
Adam used the 3 fractions to make a circle graph and colored each a different color. What fraction of a graph is not colored? Expalain your answer. The fractions are 2/5, 1/6, and 1/3.
Adam wants to compare the fractions 2/5, 1/6 and 1/3. He wants to order them from least to greatest and rewrite them so they all have th same denominator. Explain how Adam can rewrite the fractions.
Adam wants to compare the fractions 129 6 and 1. He wants to order them from least to greatest and rewrite them so they all have the same denominator. Explain how Adam can rewrite the fractions.
Fractions and mixed numbers are often used in everyday life. Discuss a real-life example in which you would need to add, subtract, multiply, or divide fractions or mixed numbers, and show the math
Milos bring 12 hamburgers to the barbecue. He puts cheese on 4 hamburgers. Draw to show the fraction. Write two equivalent fractions. Explain why they are equivalent fractions
Math -fractions
3/13 , 1/6 and 1/3 .Adam used the fractions to make a circle graph and colored each a different color.what fraction of the graph is not colored? Explain
i'm having trouble with converting fractions to decimals, and determing leaqst to greatest and vice versa. I have a problem that ask to order ther fractions and decimals from greatest to least: 0.75, 7/10, 1/7 ?
please help me figure out how to do thes problems 4. y/2+5=-12 6. x/3-9=0 7. 14+h/5=2 THIS IS IMPROTANT Y/2, X/3 AND H/5 ARE FRACTIONS. it doesnt mean divide its fractions that's why i need help plse tell me how you did it so i can figure out the rest of my problmes
A student performs the following addition of fractions, 2/3 + 3/5 = 5/8. There is an error with the process the student used. What is the error and how can it be corrected? What would be the correct answer if the fractions were multiplied instead of added?
4/75, 2r/25, r/125 -1/x, 2/xy, x/y 1/a, 1/b write fractions as equivalent fractions with the least common denominator
list the fractions 1/4,3/8,2/6 in order from least to greatest writen in 8ths.
find two fractions with a sum that is greater than 3/4 and less than 15/16. Write your fractions in simplest form and find the actual sum.
ok, i'm having problems figuring out how to add these fractions, here's an example: 5 7/16-4 1/19-9 3/17 = ? pleeeez help!!!!!
Rick has a collection of 6 video games. He lets his best friend borrow: of his video game collection. Write two equivalent to this number Explain how you came fractions up with the fractions.
ordering numbers fractions
find equivalent fractions with a common denominator and order from least to greatest 3/42,5/6,7/21?
how to find scale factor of fractions also with fractions in them
fractions- 3rd grade
Name 2 fractions that are equivalent to 3 4th
What are some helpful hints or tips about fractions?
Algebra: HELP
Solve for x: x + 6 = 5(2x - 2) Answers to choose from, these are all fractions. A. 8/9 B. 16/9 C. -4/9 D. -14/9 Can someone please help me with this because when I saw the fractions I completely freaked!
Make up a story problem that fits the following division of fractions problem. Use a drawing and/or explain a model to help students understand how the division concept a;;lies to a situation involving fractions. 5/6 divided by 1/2 = 1 2/3
Maths Fractions
write two equilvalent fractions for 3/15.


text:
954 Wilson Avenue, Muskegon 49441
See more homes for sale in Muskegon, MI
This property has been Sold!
07/12/2016 at $87,000
OPEN HOUSE 6/1 FROM 3:30- 6:30 PM! Nicely updated 3 bedroom in Mona Shores School District is back on market and MUST GO! Move-in ready with tons of charm & character! New windows & doors in 2015. Updated kitchen, bath, siding, roof and more. Private, fenced-in back yard with firepit and screen porch will be perfect for relaxing and entertaining this summer! Come take a look before it's gone! All taxes, measurements, and information to be verified by buyer. Welcome Home. Conveniently located a half mile from US31 & I96, and just 5 minutes from Henry & Harvey Street shopping centers.
Property Information
- Status
- Sold
- Address
- 954 Wilson Avenue
- City
- Muskegon
- Zip
- 49441
- County
- Muskegon
- Township
- Norton Shores City
- Possession
- At Closing
- Total Finished SqFt
- 1,128
- Above Grade SqFt
- 1,128
- Garage Desc.
- 1, Detached
- Water
- Well
- Sewer
- Public
- Year Built
- 1931
- Taxes
- $758
Rooms and Land
- MasterBedroom
- 9X13 1st Floor
- Bedroom2
- 9X10 1st Floor
- Bedroom3
- 16X24 2nd Floor
- Bath
- 9X6 1st Floor
- Dining
- 10X14 1st Floor
- Kitchen
- 10X14 1st Floor
- Laundry
- 10X10 Lower Floor
- Living
- 12X14 1st Floor
- Other
- 10X14 1st Floor
- Basement
- Full Basement
- Heating
- Forced Air, Natural Gas
- Acreage
- 0.14
- Lot Dimensions
- 50 x 126
- Appliances
- Microwave, Range, Refrigerator
- Features
- Ceiling Fans, Garage Door Opener, Wood Floor
- Exterior Materials
- Vinyl
- Exterior Features
- Fenced Back, Patio, Scrn Porch
Listing Video for 954 Wilson Avenue, Muskegon MI 49441
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Office Address 3597 Henry Street Suite 103
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Our Michigan real estate agents can answer all of your questions about 954 Wilson Avenue, Muskegon MI 49441. Real Estate One, Max Broock Realtors, and J&J Realtors are part of the Real Estate One Family of Companies and dominate the Muskegon, Michigan real estate market. To sell or buy a home in Muskegon, Michigan, contact our real estate agents as we know the Muskegon, Michigan real estate market better than anyone with over 100 years of experience in Muskegon, Michigan real estate for sale.
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All information deemed materially reliable but not guaranteed. Interested parties are encouraged to verify all information. Copyright© 2017 MichRIC LLC, All rights reserved.


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