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The Politics of Adjectives

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"If corn oil is made from corn, and vegetable oil is made from vegetables, what is baby oil made from? "                                                                                  anonymous "The Great Canadian . . . . whatever" Have you ever noticed how many Canadian businesses and organizations brand themselves as "The Great Canadian . . ." something or other?  Ever wonder why?  In a brief article in the Catholic magazine Commonweal in 1929, Harvard Professor of Literature, Douglas Bush, asked the question "Is There a Canadian Literature?"  His answer was that in order for a Canadian literature to exist it must produce evidence of greatness, a great novel or poem or play--something great enough to be included in the established canon of great literature.  The sardonic response has been that in order for anything to be "Canadian" it must also be "great"; ergo, "The Great Canadian Bagel," "The G

Who Needs English Grammar? Part II

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English Grammar and Social Class The unspoken subtext of English grammar is its connection with social class.  Traditionally, "proper English" meant whatever was used in the golden triangle formed by London, Cambridge and Oxford. As Tiger Webb explains, " in socially-stratified and newly literate Georgian England, any guide to 'proper language' would have sold like hotcakes "--which is exactly what happened with Robert Lowth's  Short Introduction to English Grammar.   With the democratization of the language, a number of dialects, sociolects, idiolects and sublects emerged (there are a lot of lects out there--each with its own slight adjustments to the grammar).   David Crystal suggests that every Anglophone needs to know at least two Englishs:  one that is spoken locally and a second that is understood and accepted globally (or, at least, more widely).  (The local, more colourful version of English is the one more likely to be used in poetry a

Who Needs English Grammar?

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The Irony of English grammar The irony of English grammar is that we impose it most on the people who need it the least:  second- or foreign-language learners.  (See The "Ball of String" Theory .) Anyone who teaches English will, at some point, feel compelled to tell the fib that you need grammar to communicate and be understood in English.  This claim is pretty easy to disprove. Consider the following sentence: "Me eats restaurant Italian yesterday." An astute English teacher will point out that this five-word sentence contains at least six errors of grammar:  1) wrong case of pronoun, 2) wrong verb tense, 3) error of subject-verb agreement, 4) missing preposition for the indirect object, 5) faulty syntax, 6) missing indefinite article/determiner.  All this to say that the sentence should be: "I ate in an Italian restaurant yesterday." However, most native speakers of English would have little doubt about the intended meaning of the garbled sen

The "Ball of String" Theory for Learning English as a Second or Foreign Language

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The "Ball of string" theory I believe in the “ball of string” theory of learning English. Imagine that the English language is an infinitely long piece of string. You begin rolling the string into a ball. The English that you have mastered, can repeat and understand almost perfectly, is your ball of string. Daily English is redundant and repetitive Your ball of string begins with the English words and expressions that you might hear every day: “Hello,” “How are you?” “How much is it?” “Where’s the bathroom?” “Coffee and a cheese sandwich please.” “Nice weather today.” “Tomorrow.” “Next Monday.” “That’s nice!” All the simple words and expressions that you hear constantly repeated. Assuming you are somewhere where people around you speak English, you don’t need to learn any grammar or how to conjugate verbs or have a vocabulary of unusual words or expressions. If you are surrounded by people who speak English and you pay attention, you will discover that in daily

The Pronoun Wars

Pronouns and antecedents When I first heard about "the pronoun wars ," I assumed the debate was about the old problem of the correct pronoun to use when "everyone" was the antecedent.  This is the related question that I put on the mid-term exam for the course on Applied Grammar I was teaching in 1994. You have been asked to edit an official government document.  You have to decide what to do about the following sentence:   "In the future every university student will be required to pay 51% of the cost of their education."   If you decide to change the sentence (or not to change it), you will have to explain your decision to three people:  Mr. Boyle,  who is a strict grammarian; Ms. Doyle, who is a proud feminist, and Mrs. Murphy, who likes to see problems solved in a practical, common-sense fashion. Explain the problem with the sentence, and give your decision and justifications.   Traditional grammar versus feminism The traditional grammar

The Truth about English Verb Tenses: There Is Only One!

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Tense versus aspect Some languages do not have verb tenses.  The English language has only one tense:  the simple past tense, also known as the preterite tense, which signals that an action was completed at a specific time in the past.  ESL teachers, like me once upon a time, confuse students by saying that English verb tenses refer to the past, the present or the future, but they don't really.  Once you start teaching verbs in detail you realize that we use modal auxiliaries like "will" and "going to" to refer to the future.  What we traditionally call "the present tense" refers to the present, past and future, as in the examples "I live in Canada" or "The population of Sao Paulo is 10 million."  The more difficult and significant distinction among English verbs are aspects like habitual (I study), continuous (I am studying), perfect (I have studied) and perfect continuous (I have been studying), which usually get taught as bei

What Is English Grammar? More Importantly, What Isn't English Grammar?

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The Split Infinitive:  “To really error is human.” One of my senior colleagues was taken aback when I, a tenured professor of English and Comparative Literature, volunteered to teach a course on Applied Grammar.  Teaching grammar was not at the top of the prestige ladder.  “Are you sure you are ready to start teaching about split infinitives?” he asked me.  I thought he was pulling my leg, but I wasn’t sure, so I photocopied a page from Steve Pinker’s  The Language Instinct and slid it under his door.  He never responded. [. . .] ‘don’t split infinitives,’ ‘don’t end a sentence with a preposition’ can be traced back to these eighteenth-century fads. Of course, forcing modern speakers of English to not split an infinitive because it isn’t done in Latin makes about as much sense as forcing modern residents of England to wear laurels and togas. (The Language Instinct 374) I would like to emphatically reiterate what Pinker is pointing out.  (Did you notice that I ju