Saturday, March 10, 2007

To revivify or condemn

Listen to this article
Listen to this article

Over at Language Log, folks are wondering aprint (here and here) how prescriptivist rules get formulated in the first place. What moves a usage raven maven to take umbrage at something that has seemed perfectly innocuous to generations of English speakers?

Well, the other day, I came across revivify in a long but fascinating NYT Magazine article. I had never seen the word before and read it \ri-ˈvīvə-ˌfī\ instead of the correct \rē-ˈvi-və-ˌfī\. My reflex reaction was "what a silly and pointless neologism! What's wrong with revive?". But a quick search of the dictionary, reveals it's nothing of the sort.

While revive is older (circa 1400), revivify is attested from 1665. Moreover, English speakers have been able to vivify something (another new word for me) since 1535. That's a trick that revive can't do. And while both revive and revivify mean bring back to life, revivify seems to have a link to vivid that revive is simply lacking. Still, revivify is fairly rare, appearing almost never in speech and only about once every 10 million words in print.

So, here I am at a crossroads. Do I abashedly admit that I was ignorant and unobservant and welcome revivify into my vocabulary, or do I try to save face by condemning it as a mere florid redundancy? The second choice, pathetic though it is, may be one possible avenue by which language items fall into disrepute.

Wednesday, March 07, 2007

A woman the source of the 'he' rule?

In following up Arnold Zwicky's by-the-way attribution of the rule that only he should be used as an indefinite pronoun (e.g. Every person should make sure he...) to Lindley Murray in 1795, I came across an article, which antedates that instance by 50 years and attributes the rule to Ann Fisher.

Saturday, March 03, 2007

Synesis across the Atlantic

I promise this is my last post on Richard Firsten's Grammatically Speaking column for quite some time. Again, in his most recent column, he takes a question about grammatically singular nouns, such as team and crew, with plain present tense verbs instead of the third-person s forms. This is called synesis (discussed earlier here). In response, Firsten writes
In a way, the BrE is more consistent than AmE. AmE has the police are and people are, and it's not so unusual to hear the singular or plural verb form after family. When talking about the family as a group of individuals, AmE tends to use the plural verb form; when thinking of the family as a whole unit, AmE uses the singular verb form.
I'm afraid, I don't see Richard's point about police and people. Perhaps he is confusing irregular plurals with singular collective nouns? Either way, it's not just AmE; You would never find the police is or the people is in BrE either, where police and people are the subject.

And is family as group versus a number of individuals really an AmE issue? In the British National Corpus, the string family + (3rd person singular verb) is over 1.5 times more common than the string family + (plain form verb). Not all of these are relevant, of course. They include sentences in which family is not the subject (e.g., The problems with the family are numerous & The nice thing about this family is...). Still, this distinction is clearly available to speakers of English on both sides of the Atlantic and there's no evidence in Firsten's column that BrE is more consistent than AmE (though it may be).

Friday, March 02, 2007

Another of Firsten's fumbles

Forgive me if I appear to be picking on Richard Firsten. It's just that if the guy who answers teachers' grammar questions for the largest organisation of English language teachers in the world can't do better than here, here, here, and here, then we're in trouble.

In his latest column, he agrees with Gail Sepúlveda of Monterrey, Mexico that the following are partitive genitives:
a pair of pants
a cup of coffee
Really? A partitive construction is one in which there is a part to whole relationship, as in some of the people. In this example, there is a set of people and some identifies a subset of those people (i.e., one part of the group). The same thing applies to non-count nouns, for example a little of the wine.

But that's not the relationship in either of the above phrases. Consider the difference between a pair of the pants and a pair of pants. The first is partitive, the second non-partitive. The same applies to the cup of coffee example.

To be honest, I'd never paid any attention to the term partitive though I know I've seen it a number of times before. Yesterday, I wouldn't have been able to tell one from a flux capacitor. But it just takes a few minutes' effort to find out. Unfortunately, too many of us English language teachers seem to lack the curiosity or wherewithal to identify and use good references.

Headed back again

Back in December, I discussed Richard Firsten's analysis of "She's headed for the beach." In his newest Grammatically Speaking column, he tries to explain that in the last column, he didn't mean that headed was an adjective, but merely that it was being used "adjectivally". It's not really clear what he means here, but it seems that, following this example, he would consider all participles in passive constructions like 'he was eaten' and all in progressives like 'he is eating' to be an "adjectival phrase". I don't find this either convincing or helpful.

Richard goes on to say that "is headed for the beach" is a statal passive. According to Huddleston's Introduction to the Grammar of English, "a statal passive ... attributes a certain property to the (subject), that of being in the state resulting from (an) event." Huddleston goes on to say that the participles in statal passives can also appear after other copulative verbs, as in "the vase appeared / seemed / looked broken." Neither of these properties hold true for our headed example. Being headed for the beach is not the result of an event, nor can we say "She seems headed for the beach" (a web search will turn up thousands of hits for "seems headed", but all appear to be headlinese.)

[Update: Upon further consideration, I think this IS a statal passive. I was having serious trouble dissociating the movement entailed in heading for something from the grammatical properties of the sentence. After some thought and research I now think that a defining characteristic of statal vs. dynamic verbs is that you cannot refer to a point inside dynamic verbs without using the progressive. States, in contrast, allow such reference. So we have
  • At 2:00 she was headed for the beach. (2:00 is a point inside the state)
  • At 2:00 she walked to the beach. (2:00 cannot be a point inside the dynamic occurrence)
To my chagrin, I now believe my initial analysis was incorrect.]

How I learned English Grammar

One of the members of the ETJ list wrote, "I was wondering for those of you who teach grammar...how did you learn grammar?" I thought I might share my journey, such as it has been.

I learned a good deal of grammar in my French immersion school in the early 70s. Of course, that was in French. When I went to Japan and began teaching English, I had a number of basic concepts, but was often at a loss to understand and explain many points. I picked up some more grammar by staying one step ahead of the students in the various textbooks like that one they (used to?) use at Nova. Still, these were not really grammar textbooks per se and what I picked up there was limited.

My first two real grammar books for teachers were Michael Lewis's The English Verb and A Teacher's Grammar: An Approach to the Central Problems of English by R. A. Close, which I just stumbled across during my regular browsing at Kinokuniya.

Later I took Temple University's M.Ed. which includes a course called New Grammars taught by Ken Schaefer. Ken took us through more traditional grammatical analysis, including sentence diagramming, and introduced us to Chomskyan transformational grammar with grammar trees and all that. The main text was The Grammar Book, which is still probably the best course in grammar for English language teachers.

Since then, I have added to my collection the Longman Grammar of Spoken and Written English, which has lots of interesting stats, but suffers from a lack of attention to its theoretical foundation; and the Cambridge Grammar of the English Language, which seems to me the current pinnacle of analysis. (This is not to be confused with the terrible Cambridge Grammar of English by Ron Carter and Michael McCarthy.) There is also a smaller textbook for undergrads, A Student's Introduction to English Grammar based on the CGEL.

Finally, whenever there is a grammar question, I do my best to track down an answer and explain it. You learn a great deal teaching others.

Thursday, March 01, 2007

Recursion discovered at New Scientist

New Scientist magazine generally does a very good job of reporting science news. They also have a section called Feedback in which people tend to send in random amusing stories, many of which have to do with language. Take, Olaf Lipinski's story about his new shirt:
The other day he bought a shirt with black and white stripes. He was delighted with it until he read the label which says: "Wash dark colours separately".
These are all well and good, but back on Jan. 20, there was the following:

Understanding understanding

READER Stan Courtney tell us that while browsing through Scientific American he came across this in an article about autism: "For neuroscientists, this finding... represents a dramatic change in the way we understand the way we understand."

Courtney says he cannot remember seeing any other sentence like this, in which a repeated phrase actually makes sense. Has anyone else?

The follow up appeared in the Feb. 10 edition:

The way we understand the way we understand

WRITING in response to Stan Courtney's comment on repeated phrases that make sense, such as "the way we understand the way we understand" (20 January), Stewart Haywood tells us: "I watched my daughter standing in front of a mirror this morning, looking at herself looking at herself."

...David Squire's simple submission "This sentence contains 'this sentence contains'" comes as something of a relief.

Many other readers offered their own versions of this linguistic oddity, but space prevents us publishing them all, so let us conclude with the wisdom of the physicist Richard Feynman, who was there before us in this, as he was in so many things. Tim Cowell was the first of many to draw our attention to a statement made by Feynman when he was a student, which went something like this: "I wonder why. I wonder why. I wonder why I wonder. I wonder why I wonder why I wonder why I wonder!" He repeated this to himself over and over again, apparently, as a way of sending himself off to sleep.

All of which makes you wonder: is this a phenomenon that has just caught the attention of one of the world's leading science news magazines? Do they really know so little about language and linguistics that they are unaware how fundamental the idea of recursion is? They have, after all, written about it before and here. Admittedly, this is a special limited type of recursion, but it's still pretty obvious, isn't it? I mean, my five-year-old son once told me a "story about a story about a story about a story..." and found it terrifically funny.

Can you imagine somebody writing in and saying, "I've recently noticed that light behaves both as a wave and as a particle"? But then I guess we expect people to know more about physics than about linguistics, a fact that Mark Liberman is always lamenting.

More here
A particularly disgusting (I'm not kidding!) example of this type of recursion is here (click at your own risk), other related Language Log posts being here and here. Escher made much use of recursion in his drawings, including the special case of the strange loop as illustrated in drawing hands. Finally, GNU is a recursive acronym which means GNU is not UNIX.

Google Scholar & free papers

Last week I was looking for information about using timed lexical decision tests to assess vocabulary. I forget exactly which search terms I used, but one of the papers google scholar recommended was Kempe, V., & MacWhinney, B. (1996). The crosslinguistic assessment
of foreign language vocabulary learning. Applied Psycholinguistics, 17, 149-183. For this paper, Google returned the following options: Cited by 10 - Related Articles - Cached - Web Search - BL Direct

None of these will actually take you to a copy of the paper unless you or your insitution are subcribed to BL Direct, which might lead you to suspect that there is no free version available. If, however, you go to Brian MacWhinney's web site, you'll find a free copy there for your perusal.

Still, I don't think there's any kind of sweetheart deal going on here. Danny Sullivan on searchenginewatch.com writes,
"Google says, by the way, that it does not earn money off of any new subscriptions generated between searchers and publishers."
And, in fact, if you do your google searches unflavoured, you can find the free version of the Kempe & MacWhinney paper easily. Its not even that Google Scholar never links to free papers, as the following results demonstrate:

Attention Control and Ability Level in a Complex Cognitive Skill: Attention Shifting and Second- … - group of 4 »
N Segalowitz, S Frenkiel-Fishman - Memory & Cognition, 2005 - www-psychology.concordia.ca
One of the most interesting research results of the last half-century regarding
skilled performance is that what primarily distinguishes experts from ...
Cited by 3 - Related Articles - View as HTML - Web Search - BL Direct

So there's something odd happening here.

Some more evidence of the weirdness is that GS doesn't seem to know everything that just plain google knows. For example, if I copy the first line of the abstract and search for that in quotes, GS just shrugs its shoulders, while bare bones google serves up the required paper with its usual alacrity.

What's up? Who knows, but if you don't find a free version of a paper on GS, don't give up. It may still be out there.

Friday, February 09, 2007

Early pedantry

Whenever my 2-year old is offered rice milk, she rolls her eyes and corrects me with the brand name 「ライスミルク」じゃないよ。「ライスドリームー」。(It's not 'rice milk', it's "Rice Dreeeaam".)

Thursday, February 01, 2007

College Association of Language and Literacy Annual Conference

This year, Humber College ITAL (don't ask about the ITAL bit), where I work, is hosting the College Association of Language and Literacy Annual Conference May 29 – May 31. CALL is a provincial association of college teachers, most of whom teach composition, literature, and ESL.

I'll be hosting a panel called 'Benchmarking the benchmarks'.

There have been discussions between the Ontario College Heads of Language and the government about benchmarking college English language programs and writing programs against the Canadian Language Benchmarks (CLB). This panel will explore the benefits and drawbacks of such a step and whether the CLB is the right tool for these programs.

If you have any thoughts on the topic, I'd appreciate your comments between now and the end of May. Also, let me know if you might drop by.

Friday, January 26, 2007

The differences

Over on the ETJ list, we had the following question:
A JTE asked me if I could explain the differences/similarities between:
(be over & end)
(call for & need)
(start & leave) as in:The best thing is to (start / leave) at once.
Rather odd question, I thought, but I'll give it a shot.

As for call for vs. need, perhaps the difference can best be explained by contrasting them in
"The forecast ________ more rain." The similarity is that they are both completely ungrammatical in that context, so you need the third person 's', producing

1st person: "The forecast need more rain."
2nd person: "Hang on! That's not grammatically correct."
3rd person: "Shhhhh! That's not PC anymore."

Moving on to be over and end, though very similar, one can detect a slight change in nuance, which is brought out nicely by putting them in the following context:

"the dog bit me on my rear _____"

In the final pair, there isn't enough context to really tell start and leave apart, but if we add one sentence to the beginning, it becomes much more obvious, to wit,

"I think I'm going to fart."
"The best thing is to start / leave at once."

When science slams into the uninformed newspaper

The headline on this International Herald Tribune story about people misconstruing the research agenda of Charles Roselli is really a cheap shot.

When science slams into the uninformed blogger

Oh, the bloggers are uninformed. But if you read the article, you find that, "the news media storm reached its zenith last month, when The Sunday Times in London published an article under the headline 'Science Told: Hands Off Gay Sheep.'" Who's uninformed?

Truth be told, "the controversy spilled into the blog world, with attacks on Roselli." But look at the reactions when the problems were pointed out to the newspaper.

The authors of the Sunday Times article, Chris Gourlay and Isabel Oakeshott, referred questions to a managing editor, who they said was traveling and could not be reached.

The blogosphere, in contrast reacted like this:

Roselli and Newman were able to persuade some prominent bloggers, including Andrew Sullivan, the openly gay journalist who writes a column for Time.com, to correct postings that had uncritically quoted the Sunday Times article.

They also found an ally in the blog world: a scientist who writes under the pseudonym Emptypockets and has taken up Roselli's cause. That blogger, who spoke on the condition of anonymity because he said a public stand could hurt his career, said he had been cheered by the number of bloggers who dropped their opposition when presented with the facts. "As soon as you tell them this isn't real, they take it back quickly," he said.

Wednesday, January 24, 2007

No verbs in phrases

I was consulting the Longman Dictionary of Language Teaching and Applied Linguistics for a clear definition of phrase. It refered me to clause, where I found the following definition: "A phrase is a group of words which form a grammatical unit." Fine, so far. "A phrase does not contain a finite verb." Oops!

I assume what the authors (Jack Richards, John Platt & Heidi Platt) are trying to do here is distinguish phrase from clause and to specify just what kind of grammatical unit we are talking about. But this limitation puts us in serious trouble, as the last part of the definition should make clear. "Phrases are usually classsified according to their central word or HEAD. e.g., NOUN PHRASE1, VERB PHRASE, etc." (By the way, the note on noun phrase seems to be unresolved, as far as I can tell.)

So, verb phrases are types of phrases, but only when they do not include a finite verbs. But if we look up verb phrase, we find that it is a "part of a sentence that includes the main verb." Just be be absolutely sure we're not missing something, let's have a look at the example in which, we are told, everything except Tom is the verb phrase.

Tom gave a watch to his daughter.

Clearly, gave is a finite verb.

And we never did get to find out what kind of grammatical unit phrases are, did we? Sigh.

Thursday, January 18, 2007

Simple English Wiktionary

The Simple English Wiktionary is coming along quite nicely. We're at 1427 entries now. Though that doesn't seem like many, we only had just shy of 400 when I joined last April. My goal is to get a good basic vocabulary in there, about 2000-3000 words plus the Academic Word List. If anybody's interested in contributing, contact me ( b r e t t . r e y n o l d s @ h u m b e r . c a) or just head on over and have at it.

If you're interested in using the data to study vocabulary, there's an open-source program called jVLT that can import the data from the SEWikt for study and testing. I don't think the importing program has been uploaded yet, but I can send you the data if you're interested. Again, let me know.

Sunday, January 07, 2007

More Russell Smith

Not only does Russell Smith not know when he's wrong; he doesn't even seem to know when he's right. In his latest column ("Two small words, one large headache", Jan 4, 2007), he writes,
"The downside to this pontificating job is that when one makes a grammatical mistake, it makes one look particularly silly. And readers are likely to point it out with a pleasure verging on glee. (As well they should.) So, yes, it was inelegant of me to begin last week's column with the sentence, 'Readers write to me about perceived errors which I don't always see as errors myself.' Although many language authorities increasingly accept "which" in this role, strictly speaking the 'which' should be a 'that.'"
And when one accepts the criticism that a perfectly grammatical usage is a mistake, one looks even sillier.

The facts: (mostly from Merriam Webster's Usage Dictionary)
That was used to introduce relative clauses (both restrictive and non-) in early middle English, while which began to be used as a relative pronoun only in the 1300s. Later, it gained currency and within 300 years there was little to distinguish the two. Thereafter, that fell completely out of use in this context for a period, only to later return in its full role. This was followed by a gradual fall out of fashion in nonrestrictive relative clauses until it became quite rare in that usage by the early 20th century. Currently, that is not used this way.

It was about then, perhaps slightly earlier, that usage writers, including the Fowler brothers, suggested that, because that was specializing for restrictive relatives, perhaps, which should be reserved for nonrestrictive relatives. Note, this was merely a fancy. There is no historical precedent and there is an overwhelming host of examples from the best writers of the time in contravention of this idea, a fact readily admitted to by Fowler. Even the usage writers who later mistook this suggestion as a rule ignore it, often within pages of asserting it.

Thus, it is neither true that "strictly speaking" that is correct, nor that which is increasingly accepted in this role. In fact, if anything, more and more people, influenced by Microsoft Word's grammar checker, have come to believe that which is incorrect.

Some interesting divergences from the above follow:

That cannot be used when you wish to relativise the object of a preposition in either restrictive or non-restrictive cases unless you "strand" the preposition (which is perfectly grammatical).

The problems of which I’m aware are of a more qualitative type.
*The problems of that I’m aware are of a more qualitative type.
The problems, of which I’m aware, are of a more qualitative type.
*The problems, of that I’m aware, are of a more qualitative type.

And, from Fowler (1908), we get the following:

All that I can do is useless.
*All which I can do is useless.

That which has gone before should be clear.
*That that has gone before should be clear.

Smith also writes,
"and you see the easiest way to tell when you need one and not the other? It's the commas. 'Which' will always be preceded by a comma. . (sic) So there you go: Forget about restrictive and non-restrictive. If your second clause needs commas around it, then introduce it with which. If not, keep it as that. This is going to be the most useful rule you'll ever learn from me."
I certainly hope not. As we've seen, the rule is not true. And even if it were true, it is not useful. How is one to know whether commas should be added? Take for example, the change to FIFA's Laws of the Game, where some well-meaning person, likely at the suggestion of MS Word, has changed a perfectly acceptable sentence to one that is inane, to wit: " A tackle, which endangers the safety of an opponent, must be sanctioned as serious foul play." (Source)

Most overused words

It seems that to get your fifteen minutes of fame in the newspaper, all you have to do is disparage a few words or expressions. So here goes:

2007's most overused word:

T h*

What a stinker of an article. We've been using it for almost 800 years, and frankly I'm sick of it. And it's not just that people throw it willy-nilly in front of almost every noun. They're actually doing more of it. I mean, back in Old English, you had a whole host of articles to appease your every whim:


Masc. Fem. Neut. Plural
Nom. se seo þæt þa
Acc. þone þa þæt þa
Gen. þæs þære þæs þara
Dat. þæm þære þæm þæm
Inst. þy, þon -- þy, þon --
(Source)

There's choice for you. Not just one monotonous definite article over and over, but a range of delightfully subtle variation. Unlike today's so-called "modern" English! Oh, no! Lazy, lazy, lazy--that's what we've become. Everything is determined by this blandest of words, usually pronounced without even a real vowel, just lowly schwa, hardly more than a tired grunt.

Indeed, it's time to pluto it. No more T-word! Its bandwagon is timeworn and overburdened. Jump, I say. There are over 50 other determiners in English and it's time to give them their head unencumbered by this hackneyed lexeme.

(This post is T-word free)

Grammar Scammers

After the mess that Russell Smith makes of his language column in the Globe, it's nice to see that Jan Freeman is willing to actually do some research. Hats off to her!

Inter (a time in between)

The Toronto Star is calling on readers to propose a new word for the current unseasonable season. I propose inter (with the stress on the first syllable). It is appropriately ambiguous in terms of climatic expectations, yet suitably meaningful in its timing: a time between fall and spring. Extending the sense of an existing prefix to include a noun is less of a jump than making up a completely new word (e.g., oobleck). Inter also has the homographic verb, which suggests that winter is dead.

Thursday, January 04, 2007

An open letter to Russell Smith

Re: You can fax it, just don't write mein The Globe and Mail Dec 28, 2006 pg. R.3

The column in question has some minor correct statements, which you may wish to alter to maintain a coherent style.

You wrote, "if prose deviates in certain crucial ways from standard written English, a style agreed on almost unanimously by various guide-writing authorities, then it becomes confused and unclear."

Merriam Webster's Dictionary of English Usage, would seem to disagree with your assertion of conformity. "A characteristic of writing on usage has been, right from the beginning, disagreement among the writers." If nothing else, there are the two main camps: the prescriptivists, who make about as much sense as this column of yours, and the linguists. And the gulf between them is sizable.

You next complained about "issues of logic, such as mixed up verb tenses."

Verb tenses belong to the field of grammar, not logic. Moreover, English only has two: past and present. And they are rarely mixed up by native speakers. Perhaps the problem is that you have mixed up verb tense with verb form. There is, for example, no passive tense, but a passive voice. There's also aspect and mood, and a number of other considerations when deciding on the correct verb form. Tense is but one; please, try not to confound them in the future, lest your writing continue to be confused, unclear, and ambiguous.

Regarding the "useful distinction" between "write me/write to me". The distinction is already there, both in speech, with intonation, and print, with punctuation or italics. Why require a second distinction when it is obvious to everyone that "a letter" is simply elided? Don't you deride redundancy?

As to your claim that graduate doesn't take a direct object, maybe it doesn't in your idiolect (which, by the way, doesn't usually have anything to do with writing like an idiot), but most dictionaries include a transitive sense. In fact, the intransitive usage was new and much derided in the 19th century, though it is now the more common form. The original was "He was graduated from university." Of course, the "graduated university" construction is new and hasn't made inroads into edited prose, but it makes no less sense than the intransitive form. Oh, and didn't you start the column by downplaying the importance of regional differences and being delighted by change? Is it so hard to keep these things in mind for a few hundred words?

Then, there's this utterly astounding bit of nonsense: "Remember that the past participle of 'go' is 'gone' (not 'went,' which is the perfect)." Went is the perfect what? Aspect? As in "I have went?" Perhaps you mean that it is the past, as in past tense. But we've already established that you mix these things up, so I suppose this is just rubbing salt in your wounds.

And you get paid for this?

May I suggest that, in the future, you consult a scholarly work on the subject at hand before embarrassing yourself and your paper with such trash. The previously mentioned Dictionary of English Usage should be your first stop. You should also consult the Cambridge Grammar of the English Language, by Huddleston & Pullum. And while you're waiting for those to arrive, hie yourself over to Language Log and spend some time browsing the archives. It may help you to see the error of your ways.

Past participles, strong and weak

My post on waked vs. waken continues to be one of the most popular (not that readership is exactly huge.) Interestingly, it's not just wake that has wreaked/wrought confusion. A few years ago I realised that in spite of the tidy lists of irregular verbs (i.e., ones with strong form conjugations as opposed to the weak -ed form) that I was passing out to my students, there is a good deal of uncertainty about quite a few verbs. Thankfully, most of them are a bit too rare to deal with in class.

For example, let's look at cleave. First of all, we have two quite opposite meanings: 1) split and 2) stick together. Our past tense (preterite) form is cleaved or clove or cleft. And we also have three possible past participle forms: cleaved, cloven, and cleft. "So which is correct?" you may ask. All of them, but usually for different people.

Here's another: if you were out walking in the summer, you might note the smell of a freshly mown lawn and not give the grammar a second thought. But how comfortable would you be saying, "I've just mown the grass"? For me, it would be mowed. And if you walk briskly away thereafter, have you stridden away? Really?

Here are a few that you can try out at home. You might find that putting them in different sentences will give you different results.

abide
bear
befall
beget
bereave
bet
bid
bless
burn
bust
chide
dive
dream
dwell
forbid
forego
forsake
gild
grind
heave
overload
plead
saw
sew
shear
slay
smite
spill
strive
thrive
tread
wet