Elly van Gelderen claims in A History of the English Language on p. 25 (15) that "Ic gyrnde" means "I desired" "I wanted" but I cannot locate the stem verb for "gyrnde" in any AS dictionary. I figured this list might have some AS experts.
Scott Catledge
---- ATEG automatic digest system <[log in to unmask]> wrote:
> There are 3 messages totalling 633 lines in this issue.
>
> Topics of the day:
>
> 1. -ish as grammatical morpheme (2)
> 2. "I'm gonna write"--verb + infinitive or verb + auxiliary?
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
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>
> ----------------------------------------------------------------------
>
> Date: Sun, 13 Jul 2014 08:26:18 -0400
> From: =?ISO-8859-1?Q?Susan_Behrens?= <[log in to unmask]>
> Subject: -ish as grammatical morpheme
>
> A recent article in American Speech discusses the suffix -ish as lexicali=
>
> zing,=20
> i.e., changing from a grammatical marker to separate word status. For exa=
>
> mple,=20
> "I am ish about the upcoming meeting."
>
> My question: isn't -ish a derivational marker and not inflectional/gramma=
>
> r=20
> functioning? OR are there two kinds: -ish that derives a new word (child =
>
> vs.=20
> childish) and -ish that acts as a type of adjective marker of degree (hun=
>
> gry=20
> vs. hungryish).=20
>
> Thanks, Sue Behrens
> Marymount Manhattan College
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> ------------------------------
>
> Date: Sun, 13 Jul 2014 07:40:20 -0700
> From: Gregg Heacock <[log in to unmask]>
> Subject: Re: "I'm gonna write"--verb + infinitive or verb + auxiliary?
>
> --Apple-Mail-1--394024945
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/plain;
> charset=us-ascii
>
> Bruce,
>
> I am totally amazed by what you have put together! Though I have seen =
> your name appear many times as you have responded to questions posed by =
> others, I had no idea that you would be such a resource as this. One =
> has to marvel at the variety of constructions available to us and wonder =
> that people unschooled in the nuances you have delineated are able to =
> absorb their meaning as though they were practiced in their use. Though =
> syntax may be ex post facto, it allows teachers to enable students to =
> move from an unconscious understanding of the language to a conscious =
> use of variant productive forms. While grammarians have been accused by =
> whole-language advocates of drill-and-kill instruction, the models, =
> Bruce, that you have laid out allow us to engage students in =
> drill-and-instill instruction. It is through embedding such forms in =
> our mind through the muscular system replicating these patterns and =
> applying them to new situations that we might expand our students' =
> verbal horizons.
>
> Patrick Finn, author of Literacy with an Attitude, has observed that =
> education tends to reinforce a class system, disempowering outsiders, =
> encouraging the upwardly mobile to follow the rules, allowing many of =
> the upper-middle-class to play with creative expression, and training =
> the upper-class to manipulate words in order to manipulate people. We =
> need a new pedagogy that engages all students in the use of what Joan =
> Bybee calls productive phrases so that they learn the art of =
> manipulating words to craft sentences that fire the wires in readers' =
> brains.
>
> Dallin D. Oaks, in Structural Ambiguity in English, draws examples from =
> a whole generation of comedians who played grammatical jokes on =
> listeners as a way of bringing them into the fold. George Burns asks =
> Gracie Allen, "Where did you get those flowers?" Gracie replied, "You =
> said that if I went to visit Clara Bagley in the hospital, I should take =
> her flowers. So, when she wasn't looking, I did."
>
> Dallin teaches students how to play with the expectations created by =
> syntactical structures to surprise readers and hold their attention. =
> So, even if syntax is ex post facto, it helps students see how the =
> language operates and can be used to elevate their writing. This is how =
> language supports and strengthens a culture.
>
> Bruce, you have me pushing the button for the "next page" of your =
> framework. It is a wonderful gift to have shared with your colleagues.
>
> Gregg
>
>
>
> On Jul 12, 2014, at 7:09 AM, Bruce Despain wrote:
>
> > ATEGers,
> >=20
> > The formal description of English Grammar that I have been working on =
> includes these various modal periphrases in the chapter on verb =
> constructions with the section beginning on page 500 (bdespain.org under =
> studies, An Analytical Grammar of English). The framework is =
> mathematically and logically rigorous so may not be pedigogically useful =
> till the system is understood, but at least the constructions are in one =
> place. I think the serious student should ought to take a look. =20
> >=20
> > Bruce Despain
> >=20
> > --- [log in to unmask] wrote:
> >=20
> > From: "Myers, Marshall" <[log in to unmask]>
> > To: [log in to unmask]
> > Subject: Re: "I'm gonna write"--verb + infinitive or verb + auxiliary?
> > Date: Sun, 6 Jul 2014 16:14:55 +0000
> >=20
> > Glenda,
> >=20
> > "Fixin' to" is also quite popular here, too.
> >=20
> > I teach a unit on Appalachian English in my grammar class when I teach =
> it here at Eastern Kentucky University, where I am retired but still =
> teaching part-time.
> >=20
> > As I best remember, you're in Alabama. Correct?
> >=20
> > Check me out at Amazon.com, the book section.=20
> >=20
> > I'm at [log in to unmask]
> >=20
> > I was formerly the Book Review Editor for the ATEG Journal.
> >=20
> > Best Wishes,
> >=20
> > Marshall
> > -----Original Message-----
> > From: Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] On Behalf Of Conway, Glenda
> > Sent: Friday, July 04, 2014 9:36 PM
> > To: [log in to unmask]
> > Subject: Re: "I'm gonna write"--verb + infinitive or verb + auxiliary?
> >=20
> > Hi Marshall!
> >=20
> > Where I live, the wording is "I'm fixin' to. We like to take our own =
> good time when doing so won't cause a disaster.
> >=20
> > Are you retired? Where are you living?
> >=20
> > It's so good to hear you here.
> >=20
> >=20
> > Glenda
> >=20
> >=20
> >=20
> > Glenda Conway
> >=20
> > Professor, English
> >=20
> > Coordinator, Harbert Writing Center
> >=20
> > Department of English and Foreign Languages
> >=20
> > University of Montevallo
> >=20
> > Montevallo, AL 35115
> >=20
> > 205 665 6425 office
> >=20
> > 205 482 4380 cell
> >=20
> > [log in to unmask]<mailto:[log in to unmask]>
> >=20
> >=20
> >=20
> >=20
> > ________________________________
> > From: Assembly for the Teaching of English Grammar =
> [[log in to unmask]] On Behalf Of Myers, Marshall =
> [[log in to unmask]]
> > Sent: Friday, July 04, 2014 8:20 PM
> > To: [log in to unmask]
> > Subject: Re: "I'm gonna write"--verb + infinitive or verb + auxiliary?
> >=20
> > Glenda,
> >=20
> > Old classmate here!
> >=20
> > "Going to" is many times regarded as a two-word modal auxiliary like =
> the related "can," may," might" and others.
> >=20
> > "I'm going to go"
> > "I may go."
> >=20
> > Marshall Myers
> > Professor Emeritus
> > Eastern Kentucky University
> > From: Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] On Behalf Of Michael
> > Sent: Wednesday, July 02, 2014 8:05 PM
> > To: [log in to unmask]
> > Subject: Re: "I'm gonna write"--verb + infinitive or verb + auxiliary?
> >=20
> > Glenda
> >=20
> > This is the first message I have received from ATEG. I was not sure it =
> was an active list.
> >=20
> > I have a couple of brief observations:
> >=20
> > 1. You could interpret the structure either way, but you also need to =
> explain to students the pragmatic meaning of the grammar in addition to =
> labeling it with a pedagogical grammar structure.
> >=20
> > 2. One pragmatic meaning of "gonna" is to have an intention and =
> subsequently a plan to do something. Intentions entail plans.
> >=20
> > 3. You might also mention the informal spoken linguistic register of =
> the poem.
> >=20
> > 4. I was just reading yesterday about the progressive tense in the =
> British National Corpus which found that overwhelming percentage of its =
> use (65%) was what the author described as "repeatedness" or in other =
> words, "an ongoing single event." An example of repeatedness from the =
> corpus in the article was "You are once again doing it completely and =
> utterly wrong." The source for this is a book chapter:
> >=20
> > Romer, U. (2010). Using general and specialized corpora in English =
> language teaching: Past, present, and future. In M. Compoy-Cubillo, B. =
> Belles-Fortuno, and M. Gea-Valor. (Eds.), Corpus-based approaches to =
> English language teaching (pp. 18-35). London: Continuum.
> >=20
> > Romer conducted a large study of progressive in a 2005 book, =
> Progressives, patterns, pedagogy: A corpus-driven approach to =
> progressive forms, functions, contexts, and dialectics.
> >=20
> > I do not think repeatedness is the pragmatic function of the line, but =
> teaching students about using corpus studies, and pragmatics to inform =
> our knowledge of grammar is certainly worth the time.
> >=20
> > Mike Busch
> >=20
> >=20
> >=20
> >=20
> >=20
> > Greetings-
> >=20
> > Today, in my Advanced English Grammar class, I showed Langston =
> Hughes's "Daybreak in Alabama" as an example of a poem with two =
> sentences.
> >=20
> > I realized while showing the poem that I was not sure how to divide =
> the slots of the first main clause, which is
> >=20
> > ...I'm gonna write me some music about
> > Daybreak in Alabama....
> >=20
> > Shall I think of "I'm gonna write" as being equivalent to "I will =
> write," thus considering "[a]m gonna" as an auxiliary to "write"?
> >=20
> > Or shall I think of "I'm gonna write" as being equivalent to "I am =
> going to write," thus considering "to write..." an adverbial infinitive =
> phrase?
> >=20
> > I would love to read some discussion on this clause and to be able to =
> share it with my students afterward.
> >=20
> >=20
> >=20
> > Thanks,
> >=20
> > Glenda Conway
> > Professor, English
> > Coordinator, Harbert Writing Center
> > Department of English and Foreign Languages Station 6420 University of =
> Montevallo Montevallo, AL 35115
> > 205 665-6425 office
> > 206 665-6422 fax
> > [log in to unmask]<mailto:[log in to unmask]>
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at: http://listserv.muohio.edu/archives/ateg.html and select =
> "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at: http://listserv.muohio.edu/archives/ateg.html and select =
> "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at: http://listserv.muohio.edu/archives/ateg.html and select =
> "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
> >=20
> > To join or leave this LISTSERV list, please visit the list's web =
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >=20
> > Visit ATEG's web site at http://ateg.org/
>
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --Apple-Mail-1--394024945
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/html;
> charset=us-ascii
>
> <html><head></head><body style=3D"word-wrap: break-word; =
> -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; =
> ">Bruce,<div><br></div><div>I am totally amazed by what you have put =
> together! Though I have seen your name appear many times as you =
> have responded to questions posed by others, I had no idea that you =
> would be such a resource as this. One has to marvel at the variety =
> of constructions available to us and wonder that people unschooled in =
> the nuances you have delineated are able to absorb their meaning as =
> though they were practiced in their use. Though syntax may be ex =
> post facto, it allows teachers to enable students to move from an =
> unconscious understanding of the language to a conscious use of variant =
> productive forms. While grammarians have been accused by =
> whole-language advocates of drill-and-kill instruction, the models, =
> Bruce, that you have laid out allow us to engage students in =
> drill-and-instill instruction. It is through embedding such forms =
> in our mind through the muscular system replicating these patterns and =
> applying them to new situations that we might expand our students' =
> verbal horizons.</div><div><br></div><div>Patrick Finn, author of =
> <i>Literacy with an Attitude</i>, has observed that education tends to =
> reinforce a class system, disempowering outsiders, encouraging the =
> upwardly mobile to follow the rules, allowing many of the =
> upper-middle-class to play with creative expression, and training the =
> upper-class to manipulate words in order to manipulate people. We =
> need a new pedagogy that engages all students in the use of what Joan =
> Bybee calls productive phrases so that they learn the art of =
> manipulating words to craft sentences that fire the wires in readers' =
> brains.</div><div><br></div><div>Dallin D. Oaks, in <i>Structural =
> Ambiguity in English</i>, draws examples from a whole generation of =
> comedians who played grammatical jokes on listeners as a way of bringing =
> them into the fold. George Burns asks Gracie Allen, "Where did you =
> get those flowers?" Gracie replied, "You said that if I went to =
> visit Clara Bagley in the hospital, I should take her flowers. So, =
> when she wasn't looking, I did."</div><div><br></div><div>Dallin teaches =
> students how to play with the expectations created by syntactical =
> structures to surprise readers and hold their attention. So, even =
> if syntax is <i>ex post facto</i>, it helps students see how the =
> language operates and can be used to elevate their writing. This =
> is how language supports and strengthens a =
> culture.</div><div><br></div><div>Bruce, you have me pushing the button =
> for the "next page" of your framework. It is a wonderful gift to =
> have shared with your =
> colleagues.</div><div><br></div><div>Gregg</div><div><br></div><div><br></=
> div><div><br><div><div>On Jul 12, 2014, at 7:09 AM, Bruce Despain =
> wrote:</div><br class=3D"Apple-interchange-newline"><blockquote =
> type=3D"cite"><div>ATEGers,<br><br>The formal description of English =
> Grammar that I have been working on includes these various modal =
> periphrases in the chapter on verb constructions with the section =
> beginning on page 500 (<a href=3D"http://bdespain.org">bdespain.org</a> =
> under studies, An Analytical Grammar of English). The framework is =
> mathematically and logically rigorous so may not be pedigogically useful =
> till the system is understood, but at least the constructions are in one =
> place. I think the serious student should ought to take a look. =
> <br><br>Bruce Despain<br><br>--- <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a> =
> wrote:<br><br>From: "Myers, Marshall" <<a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a>><br>T=
> o: <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a><br=
> >Subject: Re: "I'm gonna write"--verb + infinitive or verb + =
> auxiliary?<br>Date: Sun, =
> 6 Jul 2014 16:14:55 +0000<br><br>Glenda,<br><br>"Fixin' to" is also =
> quite popular here, too.<br><br>I teach a unit on Appalachian English in =
> my grammar class when I teach it here at Eastern Kentucky University, =
> where I am retired but still teaching part-time.<br><br>As I best =
> remember, you're in Alabama. Correct?<br><br>Check me out at <a =
> href=3D"http://Amazon.com">Amazon.com</a>, the book section. <br><br>I'm =
> at <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a>.<br><br>=
> I was formerly the Book Review Editor for the ATEG Journal.<br><br>Best =
> Wishes,<br><br>Marshall<br>-----Original Message-----<br>From: Assembly =
> for the Teaching of English Grammar [mailto:[log in to unmask]] =
> On Behalf Of Conway, Glenda<br>Sent: Friday, July 04, 2014 9:36 =
> PM<br>To: <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a><br=
> >Subject: Re: "I'm gonna write"--verb + infinitive or verb + =
> auxiliary?<br><br>Hi Marshall!<br><br>Where I live, the wording is "I'm =
> fixin' to. We like to take our own good time when doing so won't cause a =
> disaster.<br><br>Are you retired? Where are you living?<br><br>It's so =
> good to hear you here.<br><br><br>Glenda<br><br><br><br>Glenda =
> Conway<br><br>Professor, English<br><br>Coordinator, Harbert Writing =
> Center<br><br>Department of English and Foreign =
> Languages<br><br>University of Montevallo<br><br>Montevallo, AL =
> 35115<br><br>205 665 6425 office<br><br>205 482 4380 =
> cell<br><br>[log in to unmask]<<a =
> href=3D"mailto:[log in to unmask]">mailto:[log in to unmask]</a>&g=
> t;<br><br><br><br><br>________________________________<br>From: Assembly =
> for the Teaching of English Grammar [[log in to unmask]] On =
> Behalf Of Myers, Marshall [[log in to unmask]]<br>Sent: Friday, July =
> 04, 2014 8:20 PM<br>To: <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a><br=
> >Subject: Re: "I'm gonna write"--verb + infinitive or verb + =
> auxiliary?<br><br>Glenda,<br><br>Old classmate here!<br><br>"Going to" =
> is many times regarded as a two-word modal auxiliary like the related =
> "can," may," might" and others.<br><br>"I'm going to go"<br>"I may =
> go."<br><br>Marshall Myers<br>Professor Emeritus<br>Eastern Kentucky =
> University<br>From: Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] On Behalf Of Michael<br>Sent: =
> Wednesday, July 02, 2014 8:05 PM<br>To: <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a><br=
> >Subject: Re: "I'm gonna write"--verb + infinitive or verb + =
> auxiliary?<br><br>Glenda<br><br>This is the first message I have =
> received from ATEG. I was not sure it was an active list.<br><br>I have =
> a couple of brief observations:<br><br>1. You could interpret the =
> structure either way, but you also need to explain to students the =
> pragmatic meaning of the grammar in addition to labeling it with a =
> pedagogical grammar structure.<br><br>2. One pragmatic meaning of =
> "gonna" is to have an intention and subsequently a plan to do something. =
> Intentions entail plans.<br><br>3. You might also mention the informal =
> spoken linguistic register of the poem.<br><br>4. I was just reading =
> yesterday about the progressive tense in the British National Corpus =
> which found that overwhelming percentage of its use (65%) was what the =
> author described as "repeatedness" or in other words, "an ongoing single =
> event." An example of repeatedness from the corpus in the article was =
> "You are once again doing it completely and utterly wrong." The source =
> for this is a book chapter:<br><br>Romer, U. (2010). Using general and =
> specialized corpora in English language teaching: Past, present, and =
> future. In M. Compoy-Cubillo, B. Belles-Fortuno, and M. Gea-Valor. =
> (Eds.), Corpus-based approaches to English language teaching (pp. =
> 18-35). London: Continuum.<br><br>Romer conducted a large study of =
> progressive in a 2005 book, Progressives, patterns, pedagogy: A =
> corpus-driven approach to progressive forms, functions, contexts, and =
> dialectics.<br><br>I do not think repeatedness is the pragmatic function =
> of the line, but teaching students about using corpus studies, and =
> pragmatics to inform our knowledge of grammar is certainly worth the =
> time.<br><br>Mike Busch<br><br><br><br><br><br>Greetings-<br><br>Today, =
> in my Advanced English Grammar class, I showed Langston Hughes's =
> "Daybreak in Alabama" as an example of a poem with two =
> sentences.<br><br>I realized while showing the poem that I was not sure =
> how to divide the slots of the first main clause, which is<br><br>...I'm =
> gonna write me some music about<br>Daybreak in Alabama....<br><br>Shall =
> I think of "I'm gonna write" as being equivalent to "I will write," thus =
> considering "[a]m gonna" as an auxiliary to "write"?<br><br>Or shall I =
> think of "I'm gonna write" as being equivalent to "I am going to write," =
> thus considering "to write..." an adverbial infinitive phrase?<br><br>I =
> would love to read some discussion on this clause and to be able to =
> share it with my students =
> afterward.<br><br><br><br>Thanks,<br><br>Glenda Conway<br>Professor, =
> English<br>Coordinator, Harbert Writing Center<br>Department of English =
> and Foreign Languages Station 6420 University of Montevallo Montevallo, =
> AL 35115<br>205 665-6425 office<br>206 665-6422 =
> fax<br>[log in to unmask]<<a =
> href=3D"mailto:[log in to unmask]">mailto:[log in to unmask]</a>&g=
> t;<br><br>To join or leave this LISTSERV list, please visit the list's =
> web interface at: <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a> and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br><br>To join or leave =
> this LISTSERV list, please visit the list's web interface at: <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a> and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br><br>To join or leave =
> this LISTSERV list, please visit the list's web interface at: <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a> and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br><br>To join or leave =
> this LISTSERV list, please visit the list's web interface at:<br> =
> <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a><br>and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br><br>To join or leave =
> this LISTSERV list, please visit the list's web interface at:<br> =
> <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a><br>and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br><br>To join or leave =
> this LISTSERV list, please visit the list's web interface at:<br> =
> <a =
> href=3D"http://listserv.muohio.edu/archives/ateg.html">http://listserv.muo=
> hio.edu/archives/ateg.html</a><br>and select "Join or leave the =
> list"<br><br>Visit ATEG's web site at <a =
> href=3D"http://ateg.org/">http://ateg.org/</a><br></div></blockquote></div=
> ><br></div></body></html>=
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --Apple-Mail-1--394024945--
>
> ------------------------------
>
> Date: Sun, 13 Jul 2014 13:13:03 -0400
> From: Dick Veit <[log in to unmask]>
> Subject: Re: -ish as grammatical morpheme
>
> --20cf30427066911e1704fe1649f0
> Content-Type: text/plain; charset=UTF-8
>
> Gretchen McCulloch has a blog on ish
> <http://www.slate.com/blogs/lexicon_valley/2014/06/09/ish_how_a_suffix_became_an_independent_word_even_though_it_s_not_in_all.html>
> on Slate.com. There is also seems a completely unrelated slang term ish
> used as a euphemism for shit
> <http://www.urbandictionary.com/define.php?term=ish>.
>
> Sue poses very interesting questions. Are there are two kinds of -ish, a
> noun suffix meaning -like which is derivational and fixed (childish,
> mannish, foolish) and another meaning "more or less" which can be used
> productively with adjectives (tallish, yellowish, temperamentalish) but
> also with times (sixish, noonish) and even nouns. Childish can be
> ambiguous: childish behavior, but also "Is he a child?" "He looks to be
> around 15, so child-ish." The latter would accent the second syllable.
>
> Dick Veit
>
>
> On Sun, Jul 13, 2014 at 8:26 AM, Susan Behrens <[log in to unmask]> wrote:
>
> > A recent article in American Speech discusses the suffix -ish as
> > lexicalizing,
> > i.e., changing from a grammatical marker to separate word status. For
> > example,
> > "I am ish about the upcoming meeting."
> >
> > My question: isn't -ish a derivational marker and not inflectional/grammar
> > functioning? OR are there two kinds: -ish that derives a new word (child
> > vs.
> > childish) and -ish that acts as a type of adjective marker of degree
> > (hungry
> > vs. hungryish).
> >
> > Thanks, Sue Behrens
> > Marymount Manhattan College
> >
> > To join or leave this LISTSERV list, please visit the list's web interface
> > at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
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> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --20cf30427066911e1704fe1649f0
> Content-Type: text/html; charset=UTF-8
> Content-Transfer-Encoding: quoted-printable
>
> <div dir=3D"ltr"><div><div>Gretchen McCulloch has a <a href=3D"http://www.s=
> late.com/blogs/lexicon_valley/2014/06/09/ish_how_a_suffix_became_an_indepen=
> dent_word_even_though_it_s_not_in_all.html">blog on ish</a> on Slate.com. T=
> here is also seems a completely unrelated <a href=3D"http://www.urbandictio=
> nary.com/define.php?term=3Dish">slang term ish used as a euphemism for shit=
> </a>.<br>
> <br></div>Sue poses very interesting questions. Are there are two kinds of =
> -ish, a noun suffix meaning -like which is derivational and fixed (childish=
> , mannish, foolish) and another meaning "more or less" which can =
> be used productively with adjectives (tallish, yellowish, temperamentalish)=
> but also with times (sixish, noonish) and even nouns. Childish can be ambi=
> guous: childish behavior, but also "Is he a child?" "He look=
> s to be around 15, so child-ish." The latter would accent the second s=
> yllable.<br>
> </div><div><br></div>Dick Veit<br></div><div class=3D"gmail_extra"><br><br>=
> <div class=3D"gmail_quote">On Sun, Jul 13, 2014 at 8:26 AM, Susan Behrens <=
> span dir=3D"ltr"><<a href=3D"mailto:[log in to unmask]" target=3D"_blank">=
> [log in to unmask]</a>></span> wrote:<br>
> <blockquote class=3D"gmail_quote" style=3D"margin:0 0 0 .8ex;border-left:1p=
> x #ccc solid;padding-left:1ex">A recent article in American Speech discusse=
> s the suffix -ish as lexicalizing,<br>
> i.e., changing from a grammatical marker to separate word status. For examp=
> le,<br>
> "I am ish about the upcoming meeting."<br>
> <br>
> My question: isn't -ish a derivational marker and not inflectional/gram=
> mar<br>
> functioning? OR are there two kinds: -ish that derives a new word (child vs=
> .<br>
> childish) and -ish that acts as a type of adjective marker of degree (hungr=
> y<br>
> vs. hungryish).<br>
> <br>
> Thanks, Sue Behrens<br>
> Marymount Manhattan College<br>
> <br>
> To join or leave this LISTSERV list, please visit the list's web interf=
> ace at:<br>
> =C2=A0 =C2=A0 =C2=A0<a href=3D"http://listserv.muohio.edu/archives/ateg.htm=
> l" target=3D"_blank">http://listserv.muohio.edu/archives/ateg.html</a><br>
> and select "Join or leave the list"<br>
> <br>
> Visit ATEG's web site at <a href=3D"http://ateg.org/" target=3D"_blank"=
> >http://ateg.org/</a><br>
> </blockquote></div><br></div>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --20cf30427066911e1704fe1649f0--
>
> ------------------------------
>
> End of ATEG Digest - 12 Jul 2014 to 13 Jul 2014 (#2014-29)
> **********************************************************
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