Shun, does `a present action' not have
several aspects? E.g.: I eat, I am eating,
He eats, He is still eating, etc.
So should every venture in defining it
not take account of its aspects?

Short of aspects, what is there to define?
Sophie
----- Original Message -----
From: shun Tang <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, June 15, 2001 2:54 PM
Subject: How to define a 'present action'?


> Subject: How to define a 'present action'?
>
> A present action seems to be very basic knowledge, but it is most
puzzling.
> May someone kindly tell me, how to define a present action?
>
> Shun
> englishtense.com
>
> ----- Original Message -----
> From: "Geoff Layton" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Friday, June 15, 2001 10:12 AM
> Subject: Re: Grammar and Literature -- Help Please
>
>
> > At 09:02 PM 6/14/01 -0400, you wrote:
> > >>>>
> > Geoff,  I was under the impression that not all grammarians believed
that
> > grammar  instruction will improve writing, and that many of those who
were
> > "consumed"  with the belief were reacting to the NCTE anti-grammar
stance.
> > At least  I don't have to defend it as writing process, which I know
will
> > get me in  trouble with the masses.
> >
> > I wanted to change that "consumed" line, but failed to do so.  I guess I
> > was trying to get across the point that many people (like me), who think
> > grammar is important, can't quite accept the "anti-grammar" position,
even
> > though years of research and in my case personal experience tell us
> > otherwise.  Peraps quixotically, I do want to defend grammar as being
> > helpful to the writing process, all the while not getting myself in
> trouble
> > with "the masses."
> >
> > I have found that the only way to connect grammar with writing is to
> > de-emphasize the definitions and teach instead the usage and usage in a
> > very particular way - namely, having my students learn how writers
create
> > meaning.  It seems to me that writers create meaning - and, similarly,
> > readers create meaning from writing - only by using grammatical
> > constructions that can be taught, but do not necessarily have to be
named
> > and analyzed.  To continue with the tool analogy, you don't have to know
> > that a drill is called a drill in order to use it, although if you use
one
> > enough you'll probably want to find out.
> >
> > This is where I have come up with what I call my "sentence stuffing"
idea
> > (I'm working on a book!) that requires students to use specific
> grammatical
> > constructs to create meaning - again, the "crying baby" sentence is the
> one
> > I start with.  Once a student gets going, all of a sudden dependent
> > clauses, prepositional phrases, appositives, adjectives and adverbs are
> > flying all over the place - all used correctly even by the most marginal
> > students.
> >
> > I now have hope that English teachers, just like the Washington
> > politicians, can finally stop our bickering and have a bipartisan
> agreement
> > on the value of grammar!
> >
> > To join or leave this LISTSERV list, please visit the list's web
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> at:
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> >
> > Visit ATEG's web site at http://ateg.org/
> >
> >
>
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