I am neither shocked nor surprised when I encounter examples of "poor
grammar" or "poor style" in a good author as long as the examples serve
a purpose; e.g. dialect or emphasis. In Freshman English themes we were
allowed to break the rules as long as we put an asterisk before the error
or the sentence. I wrote, "More credible a blasphemous priest than a
dishonest egoist." in a theme explaining why egotists could not cheat.
I felt that my phrasing carried more weight than "A blasphemous priest is
more credible than a dishonest egoist"--which also carries an ambiguity
that my phrasing lacks. I would have to say, "I find the existence of a
blasphemous priest to be more credible than that of a dishonest egoist."
I find it easy to distinguish between purposeful error and ignorant error:
the latter causes me to stop reading. I can forgive errors--Tom Clancy's
books often have historical errors; however, they do not impact the tale
that he is telling or the accuracy of his current information. Were his
books replete with grammatical errors, I could not enjoy them.
Scott Catledge
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Monday, December 22, 2008 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 20 Dec 2008 to 21 Dec 2008 (#2008-277)
There are 3 messages totalling 767 lines in this issue.
Topics of the day:
1. ATEG Digest - 18 Dec 2008 to 19 Dec 2008 (#2008-275) (2)
2. Sentence stress and rhythm in writing texts
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----------------------------------------------------------------------
Date: Sun, 21 Dec 2008 08:27:02 -0500
From: Patricia Lafayllve <[log in to unmask]>
Subject: Re: ATEG Digest - 18 Dec 2008 to 19 Dec 2008 (#2008-275)
Katharine wrote:
And to my ability to do my reading. My joy in reading comes to a
jarring stop when I hit a sentence corrupted by poor grammar. I've
quite more than one novel because the author can't control her
possessive pronouns and/or apostrophes.
Katharine in N.California (currently doing her best to teach
kindergarten children about nouns and verbs)
Agreed! Unless it's "deliberately poor" grammar, as in the case of people
writing in dialects, bad grammar in a novel turns me off. Run-on strings of
prepositional phrases make me personally nutty, too...
We digress, I think - but the point is that a solid grasp of grammar seems
to enhance one's reading and writing abilities.
-patty
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------------------------------
Date: Sun, 21 Dec 2008 08:28:46 -0500
From: Patricia Lafayllve <[log in to unmask]>
Subject: Re: Sentence stress and rhythm in writing texts
This is a multi-part message in MIME format.
------=_NextPart_000_0018_01C96346.24548830
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charset="US-ASCII"
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Andrea-
Thanks for this - I'm printing it and adding it to my files!
-patty
_____
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Andrea Olinger
Sent: Saturday, December 20, 2008 6:00 PM
To: [log in to unmask]
Subject: Re: Sentence stress and rhythm in writing texts
Dear all,
Thank you for recommending so many sources on the treatment of sentence
stress/rhythm in writing and style texts. I've compiled the following
bibliography from your suggestions and those of another email list, Writing
Program Administration.
Best,
Andrea Olinger
MA Candidate in Applied Linguistics and TESL, UCLA
*Accounts of Sentence Stress/Rhythm, Prominence, Thought Groups, and
Intonation in Writing Texts*
PRIMARY SOURCES
**Writing and style texts with the most elaborate accounts
Glaser, J. (1999). Understanding style. New York: Oxford University Press.
(See chapters on Assigning Emphasis and Controlling Rhythm)
Kane, T. S., & Peters, L. J. (1966). A practical rhetoric of expository
prose. New York: Oxford University Press. (See chapter on the Audible
Sentence)
Kolln, M. (2007). Rhetorical grammar: Grammatical choices, rhetorical
effects (5th ed.). New York: Pearson Education. (See chapter on Sentence
Rhythm)
**Other writing and style texts
Baker, S. (1998). The practical stylist (8th ed.). New York: Longman.
Betting, R. (2008). Grammar today: The new American language and grammar
primer. Valley City, ND: A Skeptical press.
Brooks, C., & Penn Warren, R. (1979). Modern rhetoric (4th ed.). New York:
Harcourt Brace Jovanovich, Inc.
Crowley, S., & Hawhee, D. (2009). Ancient rhetorics for contemporary
students (4th ed.). Pearson Longman.
Lanham, R. (2007). Revising prose (5th ed.). New York: Pearson Longman.
Tufte, V. (2006). Artful sentences: Syntax as style. Cheshire, CT: Graphics
Press LLC.
Williams, J. W. (1990). Style: Toward clarity and grace. Chicago: The
University of Chicago Press.
**Writing texts that were recommended but that I haven't yet investigated
Bacon, N. (2009). The well-crafted sentence. Bedford/St. Martin's.
Hickey, D. J. (1993). Developing a written voice. Mountain View, CA:
Mayfield Publishing Co.
Kilpatrick, J. (1984). The writer's art. New York: Andrews, McMeel, &
Parker.
Zinsser, W. K. (2006). On writing well: The classic guide to writing
nonfiction (30th anniversary ed.). Collins.
**Historical accounts
Hugh Blair's Lectures on Rhetoric and Belles Lettres
Cicero's Orator
Demetrius. (1990). On style. In P. P. Matsen, P. Rollinson, & M. Sousa
(Eds.), Readings from classical rhetoric (pp.____). Carbondale: Southern
Illinois University Press.
Mason, J. (1749). An essay on the power and harmony of prosaic numbers.
(Can be downloaded for free from Google Books)
Tempest, N. (1930). The rhythm of English prose: A manual for students.
Cambridge, England: The University Press.
SECONDARY SOURCES
Bolinger, D. (1989). Intonation and its uses: Melody in grammar and
discourse. Stanford, CA: Stanford University Press.
Cannon, B. (1957). Punctuation and sentence rhythm. College Composition and
Communication, 8 (1), 16-22.
Crow, J. (2006, July 14). Punctuation from an information processing
perspective. Paper presented at the annual conference of the Assembly for
the Teaching of English Grammar, Fairfield University, Fairfield, CT.
Elbow, P. (2003). Three mysteries at the heart of writing. In L. Z. Bloom,
D. A. Daiker, & E. M. White (Eds.), Composition studies in the new
millennium: Rereading the past, rewriting the future (pp. 10-27).
Carbondale, IL: Southern Illinois University Press.
On Mon, Dec 1, 2008 at 10:39 AM, Andrea Olinger <[log in to unmask]>
wrote:
Dear all,
I am working on a project that examines the treatment of sentence stress and
rhythm in writing/composition/style texts. Would any of you be able to
recommend other books that discuss this topic? I've identified Martha
Kolln's Rhetorical Grammar, Joseph Williams' Style, and Richard Lanham's
Revising Prose so far.
Thank you!
Best,
Andrea Olinger
MA Candidate in Applied Linguistics and TESL, UCLA
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:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Andrea-<o:p></o:p></span></font></p>=
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Thanks for this – I’m =
printing
it and adding it to my files!<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>-patty<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<div>
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</span></font></div>
<p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span =
style=3D'font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font =
size=3D2
face=3DTahoma><span style=3D'font-size:10.0pt;font-family:Tahoma'> =
<st1:PersonName
w:st=3D"on">Assembly for the Teaching of English =
Grammar</st1:PersonName>
[mailto:[log in to unmask]] <b><span style=3D'font-weight:bold'>On =
Behalf
Of </span></b>Andrea Olinger<br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> Saturday, December =
20, 2008
6:00 PM<br>
<b><span style=3D'font-weight:bold'>To:</span></b> =
[log in to unmask]<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> Re: Sentence =
stress and
rhythm in writing texts</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Dear all,<br>
<br>
Thank you for recommending so many sources on the treatment of <span
class=3Dnfakpe>sentence</span> <span class=3Dnfakpe>stress</span>/rhythm =
in writing
and style texts. I've compiled the following bibliography from your =
suggestions
and those of another email list, Writing Program =
Administration.<o:p></o:p></span></font></p>
<div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><font size=3D3
face=3D"Times New Roman"><span style=3D'font-size:12.0pt'><br>
Best,<br>
Andrea Olinger<br>
MA Candidate in Applied Linguistics and TESL, =
UCLA<o:p></o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><b><font size=3D3
face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt;font-weight:bold'>*Accounts
of <span class=3Dnfakpe>Sentence</span> <span =
class=3Dnfakpe>Stress</span>/Rhythm,
Prominence, Thought Groups, and Intonation in Writing Texts*<br>
</span></font></b><br>
<b><u><span style=3D'font-weight:bold'>PRIMARY =
SOURCES</span></u></b><br>
<br>
<b><span style=3D'font-weight:bold'>**Writing and style texts with the =
most
elaborate accounts</span></b><br>
<br>
Glaser, J. (1999). <i><span style=3D'font-style:italic'>Understanding =
style</span></i>.
<st1:State w:st=3D"on">New York</st1:State>: <st1:place =
w:st=3D"on"><st1:PlaceName
w:st=3D"on">Oxford</st1:PlaceName> <st1:PlaceType =
w:st=3D"on">University</st1:PlaceType></st1:place>
Press. (See chapters on Assigning Emphasis and Controlling Rhythm) <br>
<br>
Kane, T. S., & Peters, L. J. (1966). <i><span =
style=3D'font-style:italic'>A
practical rhetoric of expository prose</span></i>. <st1:State =
w:st=3D"on">New
York</st1:State>: <st1:place w:st=3D"on"><st1:PlaceName =
w:st=3D"on">Oxford</st1:PlaceName>
<st1:PlaceType w:st=3D"on">University</st1:PlaceType></st1:place> =
Press. (See
chapter on the Audible <span class=3Dnfakpe>Sentence</span>)<br>
<br>
Kolln, M. (2007). <i><span style=3D'font-style:italic'>Rhetorical =
grammar:
Grammatical choices, rhetorical effects</span></i> (5th ed.). <st1:State =
w:st=3D"on"><st1:place
w:st=3D"on">New York</st1:place></st1:State>: Pearson Education. (See =
chapter on
<span class=3Dnfakpe>Sentence</span> Rhythm)<br>
<br>
<b><span style=3D'font-weight:bold'>**Other writing and style =
texts </span></b><br>
<br>
Baker, S. (1998). <i><span style=3D'font-style:italic'>The practical =
stylist</span></i>
(8th ed.). <st1:State w:st=3D"on"><st1:place w:st=3D"on">New =
York</st1:place></st1:State>:
Longman. <br>
<br>
Betting, R. (2008). <i><span style=3D'font-style:italic'>Grammar today: =
The new
American language and grammar primer.</span></i> <st1:place =
w:st=3D"on"><st1:City
w:st=3D"on">Valley City</st1:City>, <st1:State =
w:st=3D"on">ND</st1:State></st1:place>:
A Skeptical press.<br>
<br>
Brooks, C., & Penn Warren, R. (1979). <i><span =
style=3D'font-style:italic'>Modern
rhetoric</span></i> (4th ed.). <st1:State w:st=3D"on"><st1:place =
w:st=3D"on">New
York</st1:place></st1:State>: Harcourt Brace Jovanovich, Inc.<br>
<br>
<st1:City w:st=3D"on"><st1:place =
w:st=3D"on">Crowley</st1:place></st1:City>, S.,
& Hawhee, D. (2009).<i><span style=3D'font-style:italic'> Ancient =
rhetorics
for contemporary students</span></i> (4th ed.). Pearson Longman.<br>
<br>
Lanham, R. (2007). <i><span style=3D'font-style:italic'>Revising =
prose</span></i>
(5th ed.). <st1:State w:st=3D"on"><st1:place w:st=3D"on">New =
York</st1:place></st1:State>:
Pearson Longman.<br>
<br>
Tufte, V. (2006). <i><span style=3D'font-style:italic'>Artful sentences: =
Syntax
as style</span></i>. <st1:place w:st=3D"on"><st1:City =
w:st=3D"on">Cheshire</st1:City>,
<st1:State w:st=3D"on">CT</st1:State></st1:place>: Graphics Press =
LLC.<br>
<br>
Williams, J. W. (1990). <i><span style=3D'font-style:italic'>Style: =
Toward
clarity and grace</span></i>. <st1:City w:st=3D"on">Chicago</st1:City>: =
The <st1:place
w:st=3D"on"><st1:PlaceType w:st=3D"on">University</st1:PlaceType> of =
<st1:PlaceName
w:st=3D"on">Chicago</st1:PlaceName></st1:place> Press.<br>
<br>
<b><span style=3D'font-weight:bold'>**Writing texts that were =
recommended but
that I haven't yet investigated </span></b><br>
<br>
Bacon, N. (2009). <i><span style=3D'font-style:italic'>The well-crafted =
<span
class=3Dnfakpe>sentence</span></span></i>. Bedford/St. Martin's.<br>
<br>
Hickey, D. J. (1993). <i><span style=3D'font-style:italic'>Developing a =
written
voice</span></i>. <st1:place w:st=3D"on"><st1:City w:st=3D"on">Mountain =
View</st1:City>,
<st1:State w:st=3D"on">CA</st1:State></st1:place>: Mayfield Publishing =
Co. <br>
<br>
Kilpatrick, J. (1984). <i><span style=3D'font-style:italic'>The writer's =
art.</span></i>
<st1:State w:st=3D"on"><st1:place w:st=3D"on">New =
York</st1:place></st1:State>:
Andrews, McMeel, & Parker.<br>
<br>
Zinsser, W. K. (2006). <i><span style=3D'font-style:italic'>On writing =
well: The
classic guide to writing nonfiction</span></i> (30th anniversary ed.). =
Collins.<br>
<br>
<b><span style=3D'font-weight:bold'>**Historical accounts</span></b><br>
<br>
Hugh Blair's <i><span style=3D'font-style:italic'>Lectures on Rhetoric =
and Belles
Lettres</span></i><br>
<br>
<st1:City w:st=3D"on"><st1:place =
w:st=3D"on">Cicero</st1:place></st1:City>'s <i><span
style=3D'font-style:italic'>Orator</span></i><br>
<br>
Demetrius. (1990). On style. In P. P. Matsen, P. Rollinson, & M. =
Sousa
(Eds.), <st1:City w:st=3D"on"><st1:place w:st=3D"on"><i><span =
style=3D'font-style:
italic'>Readings</span></i></st1:place></st1:City><i><span =
style=3D'font-style:
italic'> from classical rhetoric</span></i> (pp.____). <st1:City =
w:st=3D"on">Carbondale</st1:City>:
Southern <st1:place w:st=3D"on"><st1:PlaceName =
w:st=3D"on">Illinois</st1:PlaceName>
<st1:PlaceType w:st=3D"on">University</st1:PlaceType></st1:place> =
Press.<br>
<br>
Mason, J. (1749). <i><span style=3D'font-style:italic'>An essay on =
the
power and harmony of prosaic numbers</span></i>. (Can be downloaded for =
free
from Google Books)<br>
<br>
Tempest, N. (1930). <i><span style=3D'font-style:italic'>The rhythm of =
English
prose: A manual for students.</span></i> <st1:place =
w:st=3D"on"><st1:City w:st=3D"on">Cambridge</st1:City>,
<st1:country-region =
w:st=3D"on">England</st1:country-region></st1:place>: The
University Press. <br>
<br>
<b><u><span style=3D'font-weight:bold'>SECONDARY =
SOURCES</span></u></b><br>
<br>
Bolinger, D. (1989). <i><span style=3D'font-style:italic'>Intonation and =
its
uses: Melody in grammar and discourse</span></i>. <st1:City =
w:st=3D"on">Stanford</st1:City>,
<st1:State w:st=3D"on">CA</st1:State>: <st1:place =
w:st=3D"on"><st1:PlaceName w:st=3D"on">Stanford</st1:PlaceName>
<st1:PlaceType w:st=3D"on">University</st1:PlaceType></st1:place> =
Press. <br>
<br>
Cannon, B. (1957). Punctuation and <span class=3Dnfakpe>sentence</span> =
rhythm. <i><span
style=3D'font-style:italic'>College Composition and Communication, =
8</span></i>
(1), 16-22.<br>
<br>
Crow, J. (2006, July 14). <i><span =
style=3D'font-style:italic'>Punctuation
from an information processing perspective</span></i>. Paper presented =
at the
annual conference of the <st1:PersonName w:st=3D"on">Assembly for the =
Teaching of
English Grammar</st1:PersonName>, <st1:PlaceName =
w:st=3D"on">Fairfield</st1:PlaceName>
<st1:PlaceType w:st=3D"on">University</st1:PlaceType>, <st1:place =
w:st=3D"on"><st1:City
w:st=3D"on">Fairfield</st1:City>, <st1:State =
w:st=3D"on">CT.</st1:State></st1:place><br>
<br>
Elbow, P. (2003). Three mysteries at the heart of writing. In L. Z. =
Bloom, D.
A. Daiker, & E. M. White (Eds.),<i><span =
style=3D'font-style:italic'>
Composition studies in the new millennium: Rereading the past, rewriting =
the
future</span></i> (pp. 10-27). <st1:City =
w:st=3D"on">Carbondale</st1:City>, <st1:State
w:st=3D"on">IL</st1:State>: Southern <st1:place =
w:st=3D"on"><st1:PlaceName w:st=3D"on">Illinois</st1:PlaceName>
<st1:PlaceType w:st=3D"on">University</st1:PlaceType></st1:place> =
Press.<o:p></o:p></p>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>On Mon, Dec 1, 2008 at 10:39 AM, Andrea Olinger <<a
href=3D"mailto:[log in to unmask]">[log in to unmask]</a>>=
wrote:<o:p></o:p></span></font></p>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Dear all,<o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'> <o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>I am working on a project that examines the treatment of =
sentence
stress and rhythm in writing/composition/style texts. Would any of =
you be
able to recommend other books that discuss this topic? I've =
identified
Martha Kolln's <i><span style=3D'font-style:italic'>Rhetorical =
Grammar</span></i>,
Joseph Williams' <i><span style=3D'font-style:italic'>Style</span></i>, =
and
Richard Lanham's <i><span style=3D'font-style:italic'>Revising =
Prose</span></i>
so far.<o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'> <o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Thank you!<o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><br>
Best,<o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Andrea Olinger<o:p></o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><font size=3D3 color=3D"#888888" face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:#888888'>MA Candidate in Applied =
Linguistics and
TESL, UCLA<o:p></o:p></span></font></p>
</div>
</div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><br>
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" <o:p></o:p></span></font></p>
<p><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'>Visit
ATEG's web site at http://ateg.org/ <o:p></o:p></span></font></p>
</div>
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<p>
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------=_NextPart_000_0018_01C96346.24548830--
------------------------------
Date: Sun, 21 Dec 2008 07:37:10 -0800
From: "Paul E. Doniger" <[log in to unmask]>
Subject: Re: ATEG Digest - 18 Dec 2008 to 19 Dec 2008 (#2008-275)
--0-1634660733-1229873830=:10516
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
I'm curious as to how=A0you define "a sentence corrupted by poor grammar" w=
hen reading literature? In literature, there are numerous effective, even d=
ynamic examples of what would be poor grammar academically -- I'm thinking =
especially of my lesson on the opening of Huxley's _Brave New World_, whose=
opening paragraph consists of two sentences with no verbs! Obviously, we c=
an identify these as fragments, but as I wrote in my article, "Language Mat=
ters: Grammar as a tool in the teaching of literature," the grammar here=A0=
foreshadows the=A0major themes in the novel (_English Journal_. January, 20=
03: 102). I'm not sure that "poor grammar"=A0is easy to discover in good li=
terature (although I do have to=A0admit that sometimes I find Hemingway ann=
oys me because of his grammatical choices). Can you clarify your position?=
=0A=A0=0AThanks,=0A=A0=0APaul D.=0A=0A=A0"If this were play'd upon a stage =
now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-=
128). =0A=0A=0A=0A=0A________________________________=0AFrom: Patricia Lafa=
yllve <[log in to unmask]>=0ATo: [log in to unmask]: Sunday,=
December 21, 2008 8:27:02 AM=0ASubject: Re: ATEG Digest - 18 Dec 2008 to 1=
9 Dec 2008 (#2008-275)=0A=0AKatharine wrote:=0A=0AAnd to my ability to do m=
y reading.=A0 My joy in reading comes to a=A0 =0Ajarring stop when I hit a =
sentence corrupted by poor grammar.=A0 I've=A0 =0Aquite more than one novel=
because the author can't control her=A0 =0Apossessive pronouns and/or apos=
trophes.=0A=0AKatharine in N.California (currently doing her best to teach=
=A0 =0Akindergarten children about nouns and verbs)=0A=0A=0AAgreed!=A0 Unle=
ss it's "deliberately poor" grammar, as in the case of people=0Awriting in =
dialects, bad grammar in a novel turns me off.=A0 Run-on strings of=0Aprepo=
sitional phrases make me personally nutty, too...=0A=0AWe digress, I think =
- but the point is that a solid grasp of grammar seems=0Ato enhance one's r=
eading and writing abilities.=0A=0A-patty=0A=0ATo join or leave this LISTSE=
RV list, please visit the list's web interface at:=0A=A0 =A0 http://listser=
v.muohio.edu/archives/ateg.html=0Aand select "Join or leave the list"=0A=0A=
Visit ATEG's web site at http://ateg.org/=0A
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--0-1634660733-1229873830=:10516
Content-Type: text/html; charset=us-ascii
<html><head><style type="text/css"><!-- DIV {margin:0px;}
--></style></head><body><div style="font-family:bookman old style, new york,
times, serif;font-size:12pt"><DIV></DIV>
<DIV><FONT face="verdana, helvetica, sans-serif">I'm curious as to
how you define "a sentence corrupted by poor grammar" when reading
literature? In literature, there are numerous effective, even dynamic
examples of what would be poor grammar academically -- I'm thinking
especially of my lesson on the opening of Huxley's _Brave New World_, whose
opening paragraph consists of two sentences with no verbs! Obviously, we can
identify these as fragments, but as I wrote in my article, "Language
Matters: Grammar as a tool in the teaching of literature," the grammar
here foreshadows the major themes in the novel (_English Journal_.
January, 2003: 102). I'm not sure that "poor grammar" is easy to
discover in good literature (although I do have to admit that sometimes
I find Hemingway annoys me because of his grammatical choices). Can you
clarify your position?</FONT></DIV>
<P><FONT face=Verdana></FONT> </P>
<P><FONT face=Verdana>Thanks,</FONT></P>
<P><FONT face=Verdana></FONT> </P>
<P><FONT face=Verdana>Paul D.</FONT></P>
<DIV><BR><FONT size=2> </FONT></DIV><FONT size=2>"If this were play'd
upon a stage now, I could condemn it as an improbable fiction" (_Twelfth
Night_ 3.4.127-128).</FONT>
<DIV><BR></DIV>
<DIV style="FONT-SIZE: 12pt; FONT-FAMILY: bookman old style, new york,
times, serif"><BR>
<DIV style="FONT-SIZE: 12pt; FONT-FAMILY: bookman old style, new york,
times, serif"><FONT face=Tahoma size=2>
<HR SIZE=1>
<B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B> Patricia Lafayllve
<[log in to unmask]><BR><B><SPAN style="FONT-WEIGHT:
bold">To:</SPAN></B> [log in to unmask]<BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Sunday, December 21, 2008 8:27:02
AM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> Re: ATEG Digest
- 18 Dec 2008 to 19 Dec 2008 (#2008-275)<BR></FONT><BR>Katharine
wrote:<BR><BR>And to my ability to do my reading. My joy in reading
comes to a <BR>jarring stop when I hit a sentence corrupted by poor
grammar. I've <BR>quite more than one novel because the author
can't control her <BR>possessive pronouns and/or
apostrophes.<BR><BR>Katharine in N.California (currently doing her best to
teach <BR>kindergarten children about nouns and
verbs)<BR><BR><BR>Agreed! Unless it's "deliberately poor" grammar, as
in the case of people<BR>writing in dialects, bad grammar in a novel turns
me off. Run-on strings of<BR>prepositional phrases make me personally
nutty, too...<BR><BR>We digress, I think - but the point is that a solid
grasp of grammar seems<BR>to enhance one's reading and writing
abilities.<BR><BR>-patty<BR><BR>To join or leave this LISTSERV list, please
visit the list's web interface at:<BR> <A
href="http://listserv.muohio.edu/archives/ateg.html"
target=_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="http://ateg.org/"
target=_blank>http://ateg.org/</A><BR></DIV></DIV></div></body></html>
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--0-1634660733-1229873830=:10516--
------------------------------
End of ATEG Digest - 20 Dec 2008 to 21 Dec 2008 (#2008-277)
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