You’ll find the main spelling variants as geornan or giernan.
NB that this is the ancestor of “yearn.”
On Aug 14, 2014, at 4:19 PM, Scott Catledge <[log in to unmask]> wrote:
> 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"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>> ----------------------------------------------------------------------
>>
>> 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:
>> http://listserv.muohio.edu/archives/ateg.html
>> 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)
>> **********************************************************
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
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