I guess my example of subject-finding was not classically inductive  
because the point was not to discover some rule, but simply to locate  
the subject of a sentence. I used it as an example that counters the  
rather ineffective typical rules describing subject, such as "doer of  
the action" or "what the sentence is about".

It is inductive in that the students are using covert knowledge of  
grammar to solve the problem, as they would use covert logical and  
analogical reasoning abilities to discover the comparative rule in  
the TESOL example. I didn't see it as deductive that they used a  
procedure (I hesitate to call it a rule) to discover the subject,  
since the procedure also makes use of covert knowledge -- they do not  
need any explicit knowledge of grammar to form a tag if they are  
native speakers.

I gave the German examples because I felt more secure that they were,  
as Ron noted, orthodox.

Thanks, Ron, for the TESOL definitions.

Dr. Johanna Rubba, Associate Professor, Linguistics
Linguistics Minor Advisor
English Department
California Polytechnic State University, San Luis Obispo
E-mail: [log in to unmask]
Tel.: 805.756.2184
Dept. Ofc. Tel.: 805.756.2596
Dept. Fax: 805.756.6374
URL: http://www.cla.calpoly.edu/~jrubba

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