I have always taught using traditional diagramming as my toll for getting
the students to understand what the sentences are actually saying. Many
students complained that their previous books had diagramming but their
teachers had invariably skipped the diagraming lessons, explaining that
the diagrams were not helpful in learning English. One twelfth-grader
in a college prep academy stated, "You have made all my English teachers
grades 7-11 out to be liars because diagramming has certainly helped me
and the whole class, I imagine." I defended my predecessors by pointing
out that their professors and teachers had probably told them so because
they had never had a teacher or professor who knew diagramming. I
reiterated that all English teachers at our prep academy knew diagramming
and taught it as a valuable tool. I also used diagramming in teaching
Koine Greek and Latin. In French and Spanish, on the other hand, I used
diagramming only in advanced courses dealing with morphosyntaxis because
I used an oral cognitive code approach. It works! How many teachers can
say that they never had a student say "moan-sewer" in the approach that
they are using. Native speakers of Spanish are normally astonished to
learn that "Ojala que dios nos ayuda." is diagramed as "May Allah grant
that God help us."
One of my seventh-graders, in hope of extra credit, diagramed the last
sentence of the poem about Jack, beginning "This is the cock that crowed
in the morn...." this chef d'oeuvre was excelled on by a student who
diagramed the famous sentence in Les Miserables, by Hugo, that ran for
pages.
In short, I find traditional diagramming more useful to the students
than I.C. or any other new-fangled approach. I am amused that certain
fundamentalist academies are using readers and texts from our colonial
period. What is even more amusing is that one-room school houses with
economically deprived students and teachers with only a high school
education scored higher in English, in my sample, than gifted students
of much higher socioeconomic status being taught by teachers having
advanced degrees in English (English literature, admittedly).
Let the flames begin.
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: Thursday, February 28, 2008 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 26 Feb 2008 to 27 Feb 2008 (#2008-51)
There are 9 messages totalling 1552 lines in this issue.
Topics of the day:
1. graphic display of text syntax for comprehensibility
2. Right- and left-branching sentences (5)
3. Form and function (philosophy of language)
4. Right- and left-branching sentences and intonation (2)
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----------------------------------------------------------------------
Date: Wed, 27 Feb 2008 03:08:57 -0500
From: Kevin Dwyer <[log in to unmask]>
Subject: Re: graphic display of text syntax for comprehensibility
Scott,
For almost 20 years, Carl Bosma at Calvin Theological Seminary in
Grand Rapids, MI has used system similar to this to interpret
classical Hebrew texts; he learned the process in The Netherlands.
"Clausal delimitation" is the backbone of the approach. In Hebrew,
every word string containing a verbal of any sort (e.g., an
infinitive) is considered a clause. Rules govern how far a Hebrew
clause is to be indented. Of course, in Hebrew that means selecting
"flush right" in your word processor. However, I've used the same
method with a "literal" English Bible translation (the American
Standard Version works best) as a quick and dirty, yet useful, means
to the same end. The resulting "shape of the text," especially in
narratives, will invariably point to the central point of the textual
unit.
Kevin Dwyer
On Tue, Feb 26, 2008 at 4:22 PM, Scott Woods <[log in to unmask]> wrote:
> Listmates,
> I came across a way of displaying text graphically to show the reader the
> chunks of language. The original, from a Latin teaching website,
>
http://www.slu.edu/colleges/AS/languages/classical/latin/tchmat/accrdrs.html
> , has one version with extensive grammar mark ups and another with just
the
> chunks, separated vertically on the page. A middle type in English
follows:
>
> The boy,
> crouched
> on his nail keg
> at the back
> of the crowded room,
> knew
> he smelled cheese,
> and more:
> from where he sat
> he
> could see
> the ranked shelves
> close-packed with the solid, squat, dynamic shapes
>
> of tin cans
> whose labels his stomach read,
> not from the lettering
> which meant nothing to his mind
> but from the scarlet devils and the silver
curve
> of fish--
> this,
> the cheese which he knew he smelled
> and the hermetic meat
> which his intestines believed he smelled
> coming in intermittent gusts
> momentary and brief
> between the other constant one,
> the smell and sense
> just a little of fear
> because mostly of despair and grief,
> the old fierce pull of blood.
>
> The purpose of such a presentation is to make syntax clearer to the reader
> to improve comprehension. Has anyone on the list used such a presentation
> method? Is anyone aware of any research on it? Any thoughts?
>
> Scott Woods
>
>
>
>
>
> ________________________________
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>
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------------------------------
Date: Wed, 27 Feb 2008 10:16:58 +0000
From: Edmond Wright <[log in to unmask]>
Subject: Right- and left-branching sentences
I invented an example that readily demonstrates the difference between
right- and left-branching as regards the relative demands they place on the
short-term memory.
Take the nursery rhyme 'This is the house that Jack built'. The first few
lines run thus:
This is the house that Jack built.
This is the malt that lay in the house that Jack built.
This is the rat that ate the malt that lay in the house that Jack
built.
This is the cat that ate the rat that ate the malt that lay in the
house that Jack built.
This is the dog that worried the cat that ate the rat that ate the malt
that lay in the house that Jack built . . .[etc.]
It is plain that, from the second sentence onwards, the sentences are all
right-branching and cause no trouble in understanding, even for the little
children the nursery rhyme is for. However, as in Herb's example, to
left-branch causes a real problem, thus:
The malt the rat ate lay in the house that Jack built.
No problem so far -- we can make sense of that. Next:
The malt the rat the cat ate ate lay in the house that Jack built.
If you lower the pitch for each adjective clause as it comes along, and then
raise it again (matching pitch for the appropriate subject and verb), one
can still say this and make sense of it. Now try this:
The malt the rat the cat the dog worried ate ate lay in the house that
Jack built.
I have found that, if again you do the step-lowering and step-lifting of
pitch and in addition say 'the cat the dog worried' very fast all in one
breath, and pause after the last 'ate', you can just about hold on to the
meaning.
The next stage I find utterly impossible to understand:
The malt the rat the cat the dog the cow tossed worried ate ate lay in
the house that Jack built.
So there is a memory limit here because there are now too many for the brain
to match the subject and objects in the down-up order demanded. You can
stand back from the sentence easily enough and see which goes with which,
but one can't say the sentence through and know what it means!
Edmond
Dr. Edmond Wright
3 Boathouse Court
Trafalgar Road
Cambridge
CB4 1DU
England
Email: [log in to unmask]
Website: http://people.pwf.cam.ac.uk/elw33/
Phone [00 44] (0)1223 350256
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------------------------------
Date: Wed, 27 Feb 2008 08:04:57 -0500
From: Linda Di Desidero <[log in to unmask]>
Subject: Re: Form and function (philosophy of language)
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And from Vygotsky's Thought and Language:
=20
"The connection between thought and word...emerges in the course of =
development and itself evolves. To the biblical "In the beginning was =
the Word," Goethe makes Faust reply, "In the beginning was the deed." =
The intent here was to detract from the value of the word, but we can =
accept this version if we emphasize it differently: In the beginning was =
the deed. The word was not the beginning--action was there first; it =
<the word> is the end of development, crowning the deed" (p 255 in the =
1986 printing)
=20
=20
Linda Di Desidero, Ph.D.
Associate Professor
Assistant Academic Director of Writing
University of Maryland University College
3501 University Boulevard, East
Adelphi, MD 20783
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Carol =
Morrison
Sent: Tue 2/26/2008 6:24 PM
To: [log in to unmask]
Subject: Re: Form and function (philosophy of language)
Thanks Bill; what you said makes sense.
I think on these things a lot and this may sound weird, but I'm sure =
weirder things have been said on the list. I'll stop theorizing after =
this to avoid going off the topic of grammar:
=20
I think that "the word" preceded "the world" and that things are called =
into existence in "the real" through language. That's not to say that we =
can't have feelings or sensory perceptions that are not linguistic or =
think in terms of abstractions, colors or shapes, but that all formal =
thought is mediated through language. Even in the earliest beginnings of =
the earth in its most primitive state the murmurings of creatures =
created a communication network, a "word." As species evolved and =
developed and humans came to populate the earth, different languages =
emerged, but creatures depended on this language or word to create =
meaning in their world. I like this passage from the bible:
=20
"In the beginning was the Word, and the Word was with God, and the Word =
was God." (John 1.1)
=20
and =20
"And God said, 'Let their be light'; and there was light." (Genesis 1.3)
=20
Religious interpretation aside, I do think that everything can be =
thought of in terms of language. Was it Lacan who said: "the unconscious =
is structured like a language"?
Babies in the womb respond to their mother's speech; the deaf =
communicate through sign language; even mathematics is a language. I =
have this feeling that language itself had its beginnings with the earth =
and is inextricably tied to thought, however primitive that thought or =
first utterance may have been.
=20
***Okay, Carol's largely unproven theory will end here***
Consequently, my macaw has a 45 word vocabulary and speaks simple =
sentences. I know where he learned his grammar, but what about the =
capacity for language???
"Spruiell, William C" <[log in to unmask]> wrote:
Carol,
=20
Both Derrida's statement and that of Bennett and Royle are put in
such =
a way that they are automatically true if their terms are taken in =
particular ways - that is, if I define "text" broadly enough, then I can =
easily include the universe as I comprehend it, and "bound up with" is a =
phrase of such delightful flexibility that it can be taken however one =
wants it. I'm not saying this to argue that their positions are wrong; =
rather, I'm arguing that their statements don't constitute arguments or =
evidence in and of themselves. To put it mildly, there's an empirical =
problem with trying to prove - or disprove - the claim that no cognition =
exists without some involvement of language (for one thing, we'd have to =
define "cognition," or even "thought," and, well, throw that one out in =
a roomful of philosophers and watch what happens).=20
=20
Derrida and many others were, I think, rightly reacting against a
kind =
of default model of language in which it was assumed that thoughts were =
pre-linguistic, and simply encoded in language in order to be =
transmitted (the old "telephone" diagram from Saussure's students' =
notes). That approach leads to the standard "black box" model from =
engineering that underlies the way most linguistics textbooks still =
present the basics of the domain (although most carefully inform =
students that it's an oversimplification and it's only being used as a =
starting point). Saying that no cognition is extralinguistic is a =
classic case of trying to prove a negative - and I don't think we even =
have to try. Saying that much thought is intralinguistic is all that's =
necessary to establish that we should study those relationships.=20
=20
=20
Bill Spruiell
Dept. of English
Central Michigan University
=20
=20
From: Assembly for the Teaching of English Grammar =
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Monday, February 25, 2008 6:32 PM
To: [log in to unmask]
Subject: Re: Form and function (philosophy of language)
=20
Jacques Derrida in his book Of Grammatology (1976): "There is
nothing =
outside the text" (163).
And commenting on Derrida...
"There is no perception or experience which is not bound up with =
effects of text or language" (Bennett & Royle 30).
So their is no way to perceive the world or access the world except
=
through language.
=20
Also, Paulo Freire: "There is no theoretical context if it is not in
a =
dialectical unity with the concrete context ; language is never separate =
from experience and thus action is deeply a part of theoretical =
supposition" (Politics of Education 33).
=20
I am trying to think of the theorist who said that there is a gap =
between signifier and signified, so that language is never adequate in =
describing or representing what it intends to.
=20
Carol
"Spruiell, William C" <[log in to unmask]> wrote:
Just to chime in on Johanna's point -- There's a kind of
"envelope"
within which the relationship(s) between language and
thought (or
language and perception) must lie. If language *determined*
thought
(what used to be called the "strong form of the Sapir-Whorf
=
hypothesis)
we'd be unable to come up with concepts our language didn't
already =
have
words for. That's obviously not the case.
=09
On the other hand, if language had no influence on thought,
it would =
be
very, very hard to explain why advertising companies devote
so much =
time
and money to coming up with good product names, or why (to
non-vegetarians, at least) a "steak" sounds much more
appetizing than =
"a
piece of cooked cow."
=09
The work on color terminology, by the way, hasn't as much
discredited
the SWH entirely as it has put sharp limits on it. Our color
=
perception
is determined to a great extent by the biophysics of our
perceptual
apparatus (people have three kinds of color sensors, each of
which
"peaks" at a particular range of wavelengths) but *within*
those =
limits,
language can have an effect.=20
=09
Bill Spruiell
Dept. of English
Central Michigan University
=09
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Johanna Rubba
Sent: Monday, February 25, 2008 2:54 PM
To: [log in to unmask]
Subject: Re: Form and function (philosophy of language)
=09
It's important to remember that Whorf was theorizing about
_habitual_=20
thought that is influenced by language. He thought that
some=20
languages reflected the physical world better than others.
For=20
instance, in English, "lightning" is a noun, and we don't
even have=20
an exclusive verb for it, but physically, it's an event or
process=20
much more than a thing. He obviously didn't think that we
are=20
irrevocably stuck in patterns of thought because of our
language,=20
because his very recommendation was that we use other
languages for=20
physical descriptions of the world, hence he had to believe
that we=20
could modify our thoughts to fit the language we are using.
=09
The Sapir-Whorf hypothesis has been out of favor for a long
time, but=20
numerous linguists are exploring it again and looking for
some=20
empirical support for it. I have seen notices for
conferences, for=20
example. I have not been following the developments, but it
would be=20
interesting to see what is being discovered. I did review a
paper for=20
Language which purported to show some Whorfian effect
regarding=20
spatial orientation, which was a little more convincing than
the work=20
on color, which has been discredited.
=09
In Lakoff and Johnson's model of metaphorical thought,
metaphor=20
precedes language -- that is, language reflects metaphorical
thought;=20
it only creates it to the extent that particular metaphors
are=20
propagated throughout a culture via its language. Some
metaphors are=20
culture-specific, and some are (according to L & J)
universal. Either=20
kind can influence how scientists analyze the world and how
they=20
build models of it. Lakoff has a book (with a co-author) on
the=20
metaphorical origins of mathematics, but I don't recall the
title. A=20
cruise on his web page is likely to reveal it. L & J propose
that=20
metaphor influences not only language, but behavior. For
instance,=20
reifying time into units impels us to create things like
hourly wages=20
and parking meters.
=09
It's worth noting that L & J propose that we can change our
thought=20
habits by adopting new metaphors, for instance "marriage is
a=20
collaborative work of art" rather than traditional
physical-bond=20
metaphors. Different metaphors can give a different spin
on=20
phenomena, creating new linguistic metaphors and new habits
of =
thought.
=09
Dr. Johanna Rubba, Ph. D.
Associate Professor, Linguistics
Linguistics Minor Advisor
English Dept.
Cal Poly State University San Luis Obispo
San Luis Obispo, CA 93407
Ofc. tel. : 805-756-2184
Dept. tel.: 805-756-2596
Dept. fax: 805-756-6374
E-mail: [log in to unmask]
URL: cla.calpoly.edu/~jrubba
=09
To join or leave this LISTSERV list, please visit the list's
web
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and select "Join or leave the list"
=09
Visit ATEG's web site at http://ateg.org/
=09
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web =
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=09
Visit ATEG's web site at http://ateg.org/
=20
________________________________
Looking for last minute shopping deals? Find them fast with Yahoo! =
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------_=_NextPart_001_01C87941.F50B59B8
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<DIV id=3DidOWAReplyText22922 dir=3Dltr>=0A=
<DIV dir=3Dltr><FONT face=3DArial color=3D#000000 size=3D2>And from =
Vygotsky's <EM>Thought and Language:</EM></FONT></DIV>=0A=
<DIV dir=3Dltr><EM><FONT face=3DArial size=3D2></FONT></EM> </DIV>=0A=
<DIV dir=3Dltr><FONT face=3DArial size=3D2>"The connection between =
thought and word...emerges in the course of development and itself =
evolves. To the biblical "In the beginning was the Word," Goethe makes =
Faust reply, "In the beginning was the deed." The intent here was to =
detract from the value of the word, but we can accept this version if we =
emphasize it differently: In the beginning was the deed. The word was =
not the beginning--action was there first; it <the word> is the =
end of development, crowning the deed" (p 255 in the 1986 =
printing)</FONT></DIV>=0A=
<DIV dir=3Dltr><FONT face=3DArial color=3D#000000 =
size=3D2></FONT> </DIV>=0A=
<DIV dir=3Dltr><FONT face=3DArial size=3D2></FONT> </DIV></DIV>=0A=
<DIV id=3DidSignature65399 dir=3Dltr>=0A=
<DIV><FONT face=3DArial color=3D#000000 size=3D2>Linda Di Desidero, =
Ph.D.</FONT></DIV>=0A=
<DIV><FONT face=3DArial size=3D2>Associate Professor</FONT></DIV>=0A=
<DIV><FONT face=3DArial size=3D2>Assistant Academic Director =
of</FONT><FONT face=3DArial size=3D2> Writing</FONT></DIV>=0A=
<DIV><FONT face=3DArial size=3D2>University of Maryland University =
College</FONT></DIV>=0A=
<DIV><FONT face=3DArial size=3D2>3501 University Boulevard, =
East</FONT></DIV>=0A=
<DIV><FONT face=3DArial size=3D2>Adelphi, MD 20783</FONT></DIV></DIV>=0A=
<DIV dir=3Dltr><BR>=0A=
<HR tabIndex=3D-1>=0A=
<FONT face=3DTahoma size=3D2><B>From:</B> Assembly for the Teaching of =
English Grammar on behalf of Carol Morrison<BR><B>Sent:</B> Tue =
2/26/2008 6:24 PM<BR><B>To:</B> =
[log in to unmask]<BR><B>Subject:</B> Re: Form and function =
(philosophy of language)<BR></FONT><BR></DIV>=0A=
<DIV>=0A=
<DIV>Thanks Bill; what you said makes sense.</DIV>=0A=
<DIV>I think on these things a lot and this may sound weird, but I'm =
sure weirder things have been said on the list. I'll stop theorizing =
after this to avoid going off the topic of grammar:</DIV>=0A=
<DIV> </DIV>=0A=
<DIV> I think that "the word" preceded "the world" and that things =
are called into existence in "the real" through language. That's not to =
say that we can't have feelings or sensory perceptions that are not =
linguistic or think in terms of abstractions, colors or shapes, but =
that all formal thought is mediated through language. Even in the =
earliest beginnings of the earth in its most primitive state the =
murmurings of creatures created a communication network, a "word." =
As species evolved and developed and humans came to populate the earth, =
different languages emerged, but creatures depended on this =
language or word to create meaning in their world. I like this =
passage from the bible:</DIV>=0A=
<DIV> </DIV>=0A=
<DIV>"In the beginning was the Word, and the Word was with God, and the =
Word was God." (John 1.1)</DIV>=0A=
<DIV> </DIV>=0A=
<DIV>and <BR></DIV>=0A=
<DIV>"And God said, 'Let their be light'; and there was light." (Genesis =
1.3)</DIV>=0A=
<DIV> </DIV>=0A=
<DIV>Religious interpretation aside, I do think that everything can be =
thought of in terms of language. Was it Lacan who said: "the unconscious =
is structured like a language"?</DIV>=0A=
<DIV>Babies in the womb respond to their mother's speech; the deaf =
communicate through sign language; even mathematics is a language. =
I have this feeling that language itself had its beginnings with =
the earth and is inextricably tied to thought, however =
primitive that thought or first utterance may have been.</DIV>=0A=
<DIV> </DIV>=0A=
<DIV>***Okay, Carol's largely unproven theory will end here***</DIV>=0A=
<DIV>Consequently, my macaw has a 45 word vocabulary and speaks simple =
sentences. I know where he learned his grammar, but what about the =
capacity for language???<BR><B><I>"Spruiell, William C" =
<[log in to unmask]></I></B> wrote:</DIV>=0A=
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<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
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<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'">Both Derrida’s statement and =
that of Bennett and Royle are put in such a way that they are =
automatically true <I>if</I> their terms are taken in particular ways =
– that is, if I define “text” broadly enough, then I =
can easily include the universe as I comprehend it, and “bound up =
with” is a phrase of such delightful flexibility that it can be =
taken however one wants it. I’m not saying this to argue that =
their positions are wrong; rather, I’m arguing that their =
statements don’t constitute arguments or evidence in and of =
themselves. To put it mildly, there’s an empirical problem with =
trying to prove – or disprove – the claim that no cognition =
exists without some involvement of language (for one thing, we’d =
have to define “cognition,” or even “thought,” =
and, well, throw that one out in a roomful of philosophers and watch =
what happens). </SPAN></DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'"></SPAN> </DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'">Derrida and many others were, I =
think, rightly reacting against a kind of default model of language in =
which it was assumed that thoughts were pre-linguistic, and simply =
encoded in language in order to be transmitted (the old =
“telephone” diagram from Saussure’s students’ =
notes). That approach leads to the standard “black box” =
model from engineering that underlies the way most linguistics textbooks =
still present the basics of the domain (although most carefully inform =
students that it’s an oversimplification and it’s only being =
used as a starting point). Saying that <I>no</I> cognition is =
extralinguistic is a classic case of trying to prove a negative – =
and I don’t think we even have to try. Saying that <I>much</I> =
thought is intralinguistic is all that’s necessary to establish =
that we should study those relationships. </SPAN></DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'"></SPAN> </DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'"></SPAN> </DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'">Bill Spruiell</SPAN></DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'">Dept. of English</SPAN></DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'">Central Michigan =
University</SPAN></DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'"></SPAN> </DIV>=0A=
<DIV class=3DMsoNormal><SPAN style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; =
FONT-FAMILY: 'Calibri','sans-serif'"></SPAN> </DIV>=0A=
<DIV style=3D"BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; BORDER-TOP: =
#b5c4df 1pt solid; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: =
medium none; PADDING-TOP: 3pt; BORDER-BOTTOM: medium none">=0A=
<DIV class=3DMsoNormal><B><SPAN style=3D"FONT-SIZE: 10pt; FONT-FAMILY: =
'Tahoma','sans-serif'">From:</SPAN></B><SPAN style=3D"FONT-SIZE: 10pt; =
FONT-FAMILY: 'Tahoma','sans-serif'"> Assembly for the Teaching of =
English Grammar [mailto:[log in to unmask]] <B>On Behalf Of =
</B>Carol Morrison<BR><B>Sent:</B> Monday, February 25, 2008 6:32 =
PM<BR><B>To:</B> [log in to unmask]<BR><B>Subject:</B> Re: Form =
and function (philosophy of language)</SPAN></DIV></DIV>=0A=
<DIV class=3DMsoNormal> </DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>Jacques Derrida in his book <EM>Of Grammatology =
</EM>(1976): "There is nothing outside the text" (163).</DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>And commenting on Derrida...</DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>"There is no perception or experience which is =
not bound up with effects of text or language" (Bennett & Royle =
30).<BR>So their is no way to perceive the world or access the =
world except through language.</DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal> </DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>Also, Paulo Freire: "There is no theoretical =
context if it is not in a dialectical unity with the concrete =
context ; language is never separate from experience and thus =
action is deeply a part of theoretical supposition" (<EM>Politics of =
Education</EM> 33).</DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal> </DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>I am trying to think of the theorist who said =
that there is a gap between signifier and signified, so that language is =
never adequate in describing or representing what it intends =
to.</DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal> </DIV></DIV>=0A=
<DIV>=0A=
<DIV class=3DMsoNormal>Carol<BR><B><I>"Spruiell, William C" =
<[log in to unmask]></I></B> wrote:</DIV></DIV>=0A=
<BLOCKQUOTE style=3D"BORDER-RIGHT: medium none; PADDING-RIGHT: 0in; =
BORDER-TOP: medium none; MARGIN-TOP: 5pt; PADDING-LEFT: 4pt; =
MARGIN-BOTTOM: 5pt; PADDING-BOTTOM: 0in; MARGIN-LEFT: 3.75pt; =
BORDER-LEFT: #1010ff 1.5pt solid; PADDING-TOP: 0in; BORDER-BOTTOM: =
medium none">=0A=
<DIV class=3DMsoNormal>Just to chime in on Johanna's point -- There's a =
kind of "envelope"<BR>within which the relationship(s) between language =
and thought (or<BR>language and perception) must lie. If language =
*determined* thought<BR>(what used to be called the "strong form of the =
Sapir-Whorf hypothesis)<BR>we'd be unable to come up with concepts our =
language didn't already have<BR>words for. That's obviously not the =
case.<BR><BR>On the other hand, if language had no influence on thought, =
it would be<BR>very, very hard to explain why advertising companies =
devote so much time<BR>and money to coming up with good product names, =
or why (to<BR>non-vegetarians, at least) a "steak" sounds much more =
appetizing than "a<BR>piece of cooked cow."<BR><BR>The work on color =
terminology, by the way, hasn't as much discredited<BR>the SWH entirely =
as it has put sharp limits on it. Our color perception<BR>is determined =
to a great extent by the biophysics of our perceptual<BR>apparatus =
(people have three kinds of color sensors, each of which<BR>"peaks" at a =
particular range of wavelengths) but *within* those limits,<BR>language =
can have an effect. <BR><BR>Bill Spruiell<BR>Dept. of English<BR>Central =
Michigan University<BR><BR>-----Original Message-----<BR>From: Assembly =
for the Teaching of English Grammar<BR>[mailto:[log in to unmask]] =
On Behalf Of Johanna Rubba<BR>Sent: Monday, February 25, 2008 2:54 =
PM<BR>To: [log in to unmask]<BR>Subject: Re: Form and function =
(philosophy of language)<BR><BR>It's important to remember that Whorf =
was theorizing about _habitual_ <BR>thought that is influenced by =
language. He thought that some <BR>languages reflected the physical =
world better than others. For <BR>instance, in English, "lightning" is a =
noun, and we don't even have <BR>an exclusive verb for it, but =
physically, it's an event or process <BR>much more than a thing. He =
obviously didn't think that we are <BR>irrevocably stuck in patterns of =
thought because of our language, <BR>because his very recommendation was =
that we use other languages for <BR>physical descriptions of the world, =
hence he had to believe that we <BR>could modify our thoughts to fit the =
language we are using.<BR><BR>The Sapir-Whorf hypothesis has been out of =
favor for a long time, but <BR>numerous linguists are exploring it again =
and looking for some <BR>empirical support for it. I have seen notices =
for conferences, for <BR>example. I have not been following the =
developments, but it would be <BR>interesting to see what is being =
discovered. I did review a paper for <BR>Language which purported to =
show some Whorfian effect regarding <BR>spatial orientation, which was a =
little more convincing than the work <BR>on color, which has been =
discredited.<BR><BR>In Lakoff and Johnson's model of metaphorical =
thought, metaphor <BR>precedes language -- that is, language reflects =
metaphorical thought; <BR>it only creates it to the extent that =
particular metaphors are <BR>propagated throughout a culture via its =
language. Some metaphors are <BR>culture-specific, and some are =
(according to L & J) universal. Either <BR>kind can influence how =
scientists analyze the world and how they <BR>build models of it. Lakoff =
has a book (with a co-author) on the <BR>metaphorical origins of =
mathematics, but I don't recall the title. A <BR>cruise on his web page =
is likely to reveal it. L & J propose that <BR>metaphor influences =
not only language, but behavior. For instance, <BR>reifying time into =
units impels us to create things like hourly wages <BR>and parking =
meters.<BR><BR>It's worth noting that L & J propose that we can =
change our thought <BR>habits by adopting new metaphors, for instance =
"marriage is a <BR>collaborative work of art" rather than traditional =
physical-bond <BR>metaphors. Different metaphors can give a different =
spin on <BR>phenomena, creating new linguistic metaphors and new habits =
of thought.<BR><BR>Dr. Johanna Rubba, Ph. D.<BR>Associate Professor, =
Linguistics<BR>Linguistics Minor Advisor<BR>English Dept.<BR>Cal Poly =
State University San Luis Obispo<BR>San Luis Obispo, CA 93407<BR>Ofc. =
tel. : 805-756-2184<BR>Dept. tel.: 805-756-2596<BR>Dept. fax: =
805-756-6374<BR>E-mail: [log in to unmask]<BR>URL: =
cla.calpoly.edu/~jrubba<BR><BR>To join or leave this LISTSERV list, =
please visit the list's web<BR>interface =
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------_=_NextPart_001_01C87941.F50B59B8--
------------------------------
Date: Wed, 27 Feb 2008 09:18:33 -0500
From: Craig Hancock <[log in to unmask]>
Subject: Re: Right- and left-branching sentences
Edmond,
For Christensen, restrictive and non-restrictive is a core variable.
To be a "free modifier", the word group (here relative clause) needs to
be non-restrictive. This gives even more ease to memory.
The house, which jack built from extra lumber, contained malt, a
favorite food for rats.
This would be a truer "cumulative sentence" in the Christensen
tradition.
I'm off to a writing class where we'll be playing with these
structures. They do seem to invite a kind of playfulness.
Craig
Edmond Wright wrote:
> I invented an example that readily demonstrates the difference between
> right- and left-branching as regards the relative demands they place on
the
> short-term memory.
>
> Take the nursery rhyme 'This is the house that Jack built'. The first few
> lines run thus:
>
> This is the house that Jack built.
>
> This is the malt that lay in the house that Jack built.
>
> This is the rat that ate the malt that lay in the house that Jack
> built.
>
> This is the cat that ate the rat that ate the malt that lay in the
> house that Jack built.
>
> This is the dog that worried the cat that ate the rat that ate the
malt
> that lay in the house that Jack built . . .[etc.]
>
> It is plain that, from the second sentence onwards, the sentences are all
> right-branching and cause no trouble in understanding, even for the little
> children the nursery rhyme is for. However, as in Herb's example, to
> left-branch causes a real problem, thus:
>
> The malt the rat ate lay in the house that Jack built.
>
> No problem so far -- we can make sense of that. Next:
>
> The malt the rat the cat ate ate lay in the house that Jack built.
>
> If you lower the pitch for each adjective clause as it comes along, and
then
> raise it again (matching pitch for the appropriate subject and verb), one
> can still say this and make sense of it. Now try this:
>
> The malt the rat the cat the dog worried ate ate lay in the house
that
> Jack built.
>
> I have found that, if again you do the step-lowering and step-lifting of
> pitch and in addition say 'the cat the dog worried' very fast all in one
> breath, and pause after the last 'ate', you can just about hold on to the
> meaning.
>
> The next stage I find utterly impossible to understand:
>
> The malt the rat the cat the dog the cow tossed worried ate ate lay
in
> the house that Jack built.
>
> So there is a memory limit here because there are now too many for the
brain
> to match the subject and objects in the down-up order demanded. You can
> stand back from the sentence easily enough and see which goes with which,
> but one can't say the sentence through and know what it means!
>
> Edmond
>
>
>
> Dr. Edmond Wright
> 3 Boathouse Court
> Trafalgar Road
> Cambridge
> CB4 1DU
> England
>
> Email: [log in to unmask]
> Website: http://people.pwf.cam.ac.uk/elw33/
> Phone [00 44] (0)1223 350256
>
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>
>
>
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------------------------------
Date: Wed, 27 Feb 2008 07:42:08 -0700
From: Bruce Despain <[log in to unmask]>
Subject: Re: Right- and left-branching sentences
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------------------------------
Date: Wed, 27 Feb 2008 10:28:34 -0500
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Right- and left-branching sentences
I wish I were still teaching so I could use that one. My favorite had
been "The policeman the boy the dog bit called came," but Jack's
left-branching house beats that one hands down.
Herb
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Edmond Wright
Sent: 2008-02-27 05:17
To: [log in to unmask]
Subject: Right- and left-branching sentences
I invented an example that readily demonstrates the difference between
right- and left-branching as regards the relative demands they place on
the
short-term memory.
Take the nursery rhyme 'This is the house that Jack built'. The first
few
lines run thus:
This is the house that Jack built.
This is the malt that lay in the house that Jack built.
This is the rat that ate the malt that lay in the house that Jack
built.
This is the cat that ate the rat that ate the malt that lay in the
house that Jack built.
This is the dog that worried the cat that ate the rat that ate the
malt
that lay in the house that Jack built . . .[etc.]
It is plain that, from the second sentence onwards, the sentences are
all
right-branching and cause no trouble in understanding, even for the
little
children the nursery rhyme is for. However, as in Herb's example, to
left-branch causes a real problem, thus:
The malt the rat ate lay in the house that Jack built.
No problem so far -- we can make sense of that. Next:
The malt the rat the cat ate ate lay in the house that Jack
built.
If you lower the pitch for each adjective clause as it comes along, and
then
raise it again (matching pitch for the appropriate subject and verb),
one
can still say this and make sense of it. Now try this:
The malt the rat the cat the dog worried ate ate lay in the house
that
Jack built.
I have found that, if again you do the step-lowering and step-lifting of
pitch and in addition say 'the cat the dog worried' very fast all in one
breath, and pause after the last 'ate', you can just about hold on to
the
meaning.
The next stage I find utterly impossible to understand:
The malt the rat the cat the dog the cow tossed worried ate ate lay
in
the house that Jack built.
So there is a memory limit here because there are now too many for the
brain
to match the subject and objects in the down-up order demanded. You can
stand back from the sentence easily enough and see which goes with
which,
but one can't say the sentence through and know what it means!
Edmond
Dr. Edmond Wright
3 Boathouse Court
Trafalgar Road
Cambridge
CB4 1DU
England
Email: [log in to unmask]
Website: http://people.pwf.cam.ac.uk/elw33/
Phone [00 44] (0)1223 350256
To join or leave this LISTSERV list, please visit the list's web
interface at:
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------------------------------
Date: Wed, 27 Feb 2008 10:38:53 -0500
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Right- and left-branching sentences
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------_=_NextPart_001_01C87956.E46C5E2C--
------------------------------
Date: Wed, 27 Feb 2008 16:41:36 +0000
From: Edmond Wright <[log in to unmask]>
Subject: Re: Right- and left-branching sentences and intonation
> Herb,
The Policeman sentence is an excellent example -- one that you can still
just say with understanding. Again one has to gabble 'the dog bit' at a
very low level of pitch, and pause momentarily after 'called'. The 'House
that Jack built' example is made more difficult at every level when the
repetition of 'ate' kicks in.
Bruce is clearly right over the part played by intonation here. I don't
know of any studies -- they are obviously called for. Whether intonation
can be neatly quantified is another matter -- for one thing, consider how to
invest what you are saying with an ironic tone, or one of disbelief, or of
boredom, etc. -- or perhaps you have to leave moods on one side and stick
with grammatical effects.
Edmond
Dr. Edmond Wright
3 Boathouse Court
Trafalgar Road
Cambridge
CB4 1DU
England
Email: [log in to unmask]
Website: http://people.pwf.cam.ac.uk/elw33/
Phone [00 44] (0)1223 350256
I wish I were still teaching so I could use that one. My favorite had
> been "The policeman the boy the dog bit called came," but Jack's
> left-branching house beats that one hands down.
>
> Herb
>
>
>
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------------------------------
Date: Wed, 27 Feb 2008 21:32:22 -0700
From: "Bruce D. Despain" <[log in to unmask]>
Subject: Re: Right- and left-branching sentences and intonation
The site looks great, I'll look into it.
I think there are a number of issues we don't spend much time on in grammar
that have to do with intonation. This does not seem to relate to the
sentence, as much as to the utterance. Consider such words usually classed
as exclamatives or interjections, that are sometimes not even covered by
phonology. There are usage problems: mispelling "O" as "Oh" and the British
are forever spelling "uh" as "er" Tsk, tsk! and oh uh! about that. There
is no syntax here to speak of, just prosody. I suppose punctuation should
be mentioned as well.
----- Original Message -----
From: "Edmond Wright" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, February 27, 2008 9:41 AM
Subject: Re: Right- and left-branching sentences and intonation
>> Herb,
>
> The Policeman sentence is an excellent example -- one that you can still
> just say with understanding. Again one has to gabble 'the dog bit' at a
> very low level of pitch, and pause momentarily after 'called'. The 'House
> that Jack built' example is made more difficult at every level when the
> repetition of 'ate' kicks in.
>
> Bruce is clearly right over the part played by intonation here. I don't
> know of any studies -- they are obviously called for. Whether intonation
> can be neatly quantified is another matter -- for one thing, consider how
> to
> invest what you are saying with an ironic tone, or one of disbelief, or of
> boredom, etc. -- or perhaps you have to leave moods on one side and stick
> with grammatical effects.
>
> Edmond
>
>
> Dr. Edmond Wright
> 3 Boathouse Court
> Trafalgar Road
> Cambridge
> CB4 1DU
> England
>
> Email: [log in to unmask]
> Website: http://people.pwf.cam.ac.uk/elw33/
> Phone [00 44] (0)1223 350256
>
>
>
>
> I wish I were still teaching so I could use that one. My favorite had
>> been "The policeman the boy the dog bit called came," but Jack's
>> left-branching house beats that one hands down.
>>
>> Herb
>>
>
>>
>>
>
> 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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------------------------------
End of ATEG Digest - 26 Feb 2008 to 27 Feb 2008 (#2008-51)
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