Shun, does `a present action' not have several aspects? E.g.: I eat, I am eating, He eats, He is still eating, etc. So should every venture in defining it not take account of its aspects? Short of aspects, what is there to define? Sophie ----- Original Message ----- From: shun Tang <[log in to unmask]> To: <[log in to unmask]> Sent: Friday, June 15, 2001 2:54 PM Subject: How to define a 'present action'? > Subject: How to define a 'present action'? > > A present action seems to be very basic knowledge, but it is most puzzling. > May someone kindly tell me, how to define a present action? > > Shun > englishtense.com > > ----- Original Message ----- > From: "Geoff Layton" <[log in to unmask]> > To: <[log in to unmask]> > Sent: Friday, June 15, 2001 10:12 AM > Subject: Re: Grammar and Literature -- Help Please > > > > At 09:02 PM 6/14/01 -0400, you wrote: > > >>>> > > Geoff, I was under the impression that not all grammarians believed that > > grammar instruction will improve writing, and that many of those who were > > "consumed" with the belief were reacting to the NCTE anti-grammar stance. > > At least I don't have to defend it as writing process, which I know will > > get me in trouble with the masses. > > > > I wanted to change that "consumed" line, but failed to do so. I guess I > > was trying to get across the point that many people (like me), who think > > grammar is important, can't quite accept the "anti-grammar" position, even > > though years of research and in my case personal experience tell us > > otherwise. Peraps quixotically, I do want to defend grammar as being > > helpful to the writing process, all the while not getting myself in > trouble > > with "the masses." > > > > I have found that the only way to connect grammar with writing is to > > de-emphasize the definitions and teach instead the usage and usage in a > > very particular way - namely, having my students learn how writers create > > meaning. It seems to me that writers create meaning - and, similarly, > > readers create meaning from writing - only by using grammatical > > constructions that can be taught, but do not necessarily have to be named > > and analyzed. To continue with the tool analogy, you don't have to know > > that a drill is called a drill in order to use it, although if you use one > > enough you'll probably want to find out. > > > > This is where I have come up with what I call my "sentence stuffing" idea > > (I'm working on a book!) that requires students to use specific > grammatical > > constructs to create meaning - again, the "crying baby" sentence is the > one > > I start with. Once a student gets going, all of a sudden dependent > > clauses, prepositional phrases, appositives, adjectives and adverbs are > > flying all over the place - all used correctly even by the most marginal > > students. > > > > I now have hope that English teachers, just like the Washington > > politicians, can finally stop our bickering and have a bipartisan > agreement > > on the value of grammar! > > > > To join or leave this LISTSERV list, please visit the list's web 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/ 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/