Christine,
You’ve hit upon one of the classic
sticking points in grammatical definitions. If we head toward technical
definitions, we get something fairly satisfactory but which has some
circularity built in. If we head toward something easily comprehensible to
students (especially younger ones), we run the risk of oversimplifying to the
point of uselessness (hence the discussion of “a complete thought”;
if I’ve been having incomplete thoughts all of my life, how would I
know?).
Technically, we can say that a sentence in
written “Edited English” is
anything that (a) a native speaker would accept as something possible to say,
AND (b) is punctuated ending with a period, comma, or question mark AND (c) contains at least one independent clause. The problem is
that independent clauses are defined as units that can stand alone as
sentences, so there’s the circularity.
We can also define independent clauses as
having a subject and a full predicate, and *not*
beginning with a subordinator (terms like ‘because’ or ‘although’).
There is still some circularity, however, since the decision to reject
subordinate clauses as full sentences can be seen as a bit artificial –
they aren’t full sentences because they do not make what editors will
regard as a full sentence. Using a word that expresses a similar kind of
meaning, such as “Therefore” instead of “Because,”
miraculously allows a clause to remain independent. Why does “because”
do one thing and “therefore” do something else? Grammarians at some point in the past
decided to treat them differently. They are clearly different in the sense that
you cannot put ‘because’ in all the same locations you can put ‘however,’
but there’s no logical reason why that would confer sentencehood
on a clause or withhold it. Had ideas about punctuation developed differently, we
might have ended up requiring clauses starting with “therefore” to
accompany their preceding clauses as well.
In the final analysis, I think, we just
have to acknowledge that defining sentences is like defining “acceptable
formal evening wear.” It’s an issue of conventions; no one need
bother asking why a tie is a marker of formal
men’s wear. We can trace the development of the idea, but that’s
not the same as providing a non-social motivation for it. Circularity is not a
cardinal sin in social conventions.
But, I should add, many people will
probably disagree with this view (and with my starting this sentence with a
coordinating conjunction….)
Bill Spruiell
Dept. of English
From:
Sent: Tuesday, October 11, 2005
2:01 PM
To: [log in to unmask]
Subject: Re: Each sentence
contains a thought
From a lurker.
Will someone define the
word/term/concept of “sentence” please?
Christine Gray
From:
Sent: Tuesday,
To: [log in to unmask]
Subject: Re: Each sentence
contains a thought
I agree with what
As someone noted (forgive me for not being able to keep track of names),
"thought" itself is a difficult concept to define. Thus, I'm happy to
see the agreement that defining a sentence, or even a clause as a
"complete thought" is not at all helpful for students. I'm hoping
more members of this list will become more interested in the questions of
natural syntactic development, especially in grades three through seven. Although
I myself still need to explore many more examples, third graders often add
modifiers as separate sentences (predications). Thus
I live in a big
house. It is on a hll.
P.S. For Hunt's
work, see:
especially
"Early Blooming and Late Blooming Syntactic Structures."
>>> [log in to unmask]
As a few others have noted, "thought" is way to broad a
term to name
much of anything about a sentence. "Complete thought" is not any
better.
It would be better to say that a _clause_ (or an independent clause)
expresses a proposition, as
statement that predicates something of an entity: "The sky is blue"
predicates, or attributes, blueness to the sky. The logical formula is
f(x), meaning "f is predicated of x".
It might look like this corresponds closely to the subject/predicate
division in grammar, but it doesn't, once you move on from linking-verb
sentence patterns. But when you get to transitive and other kinds of
verbs, it doesn't line up so well:
eat(child, cupcake) would be the formula for "The child is eating a
cupcake."
I think I have this right.
propositions:
"He lives in a green house."
Noun phrases with adjectives can be viewed as compressions of
propositions, as can nominalized clauses such as the subject of
_The corporation's outsourcing of customer service calls_ has led to
complaints.
There was once a theory of syntax that proposed that, indeed, even noun
phrases with adjectival modifiers were derived from "deep" clauses;
the
theory was called generative semantics. As you can imagine, the
derivation of quite ordinary sentences grew quite cumbersome.
In any case, the logical-proposition idea is a good one, because it
shows the crucial role of the main verb. It is the verb that determines
the sentence pattern (linking, transitive, and so on).
People concerned with correctness want sentences to "express a complete
thought". A much better criteria for valid sentencehood (that is, the
quality of being able to "stand alone") are (a) presence of a finite
(present- or past-marked) verb and (b) the item is not a modifier or
complement in a larger sentence (e.g., a relative [adjective] or adverb
clause).
For relatively short sentences, there are two pretty good tests.
(1) Can the sentence appear in the blank in the following?
"I am convinced that ____."
(2) Can you add a tag to the sentence?
"The hurricane wrought devastation across large areas of the Gulf
coast, _didn't it_?"
Linguistics Minor Advisor
English Department
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
Linguistics Minor Advisor
English Department
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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