From: [log in to unmask] href="mailto:[log in to unmask] 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: Tue, 16 Oct 2007 20:30:58 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Bruce D. Despain" <[log in to unmask]>
Subject: Re: Rules was Those old transitivity blues
MIME-Version: 1.0
Content-Type: text/plain; format=flowed; charset="utf-8"; reply-type=response
Content-Transfer-Encoding: 7bit
Craig,
You will probably see that our positions on functionality are not that
different. The approach is just different. The imaginary context itself
has a structure -- a semantic structure that stretches across several
dimensions. What we utter has to reside in a string -- just one dimension
in time that has a dimension of sound that is analyzed into multiple
dimensions. The utterance dimensions are quite different from the semantic
structure. The semantics has been abstracted, and manipulated by language,
to be represented in the utterance. There is a lot missing; there is a lot
filled in. I am looking for a set of functions in the mathematical sense
that can use the semantic fields (planes, layers, dimensions) as its domain
and map their values onto a range in the linguistic planes of syntax,
morphology, phonology, orthographics. Would you claim there to be a
linguistic plane of "functional" elements that these semantics get mapped
to? Or would it be better to say that these elements are a part of the
semantics and remain there only to be discerned after the linguistic
elements have been displayed to the mind?
The "functional" layer, maybe, is a filtering of the already complex
clumping of semantic elements. What is its nature? Perhaps it doesn't work
with elements at all. But science needs an analysis into parts. Can the
context of an utterance be described in terms other than the terms that
describe the rest of the semantic layers? I wonder if maybe it is "simply"
another way of dividing up the layers of a semantic analysis. The example I
gave from Bolinger was meant to demonstrate just what you were saying about
the ubiquitous clumping of semantic elements in the language (English)
idiom. We could say it is "functional" or we could say it is a "hidden"
part of the semantics -- the semantics of an "extra-linguistic" context --
one that could be coded in language, if we chose to. The semantics begs for
description (some scientists have used rules of the form used in logic and
mathematics) and I simply think that the "functional" does too.
Bruce
----- Original Message -----
From: "Craig Hancock" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, October 16, 2007 8:29 AM
Subject: Re: Rules was Those old transitivity blues
> Bruce,
> Thanks for the warm words. I do think this is a good faith conversation,
> and I'll try to keep on in that tone.
> We certainly do need context to understand a great deal of discourse,
> and I'm not sure why you would present that as an argument against the
> functional. "How cold does it have to get" could mean many things, and the
> only way it can include the idea of shutting a window is to put it into an
> imaginary context. A functional approach is not going to say that we can
> infer context from a form, but the opposite--that we need context, and
> that the formal structures we utter are context sensitive. "How cold does
> it have to get" makes no sense out of context, so we infer a context for
> it. I would see it as what usage based construction grammar calls a
> "schema", a form meaning pairing unpredicted by the general rules of a
> formal syntax and one that has blanks to fill in. "How much snow has to
> pile up before you shovel it?" "How much does the garbage have to stink
> before you take it out?" "How many examples do I have to give before a
> concept comes through?" The schema brings with it a kind of sarcasm or
> rudeness that is part of its meaning. Rudeness is part of the schema.
> "Schema" are one of the patterns cognitive linguists use to argue
> against the innateness of grammar. They are clearly learned, clearly
> language dependent (and not universal.) If we can learn schema rapidly and
> easily, we have evidence of the ability to learn other patterns.
> Many grammatical constructions become lexicalized and then pick up
> meanings somewhat unpredictable from their parts. Any approach to grammar
> will have to accommodate that. Any theory of language should accomodate
> the fact that grammatical constructions are constantly coming into being.
> Dividing subject function up into grammatical subject, actor, and theme
> is not at all ambiguous. My experience, in fact, is that much of the
> confusion about subject in most students' minds comes from believing that
> a subject is the first thing and the actor and the focus of the
> proposition; so when those separate functions are acknowledged, they have
> an easier time--a much easier time--with the concept. It is a way of
> making the notion of "subject" more precise. Traditional grammar tries to
> pass it off as innate or intuitive, when the intuitions are quite fuzzy.
> Tag questions work because they allow us to isolate the grammatical
> subject from other competing possibilities, such as coming first or doing
> the deed. A deeper understanding of what we mean by subject carries over
> into reading and writing in a very useful way. We have a way of
> understanding why a writer might choose one form over the other within the
> flow of discourse.
> The desire for a one-to-one mapping between structure and function may
> be a desire for neat and clean categories in a world where those are rare.
> Does the category "hammer" include sledge hammer? How about a rubber
> mallet? Is a nail gun a kind of hammer? In what ways is it a gun? If we
> look closely at the cognitive nature of categories, we find that many
> categories have elements that have only loose family relationships with
> each other. Some elements of the category seem more central than others.
> When I think hammer, I think claw hammer. A nail gun has a trigger and
> shoots things, but so does a hose nozzle. If we look back from the
> functional end, we can see something like "hammering in nails" as a
> function that can be performed in at least two ways, one of them invented
> fairly recently. I use my screw driver to open paint cans, and I have seen
> my wife use one to loosen soil. The other day, I used one to pry open a
> stuck window.
> And a hammer, of course, has a form that fits its function. It's not
> that we had them lying around and then decided to hammer nails with them,
> but the need to have something to hammer nails has influenced the
> development of the hammer (and now the nail gun.) Anyone who hammers as
> awkwardly as I do knows what the claw is for. Mallets are good for
> pounding. The analogy may or may not carry over to language, but from a
> functional perspective, the belief is that it does. Form and function are
> deeply connected.
>
> Craig
>
> Bruce Despain wrote:
>> Craig,
>> I'm sorry for the disagreement, but I don't think it is as serious as
>> you make it out to be. Maybe I made some of my positions out to be
>> stronger than they actually are. However, that said, there are a few
>> comments I would still like to make about your position. What I hope for
>> with the word "function" is that the mathematical sense or formal
>> definition can be made to work with the less formal meanings. What I
>> mean is that "function" ought to be formalized, even from the general
>> metaphorical uses it has. This is not about the word but about the goal
>> of a scientific approach. As the designation of a role, the word ought
>> to refer to something that can be defined in less vague terms, elements
>> with more basic meaning. (You should be very cautious about your quotes.
>> There is a world of difference between a /function/ and "function.") I
>> would like to think that "role" can be defined as a mathematical
>> /relation/, which is like a /function/ but has values that range over
>> "true" and "false" rather than numbers or points on a cline. A subject
>> is one of your ambiguous relations: logical subject, grammatical subject.
>> I think that the tools of linguistics need to be scientifically
>> qualified. GT grammar has to concentrate on the syntactic aspects of
>> grammatical analysis. If that is not enough, if it ignores spelling, if
>> it ignores aspects of meaning, if it ignores word structure, maybe it's
>> time to to develop a formal approach that will describe these other
>> aspects of language. What I hate is to take a tool, like an ax, emphasize
>> its function, find it being used as a hammer, and then claim that these
>> are two aspects of the same tool. It's much better, I think, to point
>> out the structural similarities between a hammer and an ax, and point out
>> how these make it possible for them to exchange roles for certain jobs.
>> Your example of the use of "it" as a place holder for the subject of a
>> passive: I would be very suspect of any syntactic theory that made it
>> "superfluous." If the semantics of the sentence are being described
>> without it, elements at a higher syntactic level, e.g., the declarative
>> sentence, would still have to be demonstrated to be accepted as
>> grammatical, elements which without it could not exist. In my example
>> from a previous post the "shut the window" was an essential part of the
>> meaning of "How cold does it have to get?" The extralinguistic context
>> contributed the imperative portion by supplying "before you shut the
>> window." In this sense, a superfluous element is not one that does not
>> belong to the theory, just one that it doesn't have to be uttered to be
>> understood. To use an example from Bollinger: a lawyer advises a debtor
>> that he doesn't need to pay a particular bill because "the statute of
>> limitations has expired on that bill." He does not mean that the statute
>> is no longer in force, but that the period of time specified in that
>> statute for a bill of that kind has expired. The desire to use words in
>> this kind of "non-superfluous" way is omnipresent in language, especially
>> poetry. It keeps the language mavins and critics of language use very
>> busy. It comes when we ignore the original intent of the ax and change
>> its functionality to a hammer. It may be illogical but we take advantage
>> of the structure we have for a different use. This is called "exaption"
>> in evolutionary biology. I don't mind the fact that we disagree. I
>> highly respect your experience and skills at teaching English writing.
>> I've always admired a good writer and hope someday to do better at
>> explaining my own ideas and understandings. This is, I hope, a good
>> forum for doing so. Bruce
>>
>> >>> Craig Hancock <[log in to unmask]> 10/15/07 5:46 AM >>>
>> Bruce,
>> The term "function" seems to have a long, venerable history in
>> linguistics. The OED cites both Bloomfield and C. C. Fries. Halliday
>> tends to use the term much as many of us use it on list. We can put
>> words or constructions roughly into classes, which tell us something
>> about the meaning potential of the word or structure. The word
>> "function" designates the role of the word or word group within a
>> particular instance of use. In the previous sentence, "The word
>> function" is noun phrase acting as subject. (It also acts us agent of
>> "designates". And it is unmarked theme in the theme/rheme structure of
>> the clause.) It is not uncommon for a structure to have more than one
>> function.
>> I don't think it is accurate to say that the functionalists don't use
>> the tools of linguistics. The primary difference is that they see
>> language as innately functional, not just a formal system that can then
>> be put to use in functional ways. Generative grammar is often
>> criticized from the functional side for calling everything that doesn't
>> fit neatly into its theory peripheral or unimportant. It becomes so
>> abstract that it no longer seems to represent what many of us think of
>> as language.
>> There may in fact be many cases in which the passive is more primary
>> than the active. There is no doubt a good reason why (according to
>> Biber et al) passives are eight times more likely to show up in
>> academic discourse. From a functional perpsective, active and passive
>> give us alternative choices, and each gives us a different meaning.
>> Someone asks "Who gave the book to Charlie?" You may likely reply "It
>> was given by his wife." This allows us to put given information ("It")
>> first and new information in clause ending prominence. Whether or not
>> this is thought of as superfluous is a theoretical position, not a
>> scientific one. I find myself much more attracted to the theory that
>> explores how these structures function in the world. If we theorize
>> about them out of context, we may end up with a distorted theory.
>> At some point, of course, we need to agree to disagree. I am a writer
>> and writing teacher and somewhat a learning specialist by position and
>> you are a mathematician, so that may explain a great detail. I like
>> math and always did well in it, but I do not think it is a good model
>> for the complexities of language. And I think it is misleading to call
>> any approaches that aren't mathematical less rigorous or scientific.
>>
>> Craig
>>
>> Craig,
>> >
>> > I think my concern is really quite far from the classroom, for which I
>> > apologize. It's more like a paleontologist using the tools of
>> geology to
>> > solve biological questions. I think the functionalists need to use
>> > some
>> > more tools of linguistics to solve their language questions. I see no
>> > sense debating the cline of polite requests, whether the points are
>> > continuous of discontinuous, or adjusted up or down by context, if
>> we have
>> > no way to measure where the points are. Wouldn't it be helpful to have
>> > measures? Technology can help science to collect and analyze their
>> data.
>> > The theory can only take us so far. What? It might be refuted if its
>> > predictions cannot be corroborated. My point in segmenting the
>> > differently formulated requests was show the direction toward some
>> > kind
>> > of measure. This is not just by tallying up the units of meaning but
>> > would involve weighing them in context. Let's callibrate the cline and
>> > establish points or regions along it. I don't think the instruments
>> > for
>> > doing such a thing are developed. Like a paleontologist we're just
>> > waiting for the next discovery.
>> >
>> > If the theory helps to teach the concepts that need teaching, more
>> > power
>> > to it. Some models are helpful, but others can be disruptive in the
>> > acquisition of a skill. I think of the power that certain images
>> have in
>> > teaching music and voice. Educators have learned that certain visual
>> > metaphors guide the mind in some mysterious way to produce or reproduce
>> > the sounds desired. I sure wish I knew what the rules were behind
>> > these
>> > secrets (in the brain, in the mind).
>> >
>> > Bruce
>> >
>> >>>> Craig Hancock <[log in to unmask]> 10/12/07 1:59 PM >>>
>> >
>> > Bruce,
>> > I'll check out definitions for "functional" in Halliday and get
>> > back
>> > to you. I admit I'm not using the term as a mathematician
>> > would--perhaps
>> > more like a biologist, as in "what is the function of the placenta
>> > within the reproductive system." I don't think mathematical models work
>> > well for language--once you strip it of its semantic and discourse
>> > content and context, you end up with a view of language that doesn't
>> > fit
>> > what we find in the world. I don't think an ecology is less scientific
>> > than classical biology. It just has a different (systemic and
>> > functional) orientation. It asks a different set of questions, ones
>> > that
>> > may yet save the world.
>> > Ordering or requesting politely might be thought of as different
>> > points on a cline. One is not necessarily more primary than the other,
>> > and the words of politeness won't be superfluous to the human relations
>> > we are fostering though language. The same would be true of passives.
>> > You can certainly say that the unmarked or default is the active, but
>> > they do not mean the same thing if you include things like
>> > propositional
>> > focus or textual unity within your definition of meaning. In the
>> > language of cognitive linguistics, different versions will construe the
>> > world differently. In functional grammar, grammatical subject is a
>> > separate function from actor or agent, though they generally co-occur.
>> > When we vary from that co-occurrence, we are simply predicating a
>> > statement about another element. One is not necessarily more primary,
>> > and the extra words are not superfluous, but highly functional.
>> > I don't mean to imply that generative grammar presents rules as
>> > regulative. I do think most people believe grammar rules are rules that
>> > you are supposed to follow, not just patterns that arise from
>> > purposeful
>> > use of language. And when we abstract these rules from context, we pull
>> > further and further away from the living language. If we use the term
>> > "pattern", perhaps we could change that.
>> > I think it might be fine to teach generative grammar in the schools
>> > as a discipline of inquiry, but I don't think it will help us develop a
>> > view of language that will carry over into reading and writing. I
>> > believe both functional and cognitive approaches have much more promise
>> > for that.
>> >
>> > Craig
>> >
>> >
>> > Bruce Despain wrote:
>> >> Craig,
>> >>
>> >> With my experience in math, I have a difficulty with the word
>> >> "function" similarly as you do with "rule." For the mathematician the
>> >> function is a process that has a domain or set of input values (one or
>> >> more parameters) and a range or output value. The transformation is a
>> >> mapping or relation (one to one, one to many, many to one) of one set
>> >> of values onto another. This way of picturing the relationship as a
>> >> process is a convenience for understanding the model. In this way
>> >> rules and patterns are simply two ways of viewing the same
>> >> phenomena. The rules as functions output a value, which can often be
>> >> considered a pattern. It is the analysis of patterns that allow us to
>> >> describe them by rule. Generative rules (now called Backus-Naur
>> >> form) were developed with this in mind. Rules in this sense are not
>> >> regulative, except to the person who wants a description of the
>> >> structure. They show how to go about building it so as to get the
>> >> best results. (The are not generative either, in the sense of giving
>> >> birth to ideas.)
>> >>
>> >> To beat a dead horse: the normal way to request behavior of another
>> >> person is with an imperative ("Shut the window"), but we can use the
>> >> yes-no interrogative to inquire about a person's disposition to behave
>> >> in a certain way: "Will you shut the window?" or a declarative "It's
>> >> cold in here" or even a wh-interrogative, "How cold does it have to
>> >> get?" If the syntactic description of the sentence is limited to such
>> >> sentence types, it is easy to see that Halladay needed another level
>> >> (meta-) on which to express the actual intent of the question apart
>> >> from its form. Hence, at this level (interactive) the three sentences
>> >> that are used for the same purpose are of the same type.
>> >> If we subscribe to the compositionality of language meaning, there
>> >> would certainly be more elementary units of meaning of which the more
>> >> complex constructions are composed. Couldn't these be considered
>> >> primary? If it takes me more words (syntactically) to say something
>> >> one way, perhaps that would be a rough indication of the number of
>> >> meaning elements it could be broken down into. The active sentence
>> >> usually has one less word than the passive, which uses a form of "be"
>> >> with the passive participle. If we're counting morphemes, we would
>> >> have to consider the participle ending as another element. The
>> >> passive seems to be less primary from an analytic point of view. The
>> >> same argument makes sentences with a progressive aspect less primary
>> >> than corresponding ones with a simple finite verb. They are
>> >> structurally more complex and seem also to contain additional
>> >> meaningful units. Perhaps if we are allowed to cut away the
>> >> superfluous content of the above syntactically different sentences, we
>> >> can be left with a core set of meanings at the interactive level. A
>> >> transformation would seem to be an appropriate model for stating such
>> >> a relationship.
>> >>
>> >> My intent was to make a point that has less to do with pedagogy,
>> >> perhaps, than formal models. Yet, we must admit that kids today have
>> >> been given the opportunity to learn a good deal of these concepts in
>> >> their math classes. Maybe pedagogy needs to relate to this kind
>> >> of educational curriculum to some extent. Many branches of
>> >> linguistics are trying to bridge this abysmal gap between the
>> >> humanities and science. I think some of it ought to trickle down to
>> >> the lower grades. Maybe we should teach using the mathematical
>> >> approach to functions and rules. If not literally, perhaps only
>> >> metaphorically.
>> >>
>> >> Bruce
>> >>
>> >> >>> Craig Hancock <[log in to unmask]> 10/11/07 9:40 AM >>>
>> >> Bruce,
>> >> It may be hard to use the term "transformation" without bringing in
>> >> all the apparatus that has historically come with it. It may be better
>> >> to talk about alternative options, perhaps ones that complement each
>> >> other and stand at more or less equal status. So a question is not a
>> >> transformed statement, but just an alternative choice--offering
>> >> information or requesting information as both necessary options in the
>> >> system. We can also request or offer goods and services, and we have
>> >> ways to carry that out.
>> >> Halliday describes three different metafunctions, one being
>> >> interpersonal and interactive, another being representational, and the
>> >> other being largely textual. So you might say that a passive sentence
>> >> has been "transformed" from an active one, but a functional analysis
>> >> would emphasize that a different entity has been moved into
>> >> grammatical
>> >> subject role to ground the proposition, while the role of doer of the
>> >> action (representation) has been left out or shifted into the
>> >> predicate.
>> >> This may happen for textual reasons, perhaps to keep a topic in
>> >> extended
>> >> focus. If you treat this systematically, then one is not a
>> >> transformation of the other, just ways to accommodate different
>> >> functions within the structure of the clause. It may be misleading to
>> >> think of one as more primary than the other, even if more common.
>> >> We can certainly divide verbs into physical (material) and mental
>> >> (cognitive), and we do mix those types up in a sort of metaphor all
>> >> the
>> >> time. When the wind "howls", we are granting it a speech act. When I
>> >> "fall" for someone, I'm describing emotional change in physical terms.
>> >> "The fields never knew such cold as they knew that winter." What kind
>> >> of
>> >> "knowing" is that? Any description of creativity ought to foreground
>> >> the
>> >> metaphoric nature of language.
>> >> I mainly worry that people think of rules as "governing" rather
>> >> than
>> >> as conventional. It is not a "rule" that college students dress
>> >> informally, but it is certainly a pattern. You haven't broken a rule
>> >> when you wear a tie, for whatever reason. I don't think the comparison
>> >> holds too far (language is not just fashion), but "rule" and "pattern"
>> >> can be very different in people's minds.
>> >>
>> >> Craig
>> >>
>> >>
>> >> Bruce Despain wrote:
>> >> > Craig,
>> >> >
>> >> > I think it might be a good exercise for you to respond sometime
>> >> > without using the word "function" or "functional." Don't these
>> >> > words
>> >> > just provide us another way to talk about rules. The rule is there
>> >> to
>> >> > *describe* something that is regular, expected, recognized, and
>> >> > conventional. Language needs a certain amount of conventionality to
>> >> > convey understanding. Does a new construction arise to carriy out a
>> >> > new function or an old function in a new way? Maybe the answer
>> >> > would
>> >> > tell us to what extent function is driving language or whether
>> >> > language is driving function. Consider the rhetorical question, for
>> >> > example. This phenomenon takes a syntactic structure normally used
>> >> to
>> >> > seek new information and applies it to make an assertion. We could
>> >> > describe this phenomenon by rule in the form of a (dreaded?)
>> >> > "transformation" (a sense different from
>> >> > "generative-transformational"). The language user transforms the
>> >> > function of a yes-no question to that of a declarative sentence
>> >> simply
>> >> > by placing it in a rhetorical context. To compare the functions of
>> >> > "kick" and "admire" as transitive verbs is not as useful as
>> >> > comparing
>> >> > them, maybe, at the level of action, one being physical and the
>> >> > other mental. To find a syntactic correlate to this contrast may
>> >> give
>> >> > us a clue to where a creative act of functional transform might be
>> >> > found. Perhaps something like these metaphors: "John kicked around
>> >> > and then admired football." (zeugma) "Mary admired John, but kicked
>> >> > him out of her life." We respect the "functional pressures" of
>> >> syntax
>> >> > but utilize their force to make our expressions more powerful. Is
>> >> > this something like you have in mind?
>> >> >
>> >> > Bruce
>> >> >
>> >> > >>> Craig Hancock <[log in to unmask]> 10/11/07 7:54 AM >>>
>> >> > Herb,
>> >> > I enjoyed both posts very much and will respond to both in this
>> >> one.
>> >> > I like the idea that the language is both "complex" and "subtle",
>> >> > which implies that it's a functional complexity. We bring new
>> >> > constructions into play precisely because they allow us to carry out
>> >> the
>> >> > various functions of language, and any attempt to describe it ought
>> >> to
>> >> > pay deep respect to that. They come into being because we find them
>> >> > useful and they become routinized (and intuitive) over time.
>> >> > I'm beginning to think that we use the term "rules" far too
>> >> readily
>> >> > and widely. What we are describing may in fact be a useful
>> >> construction
>> >> > or a functional pattern, not a "rule" in the way we usually
>> >> understand
>> >> > rules. Language may be better understood bottom up than top down.
>> >> > It does make sense to look for patterns, but when we find these
>> >> > similarities, when we classify sentences or constructions, we are
>> >> > not
>> >> > necessarily discovering some sort of internal rules that they are
>> >> > "following." The patterns are enormously important, and they do tend
>> >> to
>> >> > function below consciousness for very good (functional) reasons. But
>> >> > classifying the sentences or ascertaining the "rules" they represent
>> >> may
>> >> > be very misleading. Both "kick" and "admire" take direct objects,
>> >> > not
>> >> > because they are transitive, but because we understand kicking as a
>> >> > process that involves something to be kicked and admiring as a
>> >> process
>> >> > that requires something to be admired. The differences between being
>> >> > kicked and being admired may be more important than the
>> >> > similarities.
>> >> > Transitivity arises because it is congruent with our understanding
>> >> > of
>> >> > the world. When the patterns don't fit our purposes, we bend and
>> >> shape
>> >> > them, we blur the edges.
>> >> > This may be why studying formal grammar doesn't seem to carry
>> >> over,
>> >> > at least not quickly or easily. We need to respect the functional
>> >> > pressures, the context it arises from.
>> >> > When we write, we are not constructing forms; we are constructing
>> >> > meanings. Meaning is not simply poured into neutral forms. The
>> >> > constructions themselves are meaningful, arising out of that
>> >> > meaning-making history over time.
>> >> > I know that probably puts me at odds with many people on the
>> >> > list.
>> >> > But that's where my current thinking is headed.
>> >> >
>> >> > Craig
>> >> >
>> >> >
>> >> > STAHLKE, HERBERT F wrote:
>> >> > > Craig,
>> >> > >
>> >> > > What you describe as the verb pulling the preposition into its
>> >> orbit is
>> >> > > precisely the sort of historical change that's been going on since
>> >> Early
>> >> > > Modern English and has given us the very complex and subtle system
>> >> of
>> >> > > multi-word verbs we have in English today. So we have
>> >> constructions in
>> >> > > which about behaves in some ways as a preposition and in other
>> >> ways as a
>> >> > > part of the verb. And we just have to live with that fact.
>> >> Language
>> >> > > continually defies our attempts to codify it, which is what makes
>> >> it so
>> >> > > endlessly fascinating to study.
>> >> > >
>> >> > > Herb
>> >> > >
>> >> > > -----Original Message-----
>> >> > > From: Assembly for the Teaching of English Grammar
>> >> > > [mailto:[log in to unmask]]
>>
>> >>
>> >> > On Behalf Of Craig Hancock
>> >> > > Sent: Wednesday, October 10, 2007 9:01 AM
>> >> > > To: [log in to unmask]
>> >> > > Subject: Re: Those old transitivity blues was Help for a puzzled
>> >> teacher
>> >> > >
>> >> > > Herb, Peter, Bill, Ron,
>> >> > >
>> >> > > With apologies if they seems too theoretical for most people's
>> >> tastes. I
>> >> > >
>> >> > > have been thinking about these things for several months now and
>> >> have
>> >> > > mostly held back while the thoughts come into focus.
>> >> > >
>> >> > > The problem I currently have with tying to find a classification
>> >> for
>> >> > > "think about" is that I am starting to believe we make these
>> >> categories
>> >> > > more important (more governing) than they actually are. We tend to
>> >> feel
>> >> > > as if words have to act certain ways because of the grammar,
>> >> rather than
>> >> > >
>> >> > > believing that the grammar itself arises out of our use of words.
>> >> (Or
>> >> > > that it is a dynamic relationship, a lexico-grammar, word-grammar,
>> >> > > cline.) When classification becomes an end in itself, the living,
>> >> > > dynamic language gets left behind.
>> >> > >
>> >> > > Another way to think about it is that the process of thinking is
>> >> often
>> >> > > conceived of (and articulated) as "about" something, and over time
>> >> > > "think" and "about" come together often enough to start feeling
>> like
>> >> a
>> >> > > single phrase rather than a verb plus prepositional phrase with a
>> >> > > variable object.
>> >> > >
>> >> > >
>> >> > > I often think about blank.
>> >> > >
>> >> > > I often think about blank
>> >> > >
>> >> > > From this way of thinking, the verb will begin to pull the
>> >> preposition
>> >> > > into its orbit, helped by two forces-one is repetition (the words
>> >> coming
>> >> > >
>> >> > > together so often)--and the other is congruency with our
>> >> > > experience
>> >> of
>> >> > > the world, our conception of what thinking is like. In other
>> >> > > words,
>> >> we
>> >> > > continue to use it because it is practical to use it, highly
>> >> > > "functional." And this becomes patterned.
>> >> > >
>> >> > > From a rule based approach, we have to say that "all grammars
>> >> leak",
>> >> > > but that may be because they try to treat the language as frozen
>> >> and not
>> >> > >
>> >> > > dynamic. If we see the creation of phrasal verbs as a dynamic
>> >> process,
>> >> > > then it is easy to treat in-between examples as part of that
>> >> process of
>> >> > > change-of grammatical structures being lexicalized and lexical
>> >> terms
>> >> > > being pulled into the grammar. From a usage based perspective,
>> >> leaking
>> >> > > is likely. Just like words, the grammar is always coming into
>> >> being.
>> >> > >
>> >> > > This gives us an approach to grammar that pulls us into meaning
>> >> and one
>> >> > > that frames meaning itself as contextual and dynamic.
>> >> > >
>> >> > > Craig
>> >> > >
>> >> > >
>> >> > >
>> >> > > STAHLKE, HERBERT F wrote:
>> >> > >
>> >> > >> Ron,
>> >> > >>
>> >> > >> Let's start with easiest of your questions, how to use
>> >> > >> information
>> >> > >>
>> >> > > like
>> >> > >
>> >> > >> this in teaching. The fact is that I wouldn't present a
>> >> seven-fold
>> >> > >> classification of anything grammatical in an ESL context. I
>> >> > >> might
>> >> be
>> >> > >> forced to do something like that if I were teaching Chinese
>> >> nominal
>> >> > >> classifiers, of which there are dozens, or Bantu noun classes,
>> >> which
>> >> > >>
>> >> > > can
>> >> > >
>> >> > >> exceed a couple dozen, but fortunately English doesn't do such
>> >> things.
>> >> > >> What's important in developing both fluency and register control
>> >> in
>> >> > >> non-native speakers is that they learn to shift particles when
>> >> doing
>> >> > >>
>> >> > > so
>> >> > >
>> >> > >> is pragmatically motivated, that they learn to use a passive when
>> >> that
>> >> > >> structure is pragmatically motivated. And this they will learn
>> >> much
>> >> > >> better from usage and practice than from grammar drill.
>> >> > >>
>> >> > >> I think perhaps you confused Bill and me in the latter part of
>> >> your
>> >> > >> post. Actually, the classification I posted is from Sidney
>> >> > >>
>> >> > > Greenbaum's
>> >> > >
>> >> > >> Oxford English Grammar (OUP, 1996), so I can't take credit for
>> >> > >> it.
>> >> > >> Transitivity does have degrees. Intransitives take only a
>> >> subject,
>> >> > >> (mono)transitives take a subject and a direct object, and
>> >> > >>
>> >> > > ditransitives
>> >> > >
>> >> > >> (SG's "doubly transitives") take a direct object and an indirect
>> >> > >>
>> >> > > object,
>> >> > >
>> >> > >> which may or may not require a preposition. Indirect object,
>> >> > >> bear
>> >> in
>> >> > >> mind, is a function, not a structure, and it can show up as
>> >> > >> either
>> >> a
>> >> > >> bare NP or as the object of a preposition. I suspect SG uses
>> >> > >> "monotransitivity" in a excess of clarity, the result of which
>> >> isn't
>> >> > >> necessarily what the writer hopes for.
>> >> > >>
>> >> > >> Actually, SG doesn't distinguish between "look at" and "look
>> >> after".
>> >> > >>
>> >> > > In
>> >> > >
>> >> > >> his discussion of prepositional verbs (p. 282), he uses "look at"
>> >> as
>> >> > >>
>> >> > > an
>> >> > >
>> >> > >> example of a monotransitive prepositional verb.
>> >> > >>
>> >> > >> Back to the question of goals for a moment. SG was writing a
>> >> > >>
>> >> > > reference
>> >> > >
>> >> > >> grammar, and so his goal was to provide as complete and thorough
>> >> > >> a
>> >> > >> classification of English structures as he could. Hence his
>> >> > >> seven
>> >> > >> classes of phrasal/prepositional verbs. What the ESL teacher
>> >> > >> does
>> >> > >>
>> >> > > with
>> >> > >
>> >> > >> this classification is subject to different, pedagogical
>> goals, and
>> >> I
>> >> > >> hope that teacher would keep SG's treatment well away from his
>> >> > >>
>> >> > > students,
>> >> > >
>> >> > >> while being informed by it as he or she prepares lesson plans.
>> >> > >>
>> >> > >> Herb
>> >> > >>
>> >> > >> One of the great advantages of this List (and particularly if one
>> >> has
>> >> > >> the
>> >> > >> intellectual courage to state what one knows about grammar with
>> >> the
>> >> > >> attendant possibility of being proven to be wrong and the even
>> >> worse
>> >> > >> possibility of realising that one has been teaching something to
>> >> > >> students
>> >> > >> which is possibly incorrect) is the potential it has to make one
>> >> > >> re-examine
>> >> > >> one's own assumptions about some point of grammar.
>> >> > >>
>> >> > >> Herb's comments on the complexities of phrasal verbs and Bill's
>> >> list
>> >> > >>
>> >> > > of
>> >> > >
>> >> > >> three examples are cases in point. This query, then, is just to
>> >> > >>
>> >> > > clarify
>> >> > >
>> >> > >> things in their posts and particularly in the context of ESL.
>> >> > >>
>> >> > >> Bill's list of three is as follows:
>> >> > >>
>> >> > >> I looked [up the chimney] prepositional phrase
>> >> > >> I [looked up] the word phrasal verb
>> >> > >> I looked [up] adverbial particle.
>> >> > >>
>> >> > >> Just to avoid ambiguity, I would modify the second two as
>> >> > >> follows:
>> >> > >>
>> >> > >> I [looked up] the word. As 'up' is an adverbial particle and
>> >> > >> as
>> >> > >>
>> >> > > 'the
>> >> > >
>> >> > >> word' is the direct object of the resultant phrasal verb, 'look
>> >> up' is
>> >> > >>
>> >> > > a
>> >> > >
>> >> > >> transitive phrasal
>> >> > >> verb.
>> >> > >>
>> >> > >> I looked [up]. As 'up' is an adverbial particle and as there is
>> >> no
>> >> > >> direct
>> >> > >> object, 'look up' is an intransitive phrasal verb.
>> >> > >>
>> >> > >> Would Bill agree with this modification?
>> >> > >>
>> >> > >> Herb's list of seven really puts the cat amonst the pigeons of my
>> >> > >> assumptions about transitivity. Here's Bill's list:
>> >> > >>
>> >> > >> 1. intransitive phrasal verbs, e.g. "give in" (surrender)
>> >> > >> 2. transitive phrasal verbs, e.g. "find" something "out"
>> >> (discover)
>> >> > >> 3. monotransitive prepositional verbs, e.g. "look after" (take
>> >> care
>> >> > >>
>> >> > > of)
>> >> > >
>> >> > >> 4. doubly transitive prepositional verbs, e.g. "blame" something
>> >> "on"
>> >> > >> someone
>> >> > >> 5. copular prepositional verbs, e.g. "serve as"
>> >> > >> 6. monotransitive phrasal-prepositional verbs, e.g. "look up to"
>> >> > >> (respect)
>> >> > >> 7. doubly transitive phrasal-prepositional verbs, e.g. "put"
>> >> > >>
>> >> > > something
>> >> > >
>> >> > >> "down to" (attribute to)
>> >> > >>
>> >> > >> My problem is with 3 This is the first time that I have
>> >> encountered
>> >> > >>
>> >> > > the
>> >> > >
>> >> > >> term 'monotransitive' so perhaps Bill can explain the
>> >> > >> significance
>> >> of
>> >> > >> the addition of 'mono-'.
>> >> > >>
>> >> > >> In the case of 3, why is Bill implicitly differentiating 'look
>> >> at' and
>> >> > >> 'look
>> >> > >> after'? I ask this because I am assuming that he is not
>> >> > >> claiming
>> >> > >>
>> >> > > that
>> >> > >
>> >> > >> 'look at' is a monotransitive prepositional verb. In the case of
>> >> ESL,
>> >> > >>
>> >> > > I
>> >> > >
>> >> > >> think it preferable to consider them both intransitive in order
>> >> not to
>> >> > >> muddy the transitive waters too much.
>> >> > >>
>> >> > >> 6 & 7 are also problematic in ESL terms for the same reason but
>> >> > >>
>> >> > > perhaps
>> >> > >
>> >> > >> we can come to those later.
>> >> > >>
>> >> > >> Ron Sheen
>> >> > >>
>> >> > >> 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/
>> >> > >
>> >> > > 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/
>> >> >
>> ------------------------------------------------------------------------
>> >> > NOTICE: This email message is for the sole use of the intended
>> >> > recipient(s) and may contain confidential and privileged
>> >> > information.
>> >> > Any unauthorized review, use, disclosure or distribution is
>> >> > prohibited. If you are not the intended recipient, please contact
>> >> > the
>> >> > sender by reply email and destroy all copies of the original
>> >> > message.
>> >>
>> >> 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/
>> >>
>> ------------------------------------------------------------------------
>> >> NOTICE: This email message is for the sole use of the intended
>> >> recipient(s) and may contain confidential and privileged information.
>> >> Any unauthorized review, use, disclosure or distribution is
>> >> prohibited. If you are not the intended recipient, please contact the
>> >> sender by reply email and destroy all copies of the original message.
>> >
>> > 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/
>> >
>> > ----------------------------------------------------------------------
>> > NOTICE: This email message is for the sole use of the intended
>> > recipient(s) and may contain confidential and privileged
>> information. Any
>> > unauthorized review, use, disclosure or distribution is prohibited.
>> If you
>> > are not the intended recipient, please contact the sender by reply
>> > email
>> > and destroy all copies of the original message.
>> >
>>
>> 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/
>> ------------------------------------------------------------------------
>> NOTICE: This email message is for the sole use of the intended
>> recipient(s) and may contain confidential and privileged information. Any
>> unauthorized review, use, disclosure or distribution is prohibited. If
>> you are not the intended recipient, please contact the sender by reply
>> email and destroy all copies of the original message.
>
> 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/
========================================================================Date: Wed, 17 Oct 2007 08:48:59 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: Re: Reasons for teaching PVs in the ESL context.
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0007_01C8109A.8F7B2740"
This is a multi-part message in MIME format.
------=_NextPart_000_0007_01C8109A.8F7B2740
Content-Type: text/plain;
charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Hi Christine,
That must be so challenging what you're doing.
As to PVs in other languages, I said that I was unaware of any. However, I don't know how much you know about the history fo English and other languages. Briefly, languages such as English, Swedish and German are related because they derive from the Germanic branch of Indo-European languages. Because of this, there may be PVs in such languages. Google for example, Swedish and PVs and you'll see, as I did, that Swedish has PVs and presents the same problems as English when it comes to learning Swedish as an L2.
As to NB French, they would say, for example, 'Il est venu back hier'.
Good luck with your efforts with youth at risk.
Bye, Ron.
----- Original Message -----
From: Christine Reintjes
To: [log in to unmask]
Sent: Tuesday, October 16, 2007 5:42 PM
Subject: Re: Reasons for teaching PVs in the ESL context.
Thanks Ron,
I taught ESL from 2000-2005 and I only had one francophone for a very short time. My French connection is that I spent my junior year of college in Lyon through the University of North Carolina. Now I teach all subjects to at risk youth at a wilderness camp.
We have so many phrasal verbs in English. It just strikes me as odd that they are not found in other languages. Can you give me a sentence with the Canadian French use of venir with back?
--
Christine Reintjes Martin
[log in to unmask]
----------------------------------------------------------------------------
Date: Sun, 14 Oct 2007 21:41:16 -0700
From: [log in to unmask]
Subject: Re: Reasons for teaching PVs in the ESL context.
To: [log in to unmask]
Hi Christine,
I am not aware of any. No, French does not have any. One does, however, find some forms of French in Canada, particularly New Brunswick, which combine a French verb such as 'venir' with 'back'.
Do you teach ESL to francophones? If so where? And if so, how do you handle faux amis?
Bye, Ron.
.
----- Original Message -----
From: 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/
------=_NextPart_000_0007_01C8109A.8F7B2740
Content-Type: text/html;
charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Hi Christine,
That must be so challenging what you're
doing.
As to PVs in other languages, I said that I was unaware of
any. However, I don't know how much you know about the history fo English
and other languages. Briefly, languages such as English, Swedish and
German are related because they derive from the Germanic branch of Indo-European
languages. Because of this, there may be PVs in such
languages. Google for example, Swedish and PVs and you'll see, as I
did, that Swedish has PVs and presents the same problems as English when it
comes to learning Swedish as an L2.
As to NB French, they would say, for example, 'Il est venu
back hier'.
Good luck with your efforts with youth at
risk.
Bye, Ron.
----- Original Message -----
Sent: Tuesday, October 16, 2007 5:42
PM
Subject: Re: Reasons for teaching PVs in
the ESL context.
Thanks Ron,
I taught ESL from 2000-2005 and I only
had one francophone for a very short time. My French connection is that I
spent my junior year of college in Lyon through the University of North
Carolina. Now I teach all subjects to at risk youth at a wilderness camp.
We have so many phrasal verbs in English. It just strikes me as
odd that they are not found in other languages. Can you give me a sentence
with the Canadian French use of venir with back?
--
Christine
Reintjes Martin
[log in to unmask]
Date: Sun, 14 Oct 2007 21:41:16 -0700
From:
[log in to unmask]
Subject: Re: Reasons for teaching PVs in the ESL
context.
To: [log in to unmask]
Hi Christine,
I am not aware of any. No, French does not
have any. One does, however, find some forms of French in Canada,
particularly New Brunswick, which combine a French verb such as 'venir' with
'back'.
Do you teach ESL to francophones? If so
where? And if so, how do you handle faux amis?
Bye, Ron.
.
----- Original Message -----
From:
[log in to unmask]
href="mailto:[log in to unmask] join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.htmland select "
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/
------=_NextPart_000_0007_01C8109A.8F7B2740--
========================================================================Date: Wed, 17 Oct 2007 09:35:37 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: Re: Reasons for teaching PVs in the ESL context.
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_000D_01C810A1.12C0BF60"
This is a multi-part message in MIME format.
------=_NextPart_000_000D_01C810A1.12C0BF60
Content-Type: text/plain;
charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
By the way, Christine, you might contact Bob Yates off-List. He alerted me and the List to the presence of PVs in a number of languages and clearly knows more about them than I do.
Ron.
----- Original Message -----
From: Christine Reintjes
To: [log in to unmask]
Sent: Tuesday, October 16, 2007 5:42 PM
Subject: Re: Reasons for teaching PVs in the ESL context.
Thanks Ron,
I taught ESL from 2000-2005 and I only had one francophone for a very short time. My French connection is that I spent my junior year of college in Lyon through the University of North Carolina. Now I teach all subjects to at risk youth at a wilderness camp.
We have so many phrasal verbs in English. It just strikes me as odd that they are not found in other languages. Can you give me a sentence with the Canadian French use of venir with back?
--
Christine Reintjes Martin
[log in to unmask]
----------------------------------------------------------------------------
Date: Sun, 14 Oct 2007 21:41:16 -0700
From: [log in to unmask]
Subject: Re: Reasons for teaching PVs in the ESL context.
To: [log in to unmask]
Hi Christine,
I am not aware of any. No, French does not have any. One does, however, find some forms of French in Canada, particularly New Brunswick, which combine a French verb such as 'venir' with 'back'.
Do you teach ESL to francophones? If so where? And if so, how do you handle faux amis?
Bye, Ron.
.
----- Original Message -----
From: 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/
------=_NextPart_000_000D_01C810A1.12C0BF60
Content-Type: text/html;
charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
By the way, Christine, you might contact Bob Yates
off-List. He alerted me and the List to the presence of PVs in a number of
languages and clearly knows more about them than I do.
Ron.
----- Original Message -----
Sent: Tuesday, October 16, 2007 5:42
PM
Subject: Re: Reasons for teaching PVs in
the ESL context.
Thanks Ron,
I taught ESL from 2000-2005 and I only
had one francophone for a very short time. My French connection is that I
spent my junior year of college in Lyon through the University of North
Carolina. Now I teach all subjects to at risk youth at a wilderness camp.
We have so many phrasal verbs in English. It just strikes me as
odd that they are not found in other languages. Can you give me a sentence
with the Canadian French use of venir with back?
--
Christine
Reintjes Martin
[log in to unmask]
Date: Sun, 14 Oct 2007 21:41:16 -0700
From:
[log in to unmask]
Subject: Re: Reasons for teaching PVs in the ESL
context.
To: [log in to unmask]
Hi Christine,
I am not aware of any. No, French does not
have any. One does, however, find some forms of French in Canada,
particularly New Brunswick, which combine a French verb such as 'venir' with
'back'.
Do you teach ESL to francophones? If so
where? And if so, how do you handle faux amis?
Bye, Ron.
.
----- Original Message -----
From:
[log in to unmask]
href="mailto:[log in to unmask] join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.htmland select "
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/
------=_NextPart_000_000D_01C810A1.12C0BF60--
========================================================================Date: Wed, 17 Oct 2007 09:22:35 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bob Yates <[log in to unmask]>
Subject: Re: Rules was Those old transitivity blues
Mime-Version: 1.0
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline
Craig,
I sometimes wonder if you ever remember what other people have written about your statements about language.
You keep repeating the same things over and over and over again without any mention that people have challenged those claims.
Your latest post is an excellent example of this inability to advance your claims after others have questioned them.
There are two serious problems with the following passage with the statements about language.
Craig writes:
I believe that a hammer is formed like a hammer because that form is
suitable for its function. In that sense, the forms of grammar are
context sensitive. We have ways to ask questions, for example, or make
statements. These have evolved because language occurs between people,
and we have evolved ways to offer or request information, and we have
evolved ways to target the specific information we are looking for or
offering, and so on. You can disagree, but I don't think that is an
unusual position.
*********************
Problem one: There are forms of grammar that are invariant regardless of context.
Some examples: the form of all phrases (noun, verb, preposition, adjective, adverb); the form
of the tense-aspect system including how we form verbal negation (the placement of not); the properties of count and non-count nouns; the form of the passive (its use is another issue); the form of noun, adverb, and adjective/relative clauses; the principles of pronoun-antecedent relationships. And, this is only a beginning list. See A Comprehensive Grammar of English or the Cambridge Grammar of English for more.
Problem two: Bruce's observation that we can use questions or statements to request /order someone to do something indicates that there is not a simple form-context relationship. Example:
1) Close the window.
2)Can you close the window?
3) Because it looks like rain, the window should be closed.
Problem 2 addresses this claim
Craig writes:
Quite frankly, we need a theory of grammar that can help us understand
what is going on within any context of use. As I said to Bruce, you
can't expect to get to context from form.
**********************
Please note the examples above are not about the passive, so any observation about the passive are not relevant.
What theory of grammar explains how sentences 1-3 can be interpreted as a request/order to close the window?
As I have noted, the view of grammar that I have can't, but you apparently think one does exist. Please explain to us how this theory of grammar can account for 1-3 being interpreted as a request.
Bob Yates, Univesity of Central Missouri
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: Wed, 17 Oct 2007 10:32:50 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: Rules was Those old transitivity blues
MIME-Version: 1.0
@Study>
In-Reply-To: <000201c81065$de4c68f0$27049643@Study>
Content-Type: text/plain; charset=UTF-8; format=flowed
X-Scanned-By: MIMEDefang 2.57 on 134.53.6.66
X-Scanned-By: MIMEDefang 2.57 on 169.226.1.44
Content-Transfer-Encoding: quoted-printable
X-MIME-Autoconverted: from 8bit to quoted-printable by smtp.albany.edu id l9HEWot1023410
X-Barracuda-Connect: mail1.its.albany.edu[169.226.1.105]
X-Barracuda-Start-Time: 1192631574
X-Barracuda-Virus-Scanned: by Barracuda Spam Firewall at muohio.edu
X-Barracuda-Spam-Score: 0.12
X-Barracuda-Spam-Status: No, SCORE=0.12 using per-user scores of TAG_LEVEL00.0 QUARANTINE_LEVEL00.0 KILL_LEVEL=7.0 tests=CN_BODY_332
X-Barracuda-Spam-Report: Code version 3.1, rules version 3.1.31373
Rule breakdown below
pts rule name description
---- ---------------------- --------------------------------------------------
0.12 CN_BODY_332 BODY: CN_BODY_332
Bruce,
Those are very complex questions, and I’m wondering about a way to
phrase all this so it might be of use to the group as a whole.
I don’t have Halliday’s Intro to functional grammar with me here at
work, and I’ll consult it later, but I seem to remember him saying that
there is a computerized version of the grammar which works this out in
great detail as a system of choices. Systemic functional grammar is
systemic, and it is a grammar. It is a “natural” grammar, meaning that
it attempts to account for the grammar that it finds. It is
“semantically leaning”. I think, though please correct me if I’m wrong,
that generative grammar is more biologically leaning, looking to
describe the rules for the generation of forms. A functional grammar
looks at grammar from the perspective of meaning, and it thinks of
meaning as multi-functional, as including, not just a representation of
the world, but interaction and the production of text. It also broadens
out to field, tenor, and mode, which have definitions that I won’t trust
to memory. Mode includes “genre”. A good deal of pedagogical interest
these days is in genre as a center of concern. “Genre” is looked at as
something purposeful, culturally formed, dynamic, staged (not just a
single stage). It is wide enough to include things like marriage
proposals along with lab reports or academic arguments. So it is typical
in a classroom in England or Australia to have students examine
advertisements and make observations about the kind of language that
shows up and the way it is used, then construct advertisements of their
own. Advertisement is a genre and it may have sub-genres. If we extend
this genre focus out, it can give us a way to directly link both reading
and writing to a deeper understanding of language and how it works in
the real world. The theoretical position would be that the forms of
language are responsive to context. I am currently working this out in a
Reading Literature class, starting with the notion of story and how it
works. How is orientation built in? How does a story writer handle
point-of-view (which is a technical term in literature)? I can find key
paragraphs and bring that right down to the level of the sentence. If
McDonald’s is now running a campaign around “I’m loving it”, why is that
effective? Is the word “love” usually used that way? How does present
progressive, in this case, connect with the desire to sell hamburgers?
Here’s where we might differ in theoretical perspective. You say the
following:
“The utterance dimensions are quite different from the semantic
structure. The semantics has been abstracted, and manipulated by
language, to be represented in the utterance.”
I admit I’m not quite sure what that means or how it works out in
practice. But because of my current reading in cognitive linguistics and
in usage based approaches, I don’t think of grammar “rules” (syntax
rules) as having an autonomous existence that then drives discourse. It
may be better to think of grammar “rules” as patterns that arise from
our being in the world. We can’t understand language without
understanding the nature of cognition. The mind, as Lakoff keeps saying,
is deeply “embodied”, and language itself is deeply influenced by our
sensory motor experience of the world. And we can't understand language
without thinking of it as having a social dimension. It is not an
objective world, but a deeply human world that we experience through
language.
Here’s another take on it from the perspective of Adele Goldberg, as
summarized by Croft and Cruse (Cognitive Linguistics, Cambridge 2004):
“the complex event or situation is treated as the primitive unit of
semantic representation, and the definitions of the roles in the event
are derived from the situation as a whole.” As I understand this, this
means that di-transitive constructions (for example, “Sally gave Mary a
ball”) arise from the nature of the processes, in this case giving, not
from an abstract set of “rules”. She has sub-categories of
ditransitivity, which differ from each other because of the nature of
the processes involved. But “giving” is the prototype.(“Prototype” is an
important part of cognitive theory, which grounds meaning in a study of
how the mind works. Prototypes are very important for our understanding
of categories.) Other ditransitive constructions can be thought of as
“extensions of the prototype.”
As you can see, this changes radically the notion of “rules” and
their role in discourse. It looks at rules as growing out of language
use, not as separate from it. These are more like patterns. And any
attempt to reduce language down to abstractions from these patterns may
give us a false impression of how language works and take us away from
the living, dynamic language, not closer to it.
“Constructions” are themselves meaningful, not merely conveyors of
meaning.
From this perspective, too, grammar is learned, not merely
activated. In fact, work is being done to study childhood language
acquisition from this perspective, and it seems to hold up very well in
practice.
Implications for us? There may be good reasons why “formal grammar’
does not carry over to writing. But at the same time, we may be able to
make a great case for the importance of individuals being mentored into
language, a great case for language acquisition as a life-long process,
a great case for attention to language as deeply tied to the goals of
literacy, including reading and writing.
Craig
Bruce D. Despain wrote:
> Craig,
>
> You will probably see that our positions on functionality are not that
> different. The approach is just different. The imaginary context
> itself has a structure -- a semantic structure that stretches across
> several dimensions. What we utter has to reside in a string -- just
> one dimension in time that has a dimension of sound that is analyzed
> into multiple dimensions. The utterance dimensions are quite
> different from the semantic structure. The semantics has been
> abstracted, and manipulated by language, to be represented in the
> utterance. There is a lot missing; there is a lot filled in. I am
> looking for a set of functions in the mathematical sense that can use
> the semantic fields (planes, layers, dimensions) as its domain and map
> their values onto a range in the linguistic planes of syntax,
> morphology, phonology, orthographics. Would you claim there to be a
> linguistic plane of "functional" elements that these semantics get
> mapped to? Or would it be better to say that these elements are a
> part of the semantics and remain there only to be discerned after the
> linguistic elements have been displayed to the mind?
>
> The "functional" layer, maybe, is a filtering of the already complex
> clumping of semantic elements. What is its nature? Perhaps it
> doesn't work with elements at all. But science needs an analysis into
> parts. Can the context of an utterance be described in terms other
> than the terms that describe the rest of the semantic layers? I
> wonder if maybe it is "simply" another way of dividing up the layers
> of a semantic analysis. The example I gave from Bolinger was meant to
> demonstrate just what you were saying about the ubiquitous clumping of
> semantic elements in the language (English) idiom. We could say it is
> "functional" or we could say it is a "hidden" part of the semantics
> -- the semantics of an "extra-linguistic" context -- one that could
> be coded in language, if we chose to. The semantics begs for
> description (some scientists have used rules of the form used in logic
> and mathematics) and I simply think that the "functional" does too.
>
> Bruce
>
> ----- Original Message ----- From: "Craig Hancock" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Tuesday, October 16, 2007 8:29 AM
> Subject: Re: Rules was Those old transitivity blues
>
>
>> Bruce,
>> Thanks for the warm words. I do think this is a good faith
>> conversation, and I'll try to keep on in that tone.
>> We certainly do need context to understand a great deal of
>> discourse, and I'm not sure why you would present that as an argument
>> against the functional. "How cold does it have to get" could mean
>> many things, and the only way it can include the idea of shutting a
>> window is to put it into an imaginary context. A functional approach
>> is not going to say that we can infer context from a form, but the
>> opposite--that we need context, and that the formal structures we
>> utter are context sensitive. "How cold does it have to get" makes no
>> sense out of context, so we infer a context for it. I would see it as
>> what usage based construction grammar calls a "schema", a form
>> meaning pairing unpredicted by the general rules of a formal syntax
>> and one that has blanks to fill in. "How much snow has to pile up
>> before you shovel it?" "How much does the garbage have to stink
>> before you take it out?" "How many examples do I have to give before
>> a concept comes through?" The schema brings with it a kind of
>> sarcasm or rudeness that is part of its meaning. Rudeness is part of
>> the schema.
>> "Schema" are one of the patterns cognitive linguists use to argue
>> against the innateness of grammar. They are clearly learned, clearly
>> language dependent (and not universal.) If we can learn schema
>> rapidly and easily, we have evidence of the ability to learn other
>> patterns.
>> Many grammatical constructions become lexicalized and then pick up
>> meanings somewhat unpredictable from their parts. Any approach to
>> grammar will have to accommodate that. Any theory of language should
>> accomodate the fact that grammatical constructions are constantly
>> coming into being.
>> Dividing subject function up into grammatical subject, actor, and
>> theme is not at all ambiguous. My experience, in fact, is that much
>> of the confusion about subject in most students' minds comes from
>> believing that a subject is the first thing and the actor and the
>> focus of the proposition; so when those separate functions are
>> acknowledged, they have an easier time--a much easier time--with the
>> concept. It is a way of making the notion of "subject" more precise.
>> Traditional grammar tries to pass it off as innate or intuitive, when
>> the intuitions are quite fuzzy. Tag questions work because they allow
>> us to isolate the grammatical subject from other competing
>> possibilities, such as coming first or doing the deed. A deeper
>> understanding of what we mean by subject carries over into reading
>> and writing in a very useful way. We have a way of understanding why
>> a writer might choose one form over the other within the flow of
>> discourse.
>> The desire for a one-to-one mapping between structure and function
>> may be a desire for neat and clean categories in a world where those
>> are rare. Does the category "hammer" include sledge hammer? How about
>> a rubber mallet? Is a nail gun a kind of hammer? In what ways is it a
>> gun? If we look closely at the cognitive nature of categories, we
>> find that many categories have elements that have only loose family
>> relationships with each other. Some elements of the category seem
>> more central than others. When I think hammer, I think claw hammer. A
>> nail gun has a trigger and shoots things, but so does a hose nozzle.
>> If we look back from the functional end, we can see something like
>> "hammering in nails" as a function that can be performed in at least
>> two ways, one of them invented fairly recently. I use my screw driver
>> to open paint cans, and I have seen my wife use one to loosen soil.
>> The other day, I used one to pry open a stuck window.
>> And a hammer, of course, has a form that fits its function. It's
>> not that we had them lying around and then decided to hammer nails
>> with them, but the need to have something to hammer nails has
>> influenced the development of the hammer (and now the nail gun.)
>> Anyone who hammers as awkwardly as I do knows what the claw is for.
>> Mallets are good for pounding. The analogy may or may not carry over
>> to language, but from a functional perspective, the belief is that it
>> does. Form and function are deeply connected.
>>
>> Craig
>>
>> Bruce Despain wrote:
>>> Craig,
>>> I'm sorry for the disagreement, but I don't think it is as serious
>>> as you make it out to be. Maybe I made some of my positions out to
>>> be stronger than they actually are. However, that said, there are a
>>> few comments I would still like to make about your position. What I
>>> hope for with the word "function" is that the mathematical sense or
>>> formal definition can be made to work with the less formal
>>> meanings. What I mean is that "function" ought to be formalized,
>>> even from the general metaphorical uses it has. This is not about
>>> the word but about the goal of a scientific approach. As the
>>> designation of a role, the word ought to refer to something that can
>>> be defined in less vague terms, elements with more basic meaning.
>>> (You should be very cautious about your quotes. There is a world of
>>> difference between a /function/ and "function.") I would like to
>>> think that "role" can be defined as a mathematical /relation/, which
>>> is like a /function/ but has values that range over "true" and
>>> "false" rather than numbers or points on a cline. A subject is one
>>> of your ambiguous relations: logical subject, grammatical subject. I
>>> think that the tools of linguistics need to be scientifically
>>> qualified. GT grammar has to concentrate on the syntactic aspects
>>> of grammatical analysis. If that is not enough, if it ignores
>>> spelling, if it ignores aspects of meaning, if it ignores word
>>> structure, maybe it's time to to develop a formal approach that will
>>> describe these other aspects of language. What I hate is to take a
>>> tool, like an ax, emphasize its function, find it being used as a
>>> hammer, and then claim that these are two aspects of the same tool.
>>> It's much better, I think, to point out the structural similarities
>>> between a hammer and an ax, and point out how these make it possible
>>> for them to exchange roles for certain jobs. Your example of the use
>>> of "it" as a place holder for the subject of a passive: I would be
>>> very suspect of any syntactic theory that made it "superfluous." If
>>> the semantics of the sentence are being described without it,
>>> elements at a higher syntactic level, e.g., the declarative
>>> sentence, would still have to be demonstrated to be accepted as
>>> grammatical, elements which without it could not exist. In my
>>> example from a previous post the "shut the window" was an essential
>>> part of the meaning of "How cold does it have to get?" The
>>> extralinguistic context contributed the imperative portion by
>>> supplying "before you shut the window." In this sense, a
>>> superfluous element is not one that does not belong to the theory,
>>> just one that it doesn't have to be uttered to be understood. To
>>> use an example from Bollinger: a lawyer advises a debtor that he
>>> doesn't need to pay a particular bill because "the statute of
>>> limitations has expired on that bill." He does not mean that the
>>> statute is no longer in force, but that the period of time specified
>>> in that statute for a bill of that kind has expired. The desire to
>>> use words in this kind of "non-superfluous" way is omnipresent in
>>> language, especially poetry. It keeps the language mavins and
>>> critics of language use very busy. It comes when we ignore the
>>> original intent of the ax and change its functionality to a hammer.
>>> It may be illogical but we take advantage of the structure we have
>>> for a different use. This is called "exaption" in evolutionary
>>> biology. I don't mind the fact that we disagree. I highly respect
>>> your experience and skills at teaching English writing. I've always
>>> admired a good writer and hope someday to do better at explaining my
>>> own ideas and understandings. This is, I hope, a good forum for
>>> doing so. Bruce
>>>
>>> >>> Craig Hancock <[log in to unmask]> 10/15/07 5:46 AM >>>
>>> Bruce,
>>> The term "function" seems to have a long, venerable history in
>>> linguistics. The OED cites both Bloomfield and C. C. Fries. Halliday
>>> tends to use the term much as many of us use it on list. We can put
>>> words or constructions roughly into classes, which tell us something
>>> about the meaning potential of the word or structure. The word
>>> "function" designates the role of the word or word group within a
>>> particular instance of use. In the previous sentence, "The word
>>> function" is noun phrase acting as subject. (It also acts us agent of
>>> "designates". And it is unmarked theme in the theme/rheme structure of
>>> the clause.) It is not uncommon for a structure to have more than one
>>> function.
>>> I don't think it is accurate to say that the functionalists don't
>>> use
>>> the tools of linguistics. The primary difference is that they see
>>> language as innately functional, not just a formal system that can then
>>> be put to use in functional ways. Generative grammar is often
>>> criticized from the functional side for calling everything that doesn't
>>> fit neatly into its theory peripheral or unimportant. It becomes so
>>> abstract that it no longer seems to represent what many of us think of
>>> as language.
>>> There may in fact be many cases in which the passive is more primary
>>> than the active. There is no doubt a good reason why (according to
>>> Biber et al) passives are eight times more likely to show up in
>>> academic discourse. From a functional perpsective, active and passive
>>> give us alternative choices, and each gives us a different meaning.
>>> Someone asks "Who gave the book to Charlie?" You may likely reply
>>> "It
>>> was given by his wife." This allows us to put given information ("It")
>>> first and new information in clause ending prominence. Whether or not
>>> this is thought of as superfluous is a theoretical position, not a
>>> scientific one. I find myself much more attracted to the theory that
>>> explores how these structures function in the world. If we theorize
>>> about them out of context, we may end up with a distorted theory.
>>> At some point, of course, we need to agree to disagree. I am a
>>> writer
>>> and writing teacher and somewhat a learning specialist by position and
>>> you are a mathematician, so that may explain a great detail. I like
>>> math and always did well in it, but I do not think it is a good model
>>> for the complexities of language. And I think it is misleading to call
>>> any approaches that aren't mathematical less rigorous or scientific.
>>>
>>> Craig
>>>
>>> Craig,
>>> >
>>> > I think my concern is really quite far from the classroom, for
>>> which I
>>> > apologize. It's more like a paleontologist using the tools of
>>> geology to
>>> > solve biological questions. I think the functionalists need to
>>> use > some
>>> > more tools of linguistics to solve their language questions. I
>>> see no
>>> > sense debating the cline of polite requests, whether the points are
>>> > continuous of discontinuous, or adjusted up or down by context, if
>>> we have
>>> > no way to measure where the points are. Wouldn't it be helpful to
>>> have
>>> > measures? Technology can help science to collect and analyze their
>>> data.
>>> > The theory can only take us so far. What? It might be refuted if
>>> its
>>> > predictions cannot be corroborated. My point in segmenting the
>>> > differently formulated requests was show the direction toward
>>> some > kind
>>> > of measure. This is not just by tallying up the units of meaning but
>>> > would involve weighing them in context. Let's callibrate the
>>> cline and
>>> > establish points or regions along it. I don't think the
>>> instruments > for
>>> > doing such a thing are developed. Like a paleontologist we're just
>>> > waiting for the next discovery.
>>> >
>>> > If the theory helps to teach the concepts that need teaching, more
>>> > power
>>> > to it. Some models are helpful, but others can be disruptive in the
>>> > acquisition of a skill. I think of the power that certain images
>>> have in
>>> > teaching music and voice. Educators have learned that certain visual
>>> > metaphors guide the mind in some mysterious way to produce or
>>> reproduce
>>> > the sounds desired. I sure wish I knew what the rules were behind
>>> > these
>>> > secrets (in the brain, in the mind).
>>> >
>>> > Bruce
>>> >
>>> >>>> Craig Hancock <[log in to unmask]> 10/12/07 1:59 PM >>>
>>> >
>>> > Bruce,
>>> > I'll check out definitions for "functional" in Halliday and
>>> get > back
>>> > to you. I admit I'm not using the term as a mathematician >
>>> would--perhaps
>>> > more like a biologist, as in "what is the function of the placenta
>>> > within the reproductive system." I don't think mathematical models
>>> work
>>> > well for language--once you strip it of its semantic and discourse
>>> > content and context, you end up with a view of language that
>>> doesn't > fit
>>> > what we find in the world. I don't think an ecology is less
>>> scientific
>>> > than classical biology. It just has a different (systemic and
>>> > functional) orientation. It asks a different set of questions,
>>> ones > that
>>> > may yet save the world.
>>> > Ordering or requesting politely might be thought of as different
>>> > points on a cline. One is not necessarily more primary than the
>>> other,
>>> > and the words of politeness won't be superfluous to the human
>>> relations
>>> > we are fostering though language. The same would be true of passives.
>>> > You can certainly say that the unmarked or default is the active, but
>>> > they do not mean the same thing if you include things like >
>>> propositional
>>> > focus or textual unity within your definition of meaning. In the
>>> > language of cognitive linguistics, different versions will
>>> construe the
>>> > world differently. In functional grammar, grammatical subject is a
>>> > separate function from actor or agent, though they generally
>>> co-occur.
>>> > When we vary from that co-occurrence, we are simply predicating a
>>> > statement about another element. One is not necessarily more primary,
>>> > and the extra words are not superfluous, but highly functional.
>>> > I don't mean to imply that generative grammar presents rules as
>>> > regulative. I do think most people believe grammar rules are rules
>>> that
>>> > you are supposed to follow, not just patterns that arise from >
>>> purposeful
>>> > use of language. And when we abstract these rules from context, we
>>> pull
>>> > further and further away from the living language. If we use the term
>>> > "pattern", perhaps we could change that.
>>> > I think it might be fine to teach generative grammar in the
>>> schools
>>> > as a discipline of inquiry, but I don't think it will help us
>>> develop a
>>> > view of language that will carry over into reading and writing. I
>>> > believe both functional and cognitive approaches have much more
>>> promise
>>> > for that.
>>> >
>>> > Craig
>>> >
>>> >
>>> > Bruce Despain wrote:
>>> >> Craig,
>>> >>
>>> >> With my experience in math, I have a difficulty with the word
>>> >> "function" similarly as you do with "rule." For the
>>> mathematician the
>>> >> function is a process that has a domain or set of input values
>>> (one or
>>> >> more parameters) and a range or output value. The transformation
>>> is a
>>> >> mapping or relation (one to one, one to many, many to one) of one
>>> set
>>> >> of values onto another. This way of picturing the relationship as a
>>> >> process is a convenience for understanding the model. In this way
>>> >> rules and patterns are simply two ways of viewing the same
>>> >> phenomena. The rules as functions output a value, which can
>>> often be
>>> >> considered a pattern. It is the analysis of patterns that allow
>>> us to
>>> >> describe them by rule. Generative rules (now called Backus-Naur
>>> >> form) were developed with this in mind. Rules in this sense are not
>>> >> regulative, except to the person who wants a description of the
>>> >> structure. They show how to go about building it so as to get the
>>> >> best results. (The are not generative either, in the sense of
>>> giving
>>> >> birth to ideas.)
>>> >>
>>> >> To beat a dead horse: the normal way to request behavior of another
>>> >> person is with an imperative ("Shut the window"), but we can use the
>>> >> yes-no interrogative to inquire about a person's disposition to
>>> behave
>>> >> in a certain way: "Will you shut the window?" or a declarative "It's
>>> >> cold in here" or even a wh-interrogative, "How cold does it have to
>>> >> get?" If the syntactic description of the sentence is limited to
>>> such
>>> >> sentence types, it is easy to see that Halladay needed another level
>>> >> (meta-) on which to express the actual intent of the question apart
>>> >> from its form. Hence, at this level (interactive) the three
>>> sentences
>>> >> that are used for the same purpose are of the same type.
>>> >> If we subscribe to the compositionality of language meaning, there
>>> >> would certainly be more elementary units of meaning of which the
>>> more
>>> >> complex constructions are composed. Couldn't these be considered
>>> >> primary? If it takes me more words (syntactically) to say something
>>> >> one way, perhaps that would be a rough indication of the number of
>>> >> meaning elements it could be broken down into. The active sentence
>>> >> usually has one less word than the passive, which uses a form of
>>> "be"
>>> >> with the passive participle. If we're counting morphemes, we would
>>> >> have to consider the participle ending as another element. The
>>> >> passive seems to be less primary from an analytic point of view.
>>> The
>>> >> same argument makes sentences with a progressive aspect less primary
>>> >> than corresponding ones with a simple finite verb. They are
>>> >> structurally more complex and seem also to contain additional
>>> >> meaningful units. Perhaps if we are allowed to cut away the
>>> >> superfluous content of the above syntactically different
>>> sentences, we
>>> >> can be left with a core set of meanings at the interactive level. A
>>> >> transformation would seem to be an appropriate model for stating
>>> such
>>> >> a relationship.
>>> >>
>>> >> My intent was to make a point that has less to do with pedagogy,
>>> >> perhaps, than formal models. Yet, we must admit that kids today
>>> have
>>> >> been given the opportunity to learn a good deal of these concepts in
>>> >> their math classes. Maybe pedagogy needs to relate to this kind
>>> >> of educational curriculum to some extent. Many branches of
>>> >> linguistics are trying to bridge this abysmal gap between the
>>> >> humanities and science. I think some of it ought to trickle down to
>>> >> the lower grades. Maybe we should teach using the mathematical
>>> >> approach to functions and rules. If not literally, perhaps only
>>> >> metaphorically.
>>> >>
>>> >> Bruce
>>> >>
>>> >> >>> Craig Hancock <[log in to unmask]> 10/11/07 9:40 AM >>>
>>> >> Bruce,
>>> >> It may be hard to use the term "transformation" without
>>> bringing in
>>> >> all the apparatus that has historically come with it. It may be
>>> better
>>> >> to talk about alternative options, perhaps ones that complement each
>>> >> other and stand at more or less equal status. So a question is not a
>>> >> transformed statement, but just an alternative choice--offering
>>> >> information or requesting information as both necessary options
>>> in the
>>> >> system. We can also request or offer goods and services, and we have
>>> >> ways to carry that out.
>>> >> Halliday describes three different metafunctions, one being
>>> >> interpersonal and interactive, another being representational,
>>> and the
>>> >> other being largely textual. So you might say that a passive
>>> sentence
>>> >> has been "transformed" from an active one, but a functional analysis
>>> >> would emphasize that a different entity has been moved into >>
>>> grammatical
>>> >> subject role to ground the proposition, while the role of doer of
>>> the
>>> >> action (representation) has been left out or shifted into the
>>> >> predicate.
>>> >> This may happen for textual reasons, perhaps to keep a topic in
>>> >> extended
>>> >> focus. If you treat this systematically, then one is not a
>>> >> transformation of the other, just ways to accommodate different
>>> >> functions within the structure of the clause. It may be
>>> misleading to
>>> >> think of one as more primary than the other, even if more common.
>>> >> We can certainly divide verbs into physical (material) and mental
>>> >> (cognitive), and we do mix those types up in a sort of metaphor
>>> all >> the
>>> >> time. When the wind "howls", we are granting it a speech act. When I
>>> >> "fall" for someone, I'm describing emotional change in physical
>>> terms.
>>> >> "The fields never knew such cold as they knew that winter." What
>>> kind
>>> >> of
>>> >> "knowing" is that? Any description of creativity ought to foreground
>>> >> the
>>> >> metaphoric nature of language.
>>> >> I mainly worry that people think of rules as "governing"
>>> rather >> than
>>> >> as conventional. It is not a "rule" that college students dress
>>> >> informally, but it is certainly a pattern. You haven't broken a rule
>>> >> when you wear a tie, for whatever reason. I don't think the
>>> comparison
>>> >> holds too far (language is not just fashion), but "rule" and
>>> "pattern"
>>> >> can be very different in people's minds.
>>> >>
>>> >> Craig
>>> >>
>>> >>
>>> >> Bruce Despain wrote:
>>> >> > Craig,
>>> >> >
>>> >> > I think it might be a good exercise for you to respond sometime
>>> >> > without using the word "function" or "functional." Don't these
>>> >> > words
>>> >> > just provide us another way to talk about rules. The rule is
>>> there
>>> >> to
>>> >> > *describe* something that is regular, expected, recognized, and
>>> >> > conventional. Language needs a certain amount of
>>> conventionality to
>>> >> > convey understanding. Does a new construction arise to carriy
>>> out a
>>> >> > new function or an old function in a new way? Maybe the answer
>>> >> > would
>>> >> > tell us to what extent function is driving language or whether
>>> >> > language is driving function. Consider the rhetorical
>>> question, for
>>> >> > example. This phenomenon takes a syntactic structure normally
>>> used
>>> >> to
>>> >> > seek new information and applies it to make an assertion. We
>>> could
>>> >> > describe this phenomenon by rule in the form of a (dreaded?)
>>> >> > "transformation" (a sense different from
>>> >> > "generative-transformational"). The language user transforms the
>>> >> > function of a yes-no question to that of a declarative sentence
>>> >> simply
>>> >> > by placing it in a rhetorical context. To compare the
>>> functions of
>>> >> > "kick" and "admire" as transitive verbs is not as useful as >>
>>> > comparing
>>> >> > them, maybe, at the level of action, one being physical and the
>>> >> > other mental. To find a syntactic correlate to this contrast may
>>> >> give
>>> >> > us a clue to where a creative act of functional transform might be
>>> >> > found. Perhaps something like these metaphors: "John kicked
>>> around
>>> >> > and then admired football." (zeugma) "Mary admired John, but
>>> kicked
>>> >> > him out of her life." We respect the "functional pressures" of
>>> >> syntax
>>> >> > but utilize their force to make our expressions more powerful. Is
>>> >> > this something like you have in mind?
>>> >> >
>>> >> > Bruce
>>> >> >
>>> >> > >>> Craig Hancock <[log in to unmask]> 10/11/07 7:54 AM >>>
>>> >> > Herb,
>>> >> > I enjoyed both posts very much and will respond to both in this
>>> >> one.
>>> >> > I like the idea that the language is both "complex" and
>>> "subtle",
>>> >> > which implies that it's a functional complexity. We bring new
>>> >> > constructions into play precisely because they allow us to
>>> carry out
>>> >> the
>>> >> > various functions of language, and any attempt to describe it
>>> ought
>>> >> to
>>> >> > pay deep respect to that. They come into being because we find
>>> them
>>> >> > useful and they become routinized (and intuitive) over time.
>>> >> > I'm beginning to think that we use the term "rules" far too
>>> >> readily
>>> >> > and widely. What we are describing may in fact be a useful
>>> >> construction
>>> >> > or a functional pattern, not a "rule" in the way we usually
>>> >> understand
>>> >> > rules. Language may be better understood bottom up than top down.
>>> >> > It does make sense to look for patterns, but when we find
>>> these
>>> >> > similarities, when we classify sentences or constructions, we
>>> are >> > not
>>> >> > necessarily discovering some sort of internal rules that they are
>>> >> > "following." The patterns are enormously important, and they do
>>> tend
>>> >> to
>>> >> > function below consciousness for very good (functional)
>>> reasons. But
>>> >> > classifying the sentences or ascertaining the "rules" they
>>> represent
>>> >> may
>>> >> > be very misleading. Both "kick" and "admire" take direct
>>> objects, >> > not
>>> >> > because they are transitive, but because we understand kicking
>>> as a
>>> >> > process that involves something to be kicked and admiring as a
>>> >> process
>>> >> > that requires something to be admired. The differences between
>>> being
>>> >> > kicked and being admired may be more important than the >> >
>>> similarities.
>>> >> > Transitivity arises because it is congruent with our
>>> understanding >> > of
>>> >> > the world. When the patterns don't fit our purposes, we bend and
>>> >> shape
>>> >> > them, we blur the edges.
>>> >> > This may be why studying formal grammar doesn't seem to carry
>>> >> over,
>>> >> > at least not quickly or easily. We need to respect the functional
>>> >> > pressures, the context it arises from.
>>> >> > When we write, we are not constructing forms; we are
>>> constructing
>>> >> > meanings. Meaning is not simply poured into neutral forms. The
>>> >> > constructions themselves are meaningful, arising out of that
>>> >> > meaning-making history over time.
>>> >> > I know that probably puts me at odds with many people on the
>>> >> > list.
>>> >> > But that's where my current thinking is headed.
>>> >> >
>>> >> > Craig
>>> >> >
>>> >> >
>>> >> > STAHLKE, HERBERT F wrote:
>>> >> > > Craig,
>>> >> > >
>>> >> > > What you describe as the verb pulling the preposition into its
>>> >> orbit is
>>> >> > > precisely the sort of historical change that's been going on
>>> since
>>> >> Early
>>> >> > > Modern English and has given us the very complex and subtle
>>> system
>>> >> of
>>> >> > > multi-word verbs we have in English today. So we have
>>> >> constructions in
>>> >> > > which about behaves in some ways as a preposition and in other
>>> >> ways as a
>>> >> > > part of the verb. And we just have to live with that fact.
>>> >> Language
>>> >> > > continually defies our attempts to codify it, which is what
>>> makes
>>> >> it so
>>> >> > > endlessly fascinating to study.
>>> >> > >
>>> >> > > Herb
>>> >> > >
>>> >> > > -----Original Message-----
>>> >> > > From: Assembly for the Teaching of English Grammar
>>> >> > > [mailto:[log in to unmask]]
>>>
>>> >>
>>> >> > On Behalf Of Craig Hancock
>>> >> > > Sent: Wednesday, October 10, 2007 9:01 AM
>>> >> > > To: [log in to unmask]
>>> >> > > Subject: Re: Those old transitivity blues was Help for a puzzled
>>> >> teacher
>>> >> > >
>>> >> > > Herb, Peter, Bill, Ron,
>>> >> > >
>>> >> > > With apologies if they seems too theoretical for most people's
>>> >> tastes. I
>>> >> > >
>>> >> > > have been thinking about these things for several months now and
>>> >> have
>>> >> > > mostly held back while the thoughts come into focus.
>>> >> > >
>>> >> > > The problem I currently have with tying to find a classification
>>> >> for
>>> >> > > "think about" is that I am starting to believe we make these
>>> >> categories
>>> >> > > more important (more governing) than they actually are. We
>>> tend to
>>> >> feel
>>> >> > > as if words have to act certain ways because of the grammar,
>>> >> rather than
>>> >> > >
>>> >> > > believing that the grammar itself arises out of our use of
>>> words.
>>> >> (Or
>>> >> > > that it is a dynamic relationship, a lexico-grammar,
>>> word-grammar,
>>> >> > > cline.) When classification becomes an end in itself, the
>>> living,
>>> >> > > dynamic language gets left behind.
>>> >> > >
>>> >> > > Another way to think about it is that the process of thinking is
>>> >> often
>>> >> > > conceived of (and articulated) as "about" something, and over
>>> time
>>> >> > > "think" and "about" come together often enough to start feeling
>>> like
>>> >> a
>>> >> > > single phrase rather than a verb plus prepositional phrase
>>> with a
>>> >> > > variable object.
>>> >> > >
>>> >> > >
>>> >> > > I often think about blank.
>>> >> > >
>>> >> > > I often think about blank
>>> >> > >
>>> >> > > From this way of thinking, the verb will begin to pull the
>>> >> preposition
>>> >> > > into its orbit, helped by two forces-one is repetition (the
>>> words
>>> >> coming
>>> >> > >
>>> >> > > together so often)--and the other is congruency with our >> >
>>> > experience
>>> >> of
>>> >> > > the world, our conception of what thinking is like. In other
>>> >> > > words,
>>> >> we
>>> >> > > continue to use it because it is practical to use it, highly
>>> >> > > "functional." And this becomes patterned.
>>> >> > >
>>> >> > > From a rule based approach, we have to say that "all grammars
>>> >> leak",
>>> >> > > but that may be because they try to treat the language as frozen
>>> >> and not
>>> >> > >
>>> >> > > dynamic. If we see the creation of phrasal verbs as a dynamic
>>> >> process,
>>> >> > > then it is easy to treat in-between examples as part of that
>>> >> process of
>>> >> > > change-of grammatical structures being lexicalized and lexical
>>> >> terms
>>> >> > > being pulled into the grammar. From a usage based perspective,
>>> >> leaking
>>> >> > > is likely. Just like words, the grammar is always coming into
>>> >> being.
>>> >> > >
>>> >> > > This gives us an approach to grammar that pulls us into meaning
>>> >> and one
>>> >> > > that frames meaning itself as contextual and dynamic.
>>> >> > >
>>> >> > > Craig
>>> >> > >
>>> >> > >
>>> >> > >
>>> >> > > STAHLKE, HERBERT F wrote:
>>> >> > >
>>> >> > >> Ron,
>>> >> > >>
>>> >> > >> Let's start with easiest of your questions, how to use >> >
>>> >> information
>>> >> > >>
>>> >> > > like
>>> >> > >
>>> >> > >> this in teaching. The fact is that I wouldn't present a
>>> >> seven-fold
>>> >> > >> classification of anything grammatical in an ESL context. I
>>> >> > >> might
>>> >> be
>>> >> > >> forced to do something like that if I were teaching Chinese
>>> >> nominal
>>> >> > >> classifiers, of which there are dozens, or Bantu noun classes,
>>> >> which
>>> >> > >>
>>> >> > > can
>>> >> > >
>>> >> > >> exceed a couple dozen, but fortunately English doesn't do such
>>> >> things.
>>> >> > >> What's important in developing both fluency and register
>>> control
>>> >> in
>>> >> > >> non-native speakers is that they learn to shift particles when
>>> >> doing
>>> >> > >>
>>> >> > > so
>>> >> > >
>>> >> > >> is pragmatically motivated, that they learn to use a passive
>>> when
>>> >> that
>>> >> > >> structure is pragmatically motivated. And this they will learn
>>> >> much
>>> >> > >> better from usage and practice than from grammar drill.
>>> >> > >>
>>> >> > >> I think perhaps you confused Bill and me in the latter part of
>>> >> your
>>> >> > >> post. Actually, the classification I posted is from Sidney
>>> >> > >>
>>> >> > > Greenbaum's
>>> >> > >
>>> >> > >> Oxford English Grammar (OUP, 1996), so I can't take credit
>>> for >> > >> it.
>>> >> > >> Transitivity does have degrees. Intransitives take only a
>>> >> subject,
>>> >> > >> (mono)transitives take a subject and a direct object, and
>>> >> > >>
>>> >> > > ditransitives
>>> >> > >
>>> >> > >> (SG's "doubly transitives") take a direct object and an
>>> indirect
>>> >> > >>
>>> >> > > object,
>>> >> > >
>>> >> > >> which may or may not require a preposition. Indirect
>>> object, >> > >> bear
>>> >> in
>>> >> > >> mind, is a function, not a structure, and it can show up as
>>> >> > >> either
>>> >> a
>>> >> > >> bare NP or as the object of a preposition. I suspect SG uses
>>> >> > >> "monotransitivity" in a excess of clarity, the result of which
>>> >> isn't
>>> >> > >> necessarily what the writer hopes for.
>>> >> > >>
>>> >> > >> Actually, SG doesn't distinguish between "look at" and "look
>>> >> after".
>>> >> > >>
>>> >> > > In
>>> >> > >
>>> >> > >> his discussion of prepositional verbs (p. 282), he uses
>>> "look at"
>>> >> as
>>> >> > >>
>>> >> > > an
>>> >> > >
>>> >> > >> example of a monotransitive prepositional verb.
>>> >> > >>
>>> >> > >> Back to the question of goals for a moment. SG was writing a
>>> >> > >>
>>> >> > > reference
>>> >> > >
>>> >> > >> grammar, and so his goal was to provide as complete and
>>> thorough >> > >> a
>>> >> > >> classification of English structures as he could. Hence his
>>> >> > >> seven
>>> >> > >> classes of phrasal/prepositional verbs. What the ESL
>>> teacher >> > >> does
>>> >> > >>
>>> >> > > with
>>> >> > >
>>> >> > >> this classification is subject to different, pedagogical
>>> goals, and
>>> >> I
>>> >> > >> hope that teacher would keep SG's treatment well away from his
>>> >> > >>
>>> >> > > students,
>>> >> > >
>>> >> > >> while being informed by it as he or she prepares lesson plans.
>>> >> > >>
>>> >> > >> Herb
>>> >> > >>
>>> >> > >> One of the great advantages of this List (and particularly
>>> if one
>>> >> has
>>> >> > >> the
>>> >> > >> intellectual courage to state what one knows about grammar with
>>> >> the
>>> >> > >> attendant possibility of being proven to be wrong and the even
>>> >> worse
>>> >> > >> possibility of realising that one has been teaching
>>> something to
>>> >> > >> students
>>> >> > >> which is possibly incorrect) is the potential it has to make
>>> one
>>> >> > >> re-examine
>>> >> > >> one's own assumptions about some point of grammar.
>>> >> > >>
>>> >> > >> Herb's comments on the complexities of phrasal verbs and Bill's
>>> >> list
>>> >> > >>
>>> >> > > of
>>> >> > >
>>> >> > >> three examples are cases in point. This query, then, is
>>> just to
>>> >> > >>
>>> >> > > clarify
>>> >> > >
>>> >> > >> things in their posts and particularly in the context of ESL.
>>> >> > >>
>>> >> > >> Bill's list of three is as follows:
>>> >> > >>
>>> >> > >> I looked [up the chimney] prepositional phrase
>>> >> > >> I [looked up] the word phrasal verb
>>> >> > >> I looked [up] adverbial particle.
>>> >> > >>
>>> >> > >> Just to avoid ambiguity, I would modify the second two as >>
>>> > >> follows:
>>> >> > >>
>>> >> > >> I [looked up] the word. As 'up' is an adverbial particle
>>> and >> > >> as
>>> >> > >>
>>> >> > > 'the
>>> >> > >
>>> >> > >> word' is the direct object of the resultant phrasal verb, 'look
>>> >> up' is
>>> >> > >>
>>> >> > > a
>>> >> > >
>>> >> > >> transitive phrasal
>>> >> > >> verb.
>>> >> > >>
>>> >> > >> I looked [up]. As 'up' is an adverbial particle and as
>>> there is
>>> >> no
>>> >> > >> direct
>>> >> > >> object, 'look up' is an intransitive phrasal verb.
>>> >> > >>
>>> >> > >> Would Bill agree with this modification?
>>> >> > >>
>>> >> > >> Herb's list of seven really puts the cat amonst the pigeons
>>> of my
>>> >> > >> assumptions about transitivity. Here's Bill's list:
>>> >> > >>
>>> >> > >> 1. intransitive phrasal verbs, e.g. "give in" (surrender)
>>> >> > >> 2. transitive phrasal verbs, e.g. "find" something "out"
>>> >> (discover)
>>> >> > >> 3. monotransitive prepositional verbs, e.g. "look after" (take
>>> >> care
>>> >> > >>
>>> >> > > of)
>>> >> > >
>>> >> > >> 4. doubly transitive prepositional verbs, e.g. "blame"
>>> something
>>> >> "on"
>>> >> > >> someone
>>> >> > >> 5. copular prepositional verbs, e.g. "serve as"
>>> >> > >> 6. monotransitive phrasal-prepositional verbs, e.g. "look
>>> up to"
>>> >> > >> (respect)
>>> >> > >> 7. doubly transitive phrasal-prepositional verbs, e.g. "put"
>>> >> > >>
>>> >> > > something
>>> >> > >
>>> >> > >> "down to" (attribute to)
>>> >> > >>
>>> >> > >> My problem is with 3 This is the first time that I have
>>> >> encountered
>>> >> > >>
>>> >> > > the
>>> >> > >
>>> >> > >> term 'monotransitive' so perhaps Bill can explain the >> >
>>> >> significance
>>> >> of
>>> >> > >> the addition of 'mono-'.
>>> >> > >>
>>> >> > >> In the case of 3, why is Bill implicitly differentiating 'look
>>> >> at' and
>>> >> > >> 'look
>>> >> > >> after'? I ask this because I am assuming that he is not >>
>>> > >> claiming
>>> >> > >>
>>> >> > > that
>>> >> > >
>>> >> > >> 'look at' is a monotransitive prepositional verb. In the
>>> case of
>>> >> ESL,
>>> >> > >>
>>> >> > > I
>>> >> > >
>>> >> > >> think it preferable to consider them both intransitive in order
>>> >> not to
>>> >> > >> muddy the transitive waters too much.
>>> >> > >>
>>> >> > >> 6 & 7 are also problematic in ESL terms for the same reason but
>>> >> > >>
>>> >> > > perhaps
>>> >> > >
>>> >> > >> we can come to those later.
>>> >> > >>
>>> >> > >> Ron Sheen
>>> >> > >>
>>> >> > >> 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/
>>> >> > >
>>> >> > > 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/
>>> >> >
>>> ------------------------------------------------------------------------
>>>
>>> >> > NOTICE: This email message is for the sole use of the intended
>>> >> > recipient(s) and may contain confidential and privileged >> >
>>> information.
>>> >> > Any unauthorized review, use, disclosure or distribution is
>>> >> > prohibited. If you are not the intended recipient, please
>>> contact >> > the
>>> >> > sender by reply email and destroy all copies of the original >>
>>> > message.
>>> >>
>>> >> 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/
>>> >>
>>> ------------------------------------------------------------------------
>>>
>>> >> NOTICE: This email message is for the sole use of the intended
>>> >> recipient(s) and may contain confidential and privileged
>>> information.
>>> >> Any unauthorized review, use, disclosure or distribution is
>>> >> prohibited. If you are not the intended recipient, please contact
>>> the
>>> >> sender by reply email and destroy all copies of the original
>>> message.
>>> >
>>> > 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/
>>> >
>>> >
>>> ----------------------------------------------------------------------
>>> > NOTICE: This email message is for the sole use of the intended
>>> > recipient(s) and may contain confidential and privileged
>>> information. Any
>>> > unauthorized review, use, disclosure or distribution is prohibited.
>>> If you
>>> > are not the intended recipient, please contact the sender by reply
>>> > email
>>> > and destroy all copies of the original message.
>>> >
>>>
>>> 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/
>>> ------------------------------------------------------------------------
>>>
>>> NOTICE: This email message is for the sole use of the intended
>>> recipient(s) and may contain confidential and privileged
>>> information. Any unauthorized review, use, disclosure or
>>> distribution is prohibited. If you are not the intended recipient,
>>> please contact the sender by reply email and destroy all copies of
>>> the original message.
>>
>> 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/
========================================================================Date: Wed, 17 Oct 2007 12:07:31 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: Rules was Those old transitivity blues
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Content-Transfer-Encoding: 7bit
Bob,
I think Bruce and I are doing fine, though I leave it to Bruce to
qualify that. When I write to Bruce, I don't think I am making 'claims'
that need to be challenged, but simply articulating a point-of-view that
I have been developing --am still developing-- over a period of time. I
think Bruce is curious about how I think and asking very thoughtful
questions about it. If I am wrong; if there are "challenges" that I am
ignoring, I hope Bruce tells me. This kind of conversation does not need
to be contentious, and I have not been treating it that way.
It might make more sense for you to post your own perspective to the
list; you don't need to prove me wrong in order to present your own
views. People could ask you for clarification, which is very different
from trying to prove you wrong.
It is possible to believe that form is innate, not tied to context
except secondarily. But I don't see it that way.
These positions are too complex to be reduced to an argument. Nor do
I think that serves the purposes of the list.
Craig
Bob Yates wrote:
> Craig,
>
> I sometimes wonder if you ever remember what other people have written about your statements about language.
> You keep repeating the same things over and over and over again without any mention that people have challenged those claims.
>
> Your latest post is an excellent example of this inability to advance your claims after others have questioned them.
>
> There are two serious problems with the following passage with the statements about language.
>
> Craig writes:
>
> I believe that a hammer is formed like a hammer because that form is
> suitable for its function. In that sense, the forms of grammar are
> context sensitive. We have ways to ask questions, for example, or make
> statements. These have evolved because language occurs between people,
> and we have evolved ways to offer or request information, and we have
> evolved ways to target the specific information we are looking for or
> offering, and so on. You can disagree, but I don't think that is an
> unusual position.
>
> *********************
> Problem one: There are forms of grammar that are invariant regardless of context.
>
> Some examples: the form of all phrases (noun, verb, preposition, adjective, adverb); the form
> of the tense-aspect system including how we form verbal negation (the placement of not); the properties of count and non-count nouns; the form of the passive (its use is another issue); the form of noun, adverb, and adjective/relative clauses; the principles of pronoun-antecedent relationships. And, this is only a beginning list. See A Comprehensive Grammar of English or the Cambridge Grammar of English for more.
>
> Problem two: Bruce's observation that we can use questions or statements to request /order someone to do something indicates that there is not a simple form-context relationship. Example:
>
> 1) Close the window.
> 2)Can you close the window?
> 3) Because it looks like rain, the window should be closed.
>
> Problem 2 addresses this claim
>
> Craig writes:
> Quite frankly, we need a theory of grammar that can help us understand
> what is going on within any context of use. As I said to Bruce, you
> can't expect to get to context from form.
>
> **********************
> Please note the examples above are not about the passive, so any observation about the passive are not relevant.
>
> What theory of grammar explains how sentences 1-3 can be interpreted as a request/order to close the window?
> As I have noted, the view of grammar that I have can't, but you apparently think one does exist. Please explain to us how this theory of grammar can account for 1-3 being interpreted as a request.
>
> Bob Yates, Univesity of Central Missouri
>
> 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/
========================================================================Date: Wed, 17 Oct 2007 11:32:29 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: Rules ad nauseam
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Wed, 17 Oct 2007 15:16:53 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: Rules ad nauseam
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C810F2.468F700C"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C810F2.468F700C
Content-Type: text/plain;
charset="UTF-8"
Content-Transfer-Encoding: base64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------_=_NextPart_001_01C810F2.468F700C
Content-Type: text/html;
charset="UTF-8"
Content-Transfer-Encoding: base64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------_=_NextPart_001_01C810F2.468F700C--
========================================================================Date: Wed, 17 Oct 2007 15:33:52 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: Rules ad nauseam
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=UTF-8; format=flowed
Content-Transfer-Encoding: 7bit
Bruce,
I want to say first of all that I was drafting this when Bill's post
came in. So it tends in that direction without acknowledging it. Instead
of starting over, I'll send it on and pick up on the conversation later.
I'm also way behind in writing an article for deadline, so I may have to
drop off without wanting to.
I like the idea of a semantic net (or nets) and the details around
that. That seems like a very rich approach.
The coding of decisions might be coding of rhetorical options, not
just formal ones. So the decision to make a question rather than
statement would then lead to decisions about how to focus the question
and so on. My point would be that it might make more sense to think of
decisions as motivated, not just constrained.
The question might also be whether the mind itself works like a
computer works. The computer, for example, is a serially processing
system, and other models of mind see it as more like a parallel
processing system. It may be that decisions about interpersonal meaning
and decisions about representing the world and decisions about the
production of text are all firing simultaneously and the clause itself
is therefore multi-functional, with different kinds of feedback loops,
different kinds of options in one area closing off options in another,
and so on. Language in the real world would have to do this, I suspect,
for it to work as a language.
Computers don't do anything like real language as far as I can see,
and they seem to have no way of knowing what anyone is saying. They have
never lived a human life, and they have no human reference to draw on. I
don't think we can be sure that a computer is an ideal model for human
language. It never has purposes unless externally programmed in.
When we look at actual language use, we can use terms like
"frequency." We can look at co-occurrence of syntactic forms and make
observations about that, as Biber has done. We can test human cognition
in a number of ways in controlled experiments, as the cognitive
linguists and cognitive psychologists are doing. We can look closely at
language acquisition to give us clues to how it happens and what
conditions best help it along. All of this is science.
I admit I am biased toward a certain orientation toward language,
toward what Coleridge called "organic form", the notion that form and
meaning are inextricably linked. Other people may have a more mechanical
view, but my experience has been that good writing rarely comes out of
that. To put that down to a pedestrian level, a student who is told that
a paragraph has to have between three and five sentences (much more
common than you would expect) has been done serious damage. I don't
suspect you would advocate anything like that, but there is damage done
by people who believe form is unimportant, or that menaing is simply
poured into it. I am much more interested in those areas you want to
pass off as "ineffable." In fact, they may be much more effable than you
suspect.
Craig
Bruce Despain wrote:
> Craig,
>
> You seem to have missed my point about rules again.
>
> When you talk about choice, you seem to forget that the heart of
> computer systems is the encoding of decisions in binary codes
> (true/false). We need to avoid confusion between the purposes of
> generative grammar and the purposes of generative rules. We don't
> want to throw out binary codes - the formal constructs - because we
> don't like what they encode. The theoretical goal ought to be the
> formalization of choice. We need clarity in the formal objects.
>
> Any decent grammar ought to have a place for meaning, "natural" or
> not. How does a grammar account for what it finds? An accounting
> probably involves numbers, measures, the technologies used by
> science. I believe that there are structures in the brain for
> language processing (Brocca's area, Wernicke's area, etc.) It is
> mysterious how they get to be there. It is just as mysterious how the
> 19 regions for processing visual information got there. No doubt they
> will be found encoded in the DNA, I suppose. But it is irrefutable
> that there are structures that process language. It is an undecided
> question to what extent the grammar reflects these structures. I hope
> that this is not a point at issue.
>
> My hope would be that a "semantically leaning" theory would tell us
> how to encode the semantics involved. Social and personal
> interactions are certainly an influence on how the world ought to be
> encoded. Perhaps "field, tenor, and mode" are good approximations to
> classes of meaning, but they are still meaning. They are attempts to
> make generalizations about utterances in their extra-linguistic
> contexts.
>
> A specific "Genre," as I suppose, isolates utterances to those having
> a specific purpose. It also considers other aspects of culture
> besides language, such as religion, technology, kinship relations. And
> because language (as part of culture) changes through time, the genre
> must be defined in these terms as well. Being aware of the influence
> of these elements on the use of language is crucial to writing well. I
> would not call this a "deeper understanding of language," however.
> Formalizing these elements as part of linguistic science is no
> different than formalizing any other semantic field. I would think
> that they themselves need to be formally modeled before their formal
> effect on grammatical structures can be explicated. Until that is
> done they remain as interesting observations about language use. (We
> may know that the sounds of language change, but we don't have the
> tools to describe Grimm's law, or the data to describe Verner's law.
> It is one thing to be aware of a phenomenon, another to describe it
> within the formal constraints of science.) It is one thing to ask
> questions about McDonald's ads, it is another to describe the
> phenomenon observed. You will be doing a good work to generalize about
> these observations. Maybe such empirical laws as are thus developed
> can be fit into some formal theory someday, but I don't think
> functionalism fills that bill.
>
> My stance on grammar arising from the structure of the world is
> informed strongly by the Sapir-Whorf hypothesis. There is much of the
> opposite going on as the world and the cultures built by man within it
> change. There are forces for change in both directions. Our
> experience tells us that there seem to be few limits to what a good
> writer can express. However, in the end I am willing to admit the
> existence of ineffible concepts. We admire the creative ability of
> poets in attempting to clothe such concepts with shape and size.
> Often the "rules of grammar" are wrested in doing so. But it is the
> "rules of formal systems" that allow us to account for how it is
> done. Such rules tell us how to describe the semantics of a language
> -- the world view. The formal semantics are influenced (manipulated)
> by the "rules of grammar."
>
> I am presently enjoying the study of semantic nets. This formal
> construct is related directly to formal logic, but is equally
> influenced by the syntax and morphology of the language being modeled.
> In this study (Herman Helbig's MultiNet) a situation expressed in
> "Sally gave Mary a ball" would be translated to a number of primitive
> objects and relations. Some of them, e.g., Benefactive, which
> describes Mary's involvement in the situation, are "C-Roles" (cf.
> theta roles) dictated by English and similar languages. Prototypical
> knowledge guides inferences (rules of logic) that can come from the
> normal interpretation of this expression. Categorical knowledge tells
> us that a "ball" belongs to that class of concrete objects that have a
> spheroid shape. Situational knowledge tells us about the individual
> persons and objects instantiated by the situation. All of these kinds
> of knowledge are modeled as parts and attributes of parts of the
> semantic net.
>
> The problem with limiting the term language to a particular language
> is mirrored by the differences between a grammar of a language and the
> syntax of a language. "Grammar rules" brings up the idea of the
> limited area of syntactic patterns and regularities. These live and
> breath, but not as much perhaps as the rules of other parts of the
> grammar, particularly those of semantics. "Formal grammar" needs to
> include all levels and modules displaying linguistic phenomena.
>
> I believe that at least an awareness of this vast field and its
> specializations can be very helpful to courses in language use. This
> should not involve the dissing of formalizations in general. We
> should be willing to view language as multi-faceted, but still
> analyzable with the scientific approach. I believe that the many
> facets of language reflect the organization of the brain into modules:
> semantics, syntax, morphology, phonology, even orthography (writing
> systems) -- the traditional breakdonwn. But this philosophy should
> not distract from the scientific goal of formalizing the description
> of what we observe in language, wherever we find it.
>
> Bruce
>
> >>> Craig Hancock <[log in to unmask]> 10/17/07 8:32 AM >>>
> @Study>
> In-Reply-To: <000201c81065$de4c68f0$27049643@Study>
> Content-Type: text/plain; charset=UTF-8; format=flowed
> X-Scanned-By: MIMEDefang 2.57 on 134.53.6.66
> X-Scanned-By: MIMEDefang 2.57 on 169.226.1.44
> Content-Transfer-Encoding: quoted-printable
> X-MIME-Autoconverted: from 8bit to quoted-printable by smtp.albany.edu
> id l9HEWot1023410
> X-Barracuda-Connect: mail1.its.albany.edu[169.226.1.105]
> X-Barracuda-Start-Time: 1192631574
> X-Barracuda-Virus-Scanned: by Barracuda Spam Firewall at muohio.edu
> X-Barracuda-Spam-Score: 0.12
> X-Barracuda-Spam-Status: No, SCORE=0.12 using per-user scores of
> TAG_LEVEL00.0 QUARANTINE_LEVEL00.0 KILL_LEVEL=7.0 tests=CN_BODY_332
> X-Barracuda-Spam-Report: Code version 3.1, rules version 3.1.31373
> Rule breakdown below
> pts rule name description
> ---- ----------------------
> --------------------------------------------------
> 0.12 CN_BODY_332 BODY: CN_BODY_332
>
> Bruce,
>
> Those are very complex questions, and I’m wondering about a way> to
> phrase all this so it might be of use to the group as a whole.
>
> I don’t have Halliday’s Intro to functional grammar wi> th me here at
> work, and I’ll consult it later, but I seem to remember him sayin> g that
> there is a computerized version of the grammar which works this out in
> great detail as a system of choices. Systemic functional grammar is
> systemic, and it is a grammar. It is a “natural” grammar,> meaning that
> it attempts to account for the grammar that it finds. It is
> “semantically leaning”. I think, though please correct me> if I’m wrong,
> that generative grammar is more biologically leaning, looking to
> describe the rules for the generation of forms. A functional grammar
> looks at grammar from the perspective of meaning, and it thinks of
> meaning as multi-functional, as including, not just a representation of
> the world, but interaction and the production of text. It also broadens
> out to field, tenor, and mode, which have definitions that I won’> t trust
> to memory. Mode includes “genre”. A good deal of pedagogi> cal interest
> these days is in genre as a center of concern. “Genre” is> looked at as
> something purposeful, culturally formed, dynamic, staged (not just a
> single stage). It is wide enough to include things like marriage
> proposals along with lab reports or academic arguments. So it is
> typical
> in a classroom in England or Australia to have students examine
> advertisements and make observations about the kind of language that
> shows up and the way it is used, then construct advertisements of their
> own. Advertisement is a genre and it may have sub-genres. If we extend
> this genre focus out, it can give us a way to directly link both
> reading
> and writing to a deeper understanding of language and how it works in
> the real world. The theoretical position would be that the forms of
> language are responsive to context. I am currently working this out in
> a
> Reading Literature class, starting with the notion of story and how it
> works. How is orientation built in? How does a story writer handle
> point-of-view (which is a technical term in literature)? I can find key
> paragraphs and bring that right down to the level of the sentence. If
> McDonald’s is now running a campaign around “I’m > loving it”, why is that
> effective? Is the word “love” usually used that way? How> does present
> progressive, in this case, connect with the desire to sell hamburgers?
>
> Here’s where we might differ in theoretical perspective. You > say the
> following:
>
> “The utterance dimensions are quite different from the semantic
> structure. The semantics has been abstracted, and manipulated by
> language, to be represented in the utterance.”
>
> I admit I’m not quite sure what that means or how it works ou> t in
> practice. But because of my current reading in cognitive linguistics
> and
> in usage based approaches, I don’t think of grammar “rule> s” (syntax
> rules) as having an autonomous existence that then drives discourse. It
> may be better to think of grammar “rules” as patterns tha> t arise from
> our being in the world. We can’t understand language without
> understanding the nature of cognition. The mind, as Lakoff keeps
> saying,
> is deeply “embodied”, and language itself is deeply influ> enced by our
> sensory motor experience of the world. And we can't understand language
> without thinking of it as having a social dimension. It is not an
> objective world, but a deeply human world that we experience through
> language.
>
> Here’s another take on it from the perspective of Adele Goldberg> , as
> summarized by Croft and Cruse (Cognitive Linguistics, Cambridge 2004):
> “the complex event or situation is treated as the primitive unit > of
> semantic representation, and the definitions of the roles in the event
> are derived from the situation as a whole.” As I understand this> , this
> means that di-transitive constructions (for example, “Sally gave > Mary a
> ball”) arise from the nature of the processes, in this case givin> g, not
> from an abstract set of “rules”. She has sub-categories > of
> ditransitivity, which differ from each other because of the nature of
> the processes involved. But “giving” is the
> prototype.(> Prototype” is an
> important part of cognitive theory, which grounds meaning in a study of
> how the mind works. Prototypes are very important for our understanding
> of categories.) Other ditransitive constructions can be thought of as
> “extensions of the prototype.”
>
> As you can see, this changes radically the notion of
> “rules> and
> their role in discourse. It looks at rules as growing out of language
> use, not as separate from it. These are more like patterns. And any
> attempt to reduce language down to abstractions from these patterns may
> give us a false impression of how language works and take us away from
> the living, dynamic language, not closer to it.
>
> “Constructions” are themselves meaningful, not merel> y conveyors of
> meaning.
>
> From this perspective, too, grammar is learned, not merely
> activated. In fact, work is being done to study childhood language
> acquisition from this perspective, and it seems to hold up very well in
> practice.
>
> Implications for us? There may be good reasons why “formal gra> mmar’
> does not carry over to writing. But at the same time, we may be able to
> make a great case for the importance of individuals being mentored into
> language, a great case for language acquisition as a life-long process,
> a great case for attention to language as deeply tied to the goals of
> literacy, including reading and writing.
>
> Craig
>
>
>
> Bruce D. Despain wrote:
> > Craig,
> >
> > You will probably see that our positions on functionality are not
> that
> > different. The approach is just different. The imaginary context
> > itself has a structure -- a semantic structure that stretches across
> > several dimensions. What we utter has to reside in a string -- just
> > one dimension in time that has a dimension of sound that is analyzed
> > into multiple dimensions. The utterance dimensions are quite
> > different from the semantic structure. The semantics has been
> > abstracted, and manipulated by language, to be represented in the
> > utterance. There is a lot missing; there is a lot filled in. I am
> > looking for a set of functions in the mathematical sense that can use
> > the semantic fields (planes, layers, dimensions) as its domain and
> map
> > their values onto a range in the linguistic planes of syntax,
> > morphology, phonology, orthographics. Would you claim there to be a
> > linguistic plane of "functional" elements that these semantics get
> > mapped to? Or would it be better to say that these elements are a
> > part of the semantics and remain there only to be discerned after the
> > linguistic elements have been displayed to the mind?
> >
> > The "functional" layer, maybe, is a filtering of the already complex
> > clumping of semantic elements. What is its nature? Perhaps it
> > doesn't work with elements at all. But science needs an analysis
> into
> > parts. Can the context of an utterance be described in terms other
> > than the terms that describe the rest of the semantic layers? I
> > wonder if maybe it is "simply" another way of dividing up the layers
> > of a semantic analysis. The example I gave from Bolinger was meant
> to
> > demonstrate just what you were saying about the ubiquitous clumping
> of
> > semantic elements in the language (English) idiom. We could say it
> is
> > "functional" or we could say it is a "hidden" part of the semantics
> > -- the semantics of an "extra-linguistic" context -- one that could
> > be coded in language, if we chose to. The semantics begs for
> > description (some scientists have used rules of the form used in
> logic
> > and mathematics) and I simply think that the "functional" does too.
> >
> > Bruce
> >
> > ----- Original Message ----- From: "Craig Hancock" <[log in to unmask]>
> > To: <[log in to unmask]>
> > Sent: Tuesday, October 16, 2007 8:29 AM
> > Subject: Re: Rules was Those old transitivity blues
> >
> >
> >> Bruce,
> >> Thanks for the warm words. I do think this is a good faith
> >> conversation, and I'll try to keep on in that tone.
> >> We certainly do need context to understand a great deal of
> >> discourse, and I'm not sure why you would present that as an
> argument
> >> against the functional. "How cold does it have to get" could mean
> >> many things, and the only way it can include the idea of shutting a
> >> window is to put it into an imaginary context. A functional approach
> >> is not going to say that we can infer context from a form, but the
> >> opposite--that we need context, and that the formal structures we
> >> utter are context sensitive. "How cold does it have to get" makes no
> >> sense out of context, so we infer a context for it. I would see it
> as
> >> what usage based construction grammar calls a "schema", a form
> >> meaning pairing unpredicted by the general rules of a formal syntax
> >> and one that has blanks to fill in. "How much snow has to pile up
> >> before you shovel it?" "How much does the garbage have to stink
> >> before you take it out?" "How many examples do I have to give before
> >> a concept comes through?" The schema brings with it a kind of
> >> sarcasm or rudeness that is part of its meaning. Rudeness is part of
> >> the schema.
> >> "Schema" are one of the patterns cognitive linguists use to argue
> >> against the innateness of grammar. They are clearly learned, clearly
> >> language dependent (and not universal.) If we can learn schema
> >> rapidly and easily, we have evidence of the ability to learn other
> >> patterns.
> >> Many grammatical constructions become lexicalized and then pick up
> >> meanings somewhat unpredictable from their parts. Any approach to
> >> grammar will have to accommodate that. Any theory of language should
> >> accomodate the fact that grammatical constructions are constantly
> >> coming into being.
> >> Dividing subject function up into grammatical subject, actor, and
> >> theme is not at all ambiguous. My experience, in fact, is that much
> >> of the confusion about subject in most students' minds comes from
> >> believing that a subject is the first thing and the actor and the
> >> focus of the proposition; so when those separate functions are
> >> acknowledged, they have an easier time--a much easier time--with the
> >> concept. It is a way of making the notion of "subject" more precise.
> >> Traditional grammar tries to pass it off as innate or intuitive,
> when
> >> the intuitions are quite fuzzy. Tag questions work because they
> allow
> >> us to isolate the grammatical subject from other competing
> >> possibilities, such as coming first or doing the deed. A deeper
> >> understanding of what we mean by subject carries over into reading
> >> and writing in a very useful way. We have a way of understanding why
> >> a writer might choose one form over the other within the flow of
> >> discourse.
> >> The desire for a one-to-one mapping between structure and function
> >> may be a desire for neat and clean categories in a world where those
> >> are rare. Does the category "hammer" include sledge hammer? How
> about
> >> a rubber mallet? Is a nail gun a kind of hammer? In what ways is it
> a
> >> gun? If we look closely at the cognitive nature of categories, we
> >> find that many categories have elements that have only loose family
> >> relationships with each other. Some elements of the category seem
> >> more central than others. When I think hammer, I think claw hammer.
> A
> >> nail gun has a trigger and shoots things, but so does a hose nozzle.
> >> If we look back from the functional end, we can see something like
> >> "hammering in nails" as a function that can be performed in at least
> >> two ways, one of them invented fairly recently. I use my screw
> driver
> >> to open paint cans, and I have seen my wife use one to loosen soil.
> >> The other day, I used one to pry open a stuck window.
> >> And a hammer, of course, has a form that fits its function. It's
> >> not that we had them lying around and then decided to hammer nails
> >> with them, but the need to have something to hammer nails has
> >> influenced the development of the hammer (and now the nail gun.)
> >> Anyone who hammers as awkwardly as I do knows what the claw is for.
> >> Mallets are good for pounding. The analogy may or may not carry over
> >> to language, but from a functional perspective, the belief is that
> it
> >> does. Form and function are deeply connected.
> >>
> >> Craig
> >>
> >> Bruce Despain wrote:
> >>> Craig,
> >>> I'm sorry for the disagreement, but I don't think it is as serious
> >>> as you make it out to be. Maybe I made some of my positions out to
> >>> be stronger than they actually are. However, that said, there are
> a
> >>> few comments I would still like to make about your position. What I
> >>> hope for with the word "function" is that the mathematical sense or
> >>> formal definition can be made to work with the less formal
> >>> meanings. What I mean is that "function" ought to be formalized,
> >>> even from the general metaphorical uses it has. This is not about
> >>> the word but about the goal of a scientific approach. As the
> >>> designation of a role, the word ought to refer to something that
> can
> >>> be defined in less vague terms, elements with more basic meaning.
> >>> (You should be very cautious about your quotes. There is a world of
> >>> difference between a /function/ and "function.") I would like to
> >>> think that "role" can be defined as a mathematical /relation/,
> which
> >>> is like a /function/ but has values that range over "true" and
> >>> "false" rather than numbers or points on a cline. A subject is one
> >>> of your ambiguous relations: logical subject, grammatical subject.
> I
> >>> think that the tools of linguistics need to be scientifically
> >>> qualified. GT grammar has to concentrate on the syntactic aspects
> >>> of grammatical analysis. If that is not enough, if it ignores
> >>> spelling, if it ignores aspects of meaning, if it ignores word
> >>> structure, maybe it's time to to develop a formal approach that
> will
> >>> describe these other aspects of language. What I hate is to take a
> >>> tool, like an ax, emphasize its function, find it being used as a
> >>> hammer, and then claim that these are two aspects of the same
> tool.
> >>> It's much better, I think, to point out the structural similarities
> >>> between a hammer and an ax, and point out how these make it
> possible
> >>> for them to exchange roles for certain jobs. Your example of the
> use
> >>> of "it" as a place holder for the subject of a passive: I would be
> >>> very suspect of any syntactic theory that made it "superfluous."
> If
> >>> the semantics of the sentence are being described without it,
> >>> elements at a higher syntactic level, e.g., the declarative
> >>> sentence, would still have to be demonstrated to be accepted as
> >>> grammatical, elements which without it could not exist. In my
> >>> example from a previous post the "shut the window" was an essential
> >>> part of the meaning of "How cold does it have to get?" The
> >>> extralinguistic context contributed the imperative portion by
> >>> supplying "before you shut the window." In this sense, a
> >>> superfluous element is not one that does not belong to the theory,
> >>> just one that it doesn't have to be uttered to be understood. To
> >>> use an example from Bollinger: a lawyer advises a debtor that he
> >>> doesn't need to pay a particular bill because "the statute of
> >>> limitations has expired on that bill." He does not mean that the
> >>> statute is no longer in force, but that the period of time
> specified
> >>> in that statute for a bill of that kind has expired. The desire to
> >>> use words in this kind of "non-superfluous" way is omnipresent in
> >>> language, especially poetry. It keeps the language mavins and
> >>> critics of language use very busy. It comes when we ignore the
> >>> original intent of the ax and change its functionality to a
> hammer.
> >>> It may be illogical but we take advantage of the structure we have
> >>> for a different use. This is called "exaption" in evolutionary
> >>> biology. I don't mind the fact that we disagree. I highly respect
> >>> your experience and skills at teaching English writing. I've always
> >>> admired a good writer and hope someday to do better at explaining
> my
> >>> own ideas and understandings. This is, I hope, a good forum for
> >>> doing so. Bruce
> >>>
> >>> >>> Craig Hancock <[log in to unmask]> 10/15/07 5:46 AM >>>
> >>> Bruce,
> >>> The term "function" seems to have a long, venerable history in
> >>> linguistics. The OED cites both Bloomfield and C. C. Fries. Halliday
> >>> tends to use the term much as many of us use it on list. We can put
> >>> words or constructions roughly into classes, which tell us something
> >>> about the meaning potential of the word or structure. The word
> >>> "function" designates the role of the word or word group within a
> >>> particular instance of use. In the previous sentence, "The word
> >>> function" is noun phrase acting as subject. (It also acts us agent of
> >>> "designates". And it is unmarked theme in the theme/rheme structure o> f
> >>> the clause.) It is not uncommon for a structure to have more than one
> >>> function.
> >>> I don't think it is accurate to say that the functionalists
> don't
> >>> use
> >>> the tools of linguistics. The primary difference is that they see
> >>> language as innately functional, not just a formal system that can th> en
> >>> be put to use in functional ways. Generative grammar is often
> >>> criticized from the functional side for calling everything that doesn> 't
> >>> fit neatly into its theory peripheral or unimportant. It becomes so
> >>> abstract that it no longer seems to represent what many of us think o> f
> >>> as language.
> >>> There may in fact be many cases in which the passive is more prima> ry
> >>> than the active. There is no doubt a good reason why (according to
> >>> Biber et al) passives are eight times more likely to show up in
> >>> academic discourse. From a functional perpsective, active and passive
> >>> give us alternative choices, and each gives us a different meaning.
> >>> Someone asks "Who gave the book to Charlie?" You may likely
> reply
> >>> "It
> >>> was given by his wife." This allows us to put given information ("It"> )
> >>> first and new information in clause ending prominence. Whether or not
> >>> this is thought of as superfluous is a theoretical position, not a
> >>> scientific one. I find myself much more attracted to the theory that
> >>> explores how these structures function in the world. If we theorize
> >>> about them out of context, we may end up with a distorted theory.
> >>> At some point, of course, we need to agree to disagree. I am a
> >>> writer
> >>> and writing teacher and somewhat a learning specialist by position an> d
> >>> you are a mathematician, so that may explain a great detail. I like
> >>> math and always did well in it, but I do not think it is a good model
> >>> for the complexities of language. And I think it is misleading to cal> l
> >>> any approaches that aren't mathematical less rigorous or scientific.
> >>>
> >>> Craig
> >>>
> >>> Craig,
> >>> >
> >>> > I think my concern is really quite far from the classroom, for
> >>> which I
> >>> > apologize. It's more like a paleontologist using the tools of
> >>> geology to
> >>> > solve biological questions. I think the functionalists need to
> >>> use > some
> >>> > more tools of linguistics to solve their language questions. I
> >>> see no
> >>> > sense debating the cline of polite requests, whether the points are
> >>> > continuous of discontinuous, or adjusted up or down by context, if
> >>> we have
> >>> > no way to measure where the points are. Wouldn't it be helpful
> to
> >>> have
> >>> > measures? Technology can help science to collect and analyze their
> >>> data.
> >>> > The theory can only take us so far. What? It might be refuted
> if
> >>> its
> >>> > predictions cannot be corroborated. My point in segmenting the
> >>> > differently formulated requests was show the direction toward
> >>> some > kind
> >>> > of measure. This is not just by tallying up the units of meaning b> ut
> >>> > would involve weighing them in context. Let's callibrate the
> >>> cline and
> >>> > establish points or regions along it. I don't think the
> >>> instruments > for
> >>> > doing such a thing are developed. Like a paleontologist we're just
> >>> > waiting for the next discovery.
> >>> >
> >>> > If the theory helps to teach the concepts that need teaching,
> more
> >>> > power
> >>> > to it. Some models are helpful, but others can be disruptive in th> e
> >>> > acquisition of a skill. I think of the power that certain images
> >>> have in
> >>> > teaching music and voice. Educators have learned that certain visu> al
> >>> > metaphors guide the mind in some mysterious way to produce or
> >>> reproduce
> >>> > the sounds desired. I sure wish I knew what the rules were
> behind
> >>> > these
> >>> > secrets (in the brain, in the mind).
> >>> >
> >>> > Bruce
> >>> >
> >>> >>>> Craig Hancock <[log in to unmask]> 10/12/07 1:59 PM >>>
> >>> >
> >>> > Bruce,
> >>> > I'll check out definitions for "functional" in Halliday and
> >>> get > back
> >>> > to you. I admit I'm not using the term as a mathematician >
> >>> would--perhaps
> >>> > more like a biologist, as in "what is the function of the placenta
> >>> > within the reproductive system." I don't think mathematical
> models
> >>> work
> >>> > well for language--once you strip it of its semantic and discourse
> >>> > content and context, you end up with a view of language that
> >>> doesn't > fit
> >>> > what we find in the world. I don't think an ecology is less
> >>> scientific
> >>> > than classical biology. It just has a different (systemic and
> >>> > functional) orientation. It asks a different set of questions,
> >>> ones > that
> >>> > may yet save the world.
> >>> > Ordering or requesting politely might be thought of as different
> >>> > points on a cline. One is not necessarily more primary than the
> >>> other,
> >>> > and the words of politeness won't be superfluous to the human
> >>> relations
> >>> > we are fostering though language. The same would be true of passive> s.
> >>> > You can certainly say that the unmarked or default is the active, b> ut
> >>> > they do not mean the same thing if you include things like >
> >>> propositional
> >>> > focus or textual unity within your definition of meaning. In the
> >>> > language of cognitive linguistics, different versions will
> >>> construe the
> >>> > world differently. In functional grammar, grammatical subject is a
> >>> > separate function from actor or agent, though they generally
> >>> co-occur.
> >>> > When we vary from that co-occurrence, we are simply predicating a
> >>> > statement about another element. One is not necessarily more primar> y,
> >>> > and the extra words are not superfluous, but highly functional.
> >>> > I don't mean to imply that generative grammar presents rules as
> >>> > regulative. I do think most people believe grammar rules are
> rules
> >>> that
> >>> > you are supposed to follow, not just patterns that arise from >
> >>> purposeful
> >>> > use of language. And when we abstract these rules from context,
> we
> >>> pull
> >>> > further and further away from the living language. If we use the te> rm
> >>> > "pattern", perhaps we could change that.
> >>> > I think it might be fine to teach generative grammar in the
> >>> schools
> >>> > as a discipline of inquiry, but I don't think it will help us
> >>> develop a
> >>> > view of language that will carry over into reading and writing. I
> >>> > believe both functional and cognitive approaches have much more
> >>> promise
> >>> > for that.
> >>> >
> >>> > Craig
> >>> >
> >>> >
> >>> > Bruce Despain wrote:
> >>> >> Craig,
> >>> >>
> >>> >> With my experience in math, I have a difficulty with the word
> >>> >> "function" similarly as you do with "rule." For the
> >>> mathematician the
> >>> >> function is a process that has a domain or set of input values
> >>> (one or
> >>> >> more parameters) and a range or output value. The
> transformation
> >>> is a
> >>> >> mapping or relation (one to one, one to many, many to one) of
> one
> >>> set
> >>> >> of values onto another. This way of picturing the relationship as> a
> >>> >> process is a convenience for understanding the model. In this way
> >>> >> rules and patterns are simply two ways of viewing the same
> >>> >> phenomena. The rules as functions output a value, which can
> >>> often be
> >>> >> considered a pattern. It is the analysis of patterns that allow
> >>> us to
> >>> >> describe them by rule. Generative rules (now called Backus-Naur
> >>> >> form) were developed with this in mind. Rules in this sense are n> ot
> >>> >> regulative, except to the person who wants a description of the
> >>> >> structure. They show how to go about building it so as to get the
> >>> >> best results. (The are not generative either, in the sense of
> >>> giving
> >>> >> birth to ideas.)
> >>> >>
> >>> >> To beat a dead horse: the normal way to request behavior of anothe> r
> >>> >> person is with an imperative ("Shut the window"), but we can use t> he
> >>> >> yes-no interrogative to inquire about a person's disposition to
> >>> behave
> >>> >> in a certain way: "Will you shut the window?" or a declarative "It> 's
> >>> >> cold in here" or even a wh-interrogative, "How cold does it have t> o
> >>> >> get?" If the syntactic description of the sentence is limited to
> >>> such
> >>> >> sentence types, it is easy to see that Halladay needed another lev> el
> >>> >> (meta-) on which to express the actual intent of the question apar> t
> >>> >> from its form. Hence, at this level (interactive) the three
> >>> sentences
> >>> >> that are used for the same purpose are of the same type.
> >>> >> If we subscribe to the compositionality of language meaning, there
> >>> >> would certainly be more elementary units of meaning of which the
> >>> more
> >>> >> complex constructions are composed. Couldn't these be considered
> >>> >> primary? If it takes me more words (syntactically) to say somethi> ng
> >>> >> one way, perhaps that would be a rough indication of the number of
> >>> >> meaning elements it could be broken down into. The active sentenc> e
> >>> >> usually has one less word than the passive, which uses a form of
> >>> "be"
> >>> >> with the passive participle. If we're counting morphemes, we woul> d
> >>> >> have to consider the participle ending as another element. The
> >>> >> passive seems to be less primary from an analytic point of
> view.
> >>> The
> >>> >> same argument makes sentences with a progressive aspect less prima> ry
> >>> >> than corresponding ones with a simple finite verb. They are
> >>> >> structurally more complex and seem also to contain additional
> >>> >> meaningful units. Perhaps if we are allowed to cut away the
> >>> >> superfluous content of the above syntactically different
> >>> sentences, we
> >>> >> can be left with a core set of meanings at the interactive level. > A
> >>> >> transformation would seem to be an appropriate model for stating
> >>> such
> >>> >> a relationship.
> >>> >>
> >>> >> My intent was to make a point that has less to do with pedagogy,
> >>> >> perhaps, than formal models. Yet, we must admit that kids today
> >>> have
> >>> >> been given the opportunity to learn a good deal of these concepts > in
> >>> >> their math classes. Maybe pedagogy needs to relate to this kind
> >>> >> of educational curriculum to some extent. Many branches of
> >>> >> linguistics are trying to bridge this abysmal gap between the
> >>> >> humanities and science. I think some of it ought to trickle down > to
> >>> >> the lower grades. Maybe we should teach using the mathematical
> >>> >> approach to functions and rules. If not literally, perhaps only
> >>> >> metaphorically.
> >>> >>
> >>> >> Bruce
> >>> >>
> >>> >> >>> Craig Hancock <[log in to unmask]> 10/11/07 9:40 AM >>>
> >>> >> Bruce,
> >>> >> It may be hard to use the term "transformation" without
> >>> bringing in
> >>> >> all the apparatus that has historically come with it. It may be
> >>> better
> >>> >> to talk about alternative options, perhaps ones that complement ea> ch
> >>> >> other and stand at more or less equal status. So a question is not> a
> >>> >> transformed statement, but just an alternative choice--offering
> >>> >> information or requesting information as both necessary options
> >>> in the
> >>> >> system. We can also request or offer goods and services, and we ha> ve
> >>> >> ways to carry that out.
> >>> >> Halliday describes three different metafunctions, one being
> >>> >> interpersonal and interactive, another being representational,
> >>> and the
> >>> >> other being largely textual. So you might say that a passive
> >>> sentence
> >>> >> has been "transformed" from an active one, but a functional analys> is
> >>> >> would emphasize that a different entity has been moved into >>
> >>> grammatical
> >>> >> subject role to ground the proposition, while the role of doer
> of
> >>> the
> >>> >> action (representation) has been left out or shifted into the
> >>> >> predicate.
> >>> >> This may happen for textual reasons, perhaps to keep a topic in
> >>> >> extended
> >>> >> focus. If you treat this systematically, then one is not a
> >>> >> transformation of the other, just ways to accommodate different
> >>> >> functions within the structure of the clause. It may be
> >>> misleading to
> >>> >> think of one as more primary than the other, even if more common.
> >>> >> We can certainly divide verbs into physical (material) and ment> al
> >>> >> (cognitive), and we do mix those types up in a sort of metaphor
> >>> all >> the
> >>> >> time. When the wind "howls", we are granting it a speech act. When> I
> >>> >> "fall" for someone, I'm describing emotional change in physical
> >>> terms.
> >>> >> "The fields never knew such cold as they knew that winter." What
> >>> kind
> >>> >> of
> >>> >> "knowing" is that? Any description of creativity ought to foregrou> nd
> >>> >> the
> >>> >> metaphoric nature of language.
> >>> >> I mainly worry that people think of rules as "governing"
> >>> rather >> than
> >>> >> as conventional. It is not a "rule" that college students dress
> >>> >> informally, but it is certainly a pattern. You haven't broken a ru> le
> >>> >> when you wear a tie, for whatever reason. I don't think the
> >>> comparison
> >>> >> holds too far (language is not just fashion), but "rule" and
> >>> "pattern"
> >>> >> can be very different in people's minds.
> >>> >>
> >>> >> Craig
> >>> >>
> >>> >>
> >>> >> Bruce Despain wrote:
> >>> >> > Craig,
> >>> >> >
> >>> >> > I think it might be a good exercise for you to respond sometime
> >>> >> > without using the word "function" or "functional." Don't
> these
> >>> >> > words
> >>> >> > just provide us another way to talk about rules. The rule is
> >>> there
> >>> >> to
> >>> >> > *describe* something that is regular, expected, recognized, and
> >>> >> > conventional. Language needs a certain amount of
> >>> conventionality to
> >>> >> > convey understanding. Does a new construction arise to carriy
> >>> out a
> >>> >> > new function or an old function in a new way? Maybe the
> answer
> >>> >> > would
> >>> >> > tell us to what extent function is driving language or whether
> >>> >> > language is driving function. Consider the rhetorical
> >>> question, for
> >>> >> > example. This phenomenon takes a syntactic structure normally
> >>> used
> >>> >> to
> >>> >> > seek new information and applies it to make an assertion. We
> >>> could
> >>> >> > describe this phenomenon by rule in the form of a (dreaded?)
> >>> >> > "transformation" (a sense different from
> >>> >> > "generative-transformational"). The language user transforms th> e
> >>> >> > function of a yes-no question to that of a declarative sentence
> >>> >> simply
> >>> >> > by placing it in a rhetorical context. To compare the
> >>> functions of
> >>> >> > "kick" and "admire" as transitive verbs is not as useful as >>
> >>> > comparing
> >>> >> > them, maybe, at the level of action, one being physical and the
> >>> >> > other mental. To find a syntactic correlate to this contrast ma> y
> >>> >> give
> >>> >> > us a clue to where a creative act of functional transform might > be
> >>> >> > found. Perhaps something like these metaphors: "John kicked
> >>> around
> >>> >> > and then admired football." (zeugma) "Mary admired John, but
> >>> kicked
> >>> >> > him out of her life." We respect the "functional pressures" of
> >>> >> syntax
> >>> >> > but utilize their force to make our expressions more powerful. > Is
> >>> >> > this something like you have in mind?
> >>> >> >
> >>> >> > Bruce
> >>> >> >
> >>> >> > >>> Craig Hancock <[log in to unmask]> 10/11/07 7:54 AM >>>
> >>> >> > Herb,
> >>> >> > I enjoyed both posts very much and will respond to both in th> is
> >>> >> one.
> >>> >> > I like the idea that the language is both "complex" and
> >>> "subtle",
> >>> >> > which implies that it's a functional complexity. We bring new
> >>> >> > constructions into play precisely because they allow us to
> >>> carry out
> >>> >> the
> >>> >> > various functions of language, and any attempt to describe it
> >>> ought
> >>> >> to
> >>> >> > pay deep respect to that. They come into being because we find
> >>> them
> >>> >> > useful and they become routinized (and intuitive) over time.
> >>> >> > I'm beginning to think that we use the term "rules" far too
> >>> >> readily
> >>> >> > and widely. What we are describing may in fact be a useful
> >>> >> construction
> >>> >> > or a functional pattern, not a "rule" in the way we usually
> >>> >> understand
> >>> >> > rules. Language may be better understood bottom up than top down.
> >>> >> > It does make sense to look for patterns, but when we find
> >>> these
> >>> >> > similarities, when we classify sentences or constructions, we
> >>> are >> > not
> >>> >> > necessarily discovering some sort of internal rules that they ar> e
> >>> >> > "following." The patterns are enormously important, and they
> do
> >>> tend
> >>> >> to
> >>> >> > function below consciousness for very good (functional)
> >>> reasons. But
> >>> >> > classifying the sentences or ascertaining the "rules" they
> >>> represent
> >>> >> may
> >>> >> > be very misleading. Both "kick" and "admire" take direct
> >>> objects, >> > not
> >>> >> > because they are transitive, but because we understand kicking
> >>> as a
> >>> >> > process that involves something to be kicked and admiring as a
> >>> >> process
> >>> >> > that requires something to be admired. The differences between
> >>> being
> >>> >> > kicked and being admired may be more important than the >> >
> >>> similarities.
> >>> >> > Transitivity arises because it is congruent with our
> >>> understanding >> > of
> >>> >> > the world. When the patterns don't fit our purposes, we bend and
> >>> >> shape
> >>> >> > them, we blur the edges.
> >>> >> > This may be why studying formal grammar doesn't seem to carry
> >>> >> over,
> >>> >> > at least not quickly or easily. We need to respect the functiona> l
> >>> >> > pressures, the context it arises from.
> >>> >> > When we write, we are not constructing forms; we are
> >>> constructing
> >>> >> > meanings. Meaning is not simply poured into neutral forms. The
> >>> >> > constructions themselves are meaningful, arising out of that
> >>> >> > meaning-making history over time.
> >>> >> > I know that probably puts me at odds with many people on
> the
> >>> >> > list.
> >>> >> > But that's where my current thinking is headed.
> >>> >> >
> >>> >> > Craig
> >>> >> >
> >>> >> >
> >>> >> > STAHLKE, HERBERT F wrote:
> >>> >> > > Craig,
> >>> >> > >
> >>> >> > > What you describe as the verb pulling the preposition into its
> >>> >> orbit is
> >>> >> > > precisely the sort of historical change that's been going on
> >>> since
> >>> >> Early
> >>> >> > > Modern English and has given us the very complex and subtle
> >>> system
> >>> >> of
> >>> >> > > multi-word verbs we have in English today. So we have
> >>> >> constructions in
> >>> >> > > which about behaves in some ways as a preposition and in other
> >>> >> ways as a
> >>> >> > > part of the verb. And we just have to live with that fact.
> >>> >> Language
> >>> >> > > continually defies our attempts to codify it, which is what
> >>> makes
> >>> >> it so
> >>> >> > > endlessly fascinating to study.
> >>> >> > >
> >>> >> > > Herb
> >>> >> > >
> >>> >> > > -----Original Message-----
> >>> >> > > From: Assembly for the Teaching of English Grammar
> >>> >> > > [mailto:[log in to unmask]]
>
> >>>
> >>> >>
> >>> >> > On Behalf Of Craig Hancock
> >>> >> > > Sent: Wednesday, October 10, 2007 9:01 AM
> >>> >> > > To: [log in to unmask]
> >>> >> > > Subject: Re: Those old transitivity blues was Help for a puzzl> ed
> >>> >> teacher
> >>> >> > >
> >>> >> > > Herb, Peter, Bill, Ron,
> >>> >> > >
> >>> >> > > With apologies if they seems too theoretical for most people's
> >>> >> tastes. I
> >>> >> > >
> >>> >> > > have been thinking about these things for several months now a> nd
> >>> >> have
> >>> >> > > mostly held back while the thoughts come into focus.
> >>> >> > >
> >>> >> > > The problem I currently have with tying to find a classificati> on
> >>> >> for
> >>> >> > > "think about" is that I am starting to believe we make these
> >>> >> categories
> >>> >> > > more important (more governing) than they actually are. We
> >>> tend to
> >>> >> feel
> >>> >> > > as if words have to act certain ways because of the grammar,
> >>> >> rather than
> >>> >> > >
> >>> >> > > believing that the grammar itself arises out of our use of
> >>> words.
> >>> >> (Or
> >>> >> > > that it is a dynamic relationship, a lexico-grammar,
> >>> word-grammar,
> >>> >> > > cline.) When classification becomes an end in itself, the
> >>> living,
> >>> >> > > dynamic language gets left behind.
> >>> >> > >
> >>> >> > > Another way to think about it is that the process of thinking > is
> >>> >> often
> >>> >> > > conceived of (and articulated) as "about" something, and
> over
> >>> time
> >>> >> > > "think" and "about" come together often enough to start feelin> g
> >>> like
> >>> >> a
> >>> >> > > single phrase rather than a verb plus prepositional phrase
> >>> with a
> >>> >> > > variable object.
> >>> >> > >
> >>> >> > >
> >>> >> > > I often think about blank.
> >>> >> > >
> >>> >> > > I often think about blank
> >>> >> > >
> >>> >> > > From this way of thinking, the verb will begin to pull the
> >>> >> preposition
> >>> >> > > into its orbit, helped by two forces-one is repetition (the
> >>> words
> >>> >> coming
> >>> >> > >
> >>> >> > > together so often)--and the other is congruency with our >>
> >
> >>> > experience
> >>> >> of
> >>> >> > > the world, our conception of what thinking is like. In other
> >>> >> > > words,
> >>> >> we
> >>> >> > > continue to use it because it is practical to use it, highly
> >>> >> > > "functional." And this becomes patterned.
> >>> >> > >
> >>> >> > > From a rule based approach, we have to say that "all grammars
> >>> >> leak",
> >>> >> > > but that may be because they try to treat the language as froz> en
> >>> >> and not
> >>> >> > >
> >>> >> > > dynamic. If we see the creation of phrasal verbs as a dynamic
> >>> >> process,
> >>> >> > > then it is easy to treat in-between examples as part of that
> >>> >> process of
> >>> >> > > change-of grammatical structures being lexicalized and lexical
> >>> >> terms
> >>> >> > > being pulled into the grammar. From a usage based perspective,
> >>> >> leaking
> >>> >> > > is likely. Just like words, the grammar is always coming into
> >>> >> being.
> >>> >> > >
> >>> >> > > This gives us an approach to grammar that pulls us into meanin> g
> >>> >> and one
> >>> >> > > that frames meaning itself as contextual and dynamic.
> >>> >> > >
> >>> >> > > Craig
> >>> >> > >
> >>> >> > >
> >>> >> > >
> >>> >> > > STAHLKE, HERBERT F wrote:
> >>> >> > >
> >>> >> > >> Ron,
> >>> >> > >>
> >>> >> > >> Let's start with easiest of your questions, how to use >> >
> >>> >> information
> >>> >> > >>
> >>> >> > > like
> >>> >> > >
> >>> >> > >> this in teaching. The fact is that I wouldn't present a
> >>> >> seven-fold
> >>> >> > >> classification of anything grammatical in an ESL context.
> I
> >>> >> > >> might
> >>> >> be
> >>> >> > >> forced to do something like that if I were teaching Chinese
> >>> >> nominal
> >>> >> > >> classifiers, of which there are dozens, or Bantu noun classes> ,
> >>> >> which
> >>> >> > >>
> >>> >> > > can
> >>> >> > >
> >>> >> > >> exceed a couple dozen, but fortunately English doesn't do suc> h
> >>> >> things.
> >>> >> > >> What's important in developing both fluency and register
> >>> control
> >>> >> in
> >>> >> > >> non-native speakers is that they learn to shift particles whe> n
> >>> >> doing
> >>> >> > >>
> >>> >> > > so
> >>> >> > >
> >>> >> > >> is pragmatically motivated, that they learn to use a
> passive
> >>> when
> >>> >> that
> >>> >> > >> structure is pragmatically motivated. And this they will lea> rn
> >>> >> much
> >>> >> > >> better from usage and practice than from grammar drill.
> >>> >> > >>
> >>> >> > >> I think perhaps you confused Bill and me in the latter part o> f
> >>> >> your
> >>> >> > >> post. Actually, the classification I posted is from Sidney
> >>> >> > >>
> >>> >> > > Greenbaum's
> >>> >> > >
> >>> >> > >> Oxford English Grammar (OUP, 1996), so I can't take credit
> >>> for >> > >> it.
> >>> >> > >> Transitivity does have degrees. Intransitives take only a
> >>> >> subject,
> >>> >> > >> (mono)transitives take a subject and a direct object, and
> >>> >> > >>
> >>> >> > > ditransitives
> >>> >> > >
> >>> >> > >> (SG's "doubly transitives") take a direct object and an
> >>> indirect
> >>> >> > >>
> >>> >> > > object,
> >>> >> > >
> >>> >> > >> which may or may not require a preposition. Indirect
> >>> object, >> > >> bear
> >>> >> in
> >>> >> > >> mind, is a function, not a structure, and it can show up as
> >>> >> > >> either
> >>> >> a
> >>> >> > >> bare NP or as the object of a preposition. I suspect SG uses
> >>> >> > >> "monotransitivity" in a excess of clarity, the result of whic> h
> >>> >> isn't
> >>> >> > >> necessarily what the writer hopes for.
> >>> >> > >>
> >>> >> > >> Actually, SG doesn't distinguish between "look at" and "look
> >>> >> after".
> >>> >> > >>
> >>> >> > > In
> >>> >> > >
> >>> >> > >> his discussion of prepositional verbs (p. 282), he uses
> >>> "look at"
> >>> >> as
> >>> >> > >>
> >>> >> > > an
> >>> >> > >
> >>> >> > >> example of a monotransitive prepositional verb.
> >>> >> > >>
> >>> >> > >> Back to the question of goals for a moment. SG was writing a
> >>> >> > >>
> >>> >> > > reference
> >>> >> > >
> >>> >> > >> grammar, and so his goal was to provide as complete and
> >>> thorough >> > >> a
> >>> >> > >> classification of English structures as he could. Hence
> his
> >>> >> > >> seven
> >>> >> > >> classes of phrasal/prepositional verbs. What the ESL
> >>> teacher >> > >> does
> >>> >> > >>
> >>> >> > > with
> >>> >> > >
> >>> >> > >> this classification is subject to different, pedagogical
> >>> goals, and
> >>> >> I
> >>> >> > >> hope that teacher would keep SG's treatment well away from hi> s
> >>> >> > >>
> >>> >> > > students,
> >>> >> > >
> >>> >> > >> while being informed by it as he or she prepares lesson plans.
> >>> >> > >>
> >>> >> > >> Herb
> >>> >> > >>
> >>> >> > >> One of the great advantages of this List (and particularly
> >>> if one
> >>> >> has
> >>> >> > >> the
> >>> >> > >> intellectual courage to state what one knows about grammar wi> th
> >>> >> the
> >>> >> > >> attendant possibility of being proven to be wrong and the eve> n
> >>> >> worse
> >>> >> > >> possibility of realising that one has been teaching
> >>> something to
> >>> >> > >> students
> >>> >> > >> which is possibly incorrect) is the potential it has to
> make
> >>> one
> >>> >> > >> re-examine
> >>> >> > >> one's own assumptions about some point of grammar.
> >>> >> > >>
> >>> >> > >> Herb's comments on the complexities of phrasal verbs and Bill> 's
> >>> >> list
> >>> >> > >>
> >>> >> > > of
> >>> >> > >
> >>> >> > >> three examples are cases in point. This query, then, is
> >>> just to
> >>> >> > >>
> >>> >> > > clarify
> >>> >> > >
> >>> >> > >> things in their posts and particularly in the context of ESL.
> >>> >> > >>
> >>> >> > >> Bill's list of three is as follows:
> >>> >> > >>
> >>> >> > >> I looked [up the chimney] prepositional phrase
> >>> >> > >> I [looked up] the word phrasal verb
> >>> >> > >> I looked [up] adverbial particle.
> >>> >> > >>
> >>> >> > >> Just to avoid ambiguity, I would modify the second two as
> >>
> >>> > >> follows:
> >>> >> > >>
> >>> >> > >> I [looked up] the word. As 'up' is an adverbial particle
> >>> and >> > >> as
> >>> >> > >>
> >>> >> > > 'the
> >>> >> > >
> >>> >> > >> word' is the direct object of the resultant phrasal verb, 'lo> ok
> >>> >> up' is
> >>> >> > >>
> >>> >> > > a
> >>> >> > >
> >>> >> > >> transitive phrasal
> >>> >> > >> verb.
> >>> >> > >>
> >>> >> > >> I looked [up]. As 'up' is an adverbial particle and as
> >>> there is
> >>> >> no
> >>> >> > >> direct
> >>> >> > >> object, 'look up' is an intransitive phrasal verb.
> >>> >> > >>
> >>> >> > >> Would Bill agree with this modification?
> >>> >> > >>
> >>> >> > >> Herb's list of seven really puts the cat amonst the pigeons
> >>> of my
> >>> >> > >> assumptions about transitivity. Here's Bill's list:
> >>> >> > >>
> >>> >> > >> 1. intransitive phrasal verbs, e.g. "give in" (surrender)
> >>> >> > >> 2. transitive phrasal verbs, e.g. "find" something "out"
> >>> >> (discover)
> >>> >> > >> 3. monotransitive prepositional verbs, e.g. "look after" (ta> ke
> >>> >> care
> >>> >> > >>
> >>> >> > > of)
> >>> >> > >
> >>> >> > >> 4. doubly transitive prepositional verbs, e.g. "blame"
> >>> something
> >>> >> "on"
> >>> >> > >> someone
> >>> >> > >> 5. copular prepositional verbs, e.g. "serve as"
> >>> >> > >> 6. monotransitive phrasal-prepositional verbs, e.g. "look
> >>> up to"
> >>> >> > >> (respect)
> >>> >> > >> 7. doubly transitive phrasal-prepositional verbs, e.g. "put"
> >>> >> > >>
> >>> >> > > something
> >>> >> > >
> >>> >> > >> "down to" (attribute to)
> >>> >> > >>
> >>> >> > >> My problem is with 3 This is the first time that I have
> >>> >> encountered
> >>> >> > >>
> >>> >> > > the
> >>> >> > >
> >>> >> > >> term 'monotransitive' so perhaps Bill can explain the >> >
> >>> >> significance
> >>> >> of
> >>> >> > >> the addition of 'mono-'.
> >>> >> > >>
> >>> >> > >> In the case of 3, why is Bill implicitly differentiating 'loo> k
> >>> >> at' and
> >>> >> > >> 'look
> >>> >> > >> after'? I ask this because I am assuming that he is not
> >>
> >>> > >> claiming
> >>> >> > >>
> >>> >> > > that
> >>> >> > >
> >>> >> > >> 'look at' is a monotransitive prepositional verb. In the
> >>> case of
> >>> >> ESL,
> >>> >> > >>
> >>> >> > > I
> >>> >> > >
> >>> >> > >> think it preferable to consider them both intransitive in ord> er
> >>> >> not to
> >>> >> > >> muddy the transitive waters too much.
> >>> >> > >>
> >>> >> > >> 6 & 7 are also problematic in ESL terms for the same reason b> ut
> >>> >> > >>
> >>> >> > > perhaps
> >>> >> > >
> >>> >> > >> we can come to those later.
> >>> >> > >>
> >>> >> > >> Ron Sheen
> >>> >> > >>
> >>> >> > >> 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 w> eb
> >>> >> > > 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 w> eb
> >>> >> > 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/
> >>> >> >
> >>> ---------------------------------------------------------------------> ---
> >>>
> >>> >> > NOTICE: This email message is for the sole use of the intended
> >>> >> > recipient(s) and may contain confidential and privileged >> >
> >>> information.
> >>> >> > Any unauthorized review, use, disclosure or distribution is
> >>> >> > prohibited. If you are not the intended recipient, please
> >>> contact >> > the
> >>> >> > sender by reply email and destroy all copies of the original
> >>
> >>> > message.
> >>> >>
> >>> >> 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/
> >>> >>
> >>> ---------------------------------------------------------------------> ---
> >>>
> >>> >> NOTICE: This email message is for the sole use of the intended
> >>> >> recipient(s) and may contain confidential and privileged
> >>> information.
> >>> >> Any unauthorized review, use, disclosure or distribution is
> >>> >> prohibited. If you are not the intended recipient, please
> contact
> >>> the
> >>> >> sender by reply email and destroy all copies of the original
> >>> message.
> >>> >
> >>> > 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/
> >>> >
> >>> >
> >>> ---------------------------------------------------------------------> -
> >>> > NOTICE: This email message is for the sole use of the intended
> >>> > recipient(s) and may contain confidential and privileged
> >>> information. Any
> >>> > unauthorized review, use, disclosure or distribution is prohibited.
> >>> If you
> >>> > are not the intended recipient, please contact the sender by
> reply
> >>> > email
> >>> > and destroy all copies of the original message.
> >>> >
> >>>
> >>> 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/
> >>> ---------------------------------------------------------------------> ---
> >>>
> >>> NOTICE: This email message is for the sole use of the intended
> >>> recipient(s) and may contain confidential and privileged
> >>> information. Any unauthorized review, use, disclosure or
> >>> distribution is prohibited. If you are not the intended recipient,
> >>> please contact the sender by reply email and destroy all copies of
> >>> the original message.
> >>
> >> 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/
> ------------------------------------------------------------------------
> NOTICE: This email message is for the sole use of the intended
> recipient(s) and may contain confidential and privileged information.
> Any unauthorized review, use, disclosure or distribution is
> prohibited. If you are not the intended recipient, please contact the
> sender by reply email and destroy all copies of the original message.
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: Wed, 17 Oct 2007 15:18:13 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: Rules ad nauseam
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Wed, 17 Oct 2007 19:39:14 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bob Yates <[log in to unmask]>
Subject: Re: Rules was Those old transitivity blues
Mime-Version: 1.0
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline
Craig,
This is a list on the teaching of grammar. I have always understood you to be offering your point-of-view
to suggest a more effective approach to the teaching of grammar. I apologize if that is not your purpose in
sharing with us your views on the nature of grammar.
In the meantime, I appear to have a serious reading deficit.
Craig writes:
When I write to Bruce, I don't think I am making 'claims'
that need to be challenged, but simply articulating a point-of-view that
I have been developing --am still developing-- over a period of time.
***
I see the following point-of-view as making claims about the nature of language.
Craig writes:
I believe that a hammer is formed like a hammer because that form is
suitable for its function. In that sense, the forms of grammar are
context sensitive. We have ways to ask questions, for example, or make
statements. These have evolved because language occurs between people,
and we have evolved ways to offer or request information, and we have
evolved ways to target the specific information we are looking for or
offering, and so on. You can disagree, but I don't think that is an
unusual position.
****************
It seems to me you have drawn clear teaching implications about this point-of-view about the nature of language.
I sincerely regret if it is the case that you have not made any teaching implications from the point-of-view you articulated above.
If there are problems with the nature of language articulated above, then perhaps there are problems with the teaching implications based on that point-of-view.
I know the way I teach about writing is based on how I view the nature of language. I think all of us who teach writing have a view of language, but I could be mistaken.
Bob Yates, University of Central Missouri
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: Wed, 17 Oct 2007 19:34:56 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Bruce D. Despain" <[log in to unmask]>
Subject: Re: Rules ad nauseam
MIME-Version: 1.0
Content-Type: text/plain; format=flowed; charset="utf-8"; reply-type=response
Content-Transfer-Encoding: 7bit
Craig,
I've got more time to do this than some of my obligations, right now. Let
me say a few things and leave it at that for now.
Semantic nets are an exciting area for me, but I fear I may shortly become
disillusioned. There are over 90 "primative" relations in MultiNet and a
number of intentional redundancies created in order to leave some semantic
ambiguities unresolved, as language often does for us users. The closer the
semantics mirror reality, the more deficient language seems.
I think you are right in pointing out that motivations for utterance forms
are present in the decision-making process. When we make meaning we realize
that we want to get information, so we think, "ah, an interrogative form
would be good." Then we think again and say to ourselves, "but no, I don't
want the person I need the information from to think I'm dumb. I'll just
ask for comfirmation of what I already think" Then I say, "I'll make it
very unobtrusive, so he won't hear it as a question, unless he is listening
for it." Then what comes out: "The answer is six . . . isn't it?" (I can't
write down the intonation of this meaning, but the speaker of English will
realize what I'm doing here. In a computerized system there would have to
be a query system to find the appropriate part of the net to assert, then
form a question of the appropriate type from it.)
The computer used to be confined to serial processing, but that has become
impossible. You can witness this when you see videos, for example. There
are different peripherals (monitors, modems, printers, etc.) all doing their
own thing until needed for their purpose. The functional approach to these
elements of the computer sysem ought to be quite natural, but
unenlightening, since they were all designed for very narrow functions. The
volume of data to be processed does not seem to be a drawback to the
essential functioning of a computer, as we see in the way Google has made so
much internet information accessible.
I hope not to "pass off" any area of meaning as ineffible. It is important
to make our meaning clear, whatever it may be. But there are in fact
important lexical gaps in any language. These can be annoying, but they
also demonstrate what is ineffible. Here is an example from science. When
I say "deep green" you think of a prototypical green color that has been
saturated. When I say "pure green" you think of that same color that,
though not saturated must be of just one hue. When I say "light green" you
think of the same color, maybe not saturated, maybe not of one hue, but not
very intense. Now I can say "a deep, pure, and light green" and you maybe
have to work it out. No matter how I try, it seems impossible for the
English language to express the name of a color that is of some arbitrary
intensity, hue, and saturation (without using the numbers of science). Yet
a model of color in science can do this to any degree desired if provided
with adequate instrumentation. There are at least two such models of color
in science that can do this. Two models for expressing color accurately and
precisely. Natural language (English) can't do this (without the aid of
such models). In fact, the terms I have used are probably not uniformly
interpreted by all speakers and can only approximate what I might have in
mind. If we both happen to have experienced the same exact color, the
speaker and hearer can take advantage of that shared experience to convey
the meaning intended. (A blind communicant is powerless.) The power of
metaphor is always there to help fill in the gaps; especially in areas
untouched by science. I am sure the good writer could point out other
devices available for filling the gaps of ineffibility -- these I would love
to learn.
Bruce
----- Original Message -----
From: "Craig Hancock" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, October 17, 2007 1:33 PM
Subject: Re: Rules ad nauseam
> Bruce,
> I want to say first of all that I was drafting this when Bill's post
> came in. So it tends in that direction without acknowledging it. Instead
> of starting over, I'll send it on and pick up on the conversation later.
> I'm also way behind in writing an article for deadline, so I may have to
> drop off without wanting to.
> I like the idea of a semantic net (or nets) and the details around that.
> That seems like a very rich approach.
> The coding of decisions might be coding of rhetorical options, not just
> formal ones. So the decision to make a question rather than statement
> would then lead to decisions about how to focus the question and so on. My
> point would be that it might make more sense to think of decisions as
> motivated, not just constrained.
> The question might also be whether the mind itself works like a computer
> works. The computer, for example, is a serially processing system, and
> other models of mind see it as more like a parallel processing system. It
> may be that decisions about interpersonal meaning and decisions about
> representing the world and decisions about the production of text are all
> firing simultaneously and the clause itself is therefore multi-functional,
> with different kinds of feedback loops, different kinds of options in one
> area closing off options in another, and so on. Language in the real world
> would have to do this, I suspect, for it to work as a language.
> Computers don't do anything like real language as far as I can see, and
> they seem to have no way of knowing what anyone is saying. They have never
> lived a human life, and they have no human reference to draw on. I don't
> think we can be sure that a computer is an ideal model for human language.
> It never has purposes unless externally programmed in.
> When we look at actual language use, we can use terms like "frequency."
> We can look at co-occurrence of syntactic forms and make observations
> about that, as Biber has done. We can test human cognition in a number of
> ways in controlled experiments, as the cognitive linguists and cognitive
> psychologists are doing. We can look closely at language acquisition to
> give us clues to how it happens and what conditions best help it along.
> All of this is science.
> I admit I am biased toward a certain orientation toward language, toward
> what Coleridge called "organic form", the notion that form and meaning are
> inextricably linked. Other people may have a more mechanical view, but my
> experience has been that good writing rarely comes out of that. To put
> that down to a pedestrian level, a student who is told that a paragraph
> has to have between three and five sentences (much more common than you
> would expect) has been done serious damage. I don't suspect you would
> advocate anything like that, but there is damage done by people who
> believe form is unimportant, or that menaing is simply poured into it. I
> am much more interested in those areas you want to pass off as
> "ineffable." In fact, they may be much more effable than you suspect.
>
> Craig
>
> Bruce Despain wrote:
>> Craig,
>> You seem to have missed my point about rules again. When you talk about
>> choice, you seem to forget that the heart of computer systems is the
>> encoding of decisions in binary codes (true/false). We need to avoid
>> confusion between the purposes of generative grammar and the purposes of
>> generative rules. We don't want to throw out binary codes - the formal
>> constructs - because we don't like what they encode. The theoretical
>> goal ought to be the formalization of choice. We need clarity in the
>> formal objects. Any decent grammar ought to have a place for meaning,
>> "natural" or not. How does a grammar account for what it finds? An
>> accounting probably involves numbers, measures, the technologies used by
>> science. I believe that there are structures in the brain for language
>> processing (Brocca's area, Wernicke's area, etc.) It is mysterious how
>> they get to be there. It is just as mysterious how the 19 regions for
>> processing visual information got there. No doubt they will be found
>> encoded in the DNA, I suppose. But it is irrefutable that there are
>> structures that process language. It is an undecided question to what
>> extent the grammar reflects these structures. I hope that this is not a
>> point at issue.
>> My hope would be that a "semantically leaning" theory would tell us how
>> to encode the semantics involved. Social and personal interactions are
>> certainly an influence on how the world ought to be encoded. Perhaps
>> "field, tenor, and mode" are good approximations to classes of meaning,
>> but they are still meaning. They are attempts to make generalizations
>> about utterances in their extra-linguistic contexts. A specific "Genre,"
>> as I suppose, isolates utterances to those having a specific purpose. It
>> also considers other aspects of culture besides language, such as
>> religion, technology, kinship relations. And because language (as part of
>> culture) changes through time, the genre must be defined in these terms
>> as well. Being aware of the influence of these elements on the use of
>> language is crucial to writing well. I would not call this a "deeper
>> understanding of language," however. Formalizing these elements as part
>> of linguistic science is no different than formalizing any other semantic
>> field. I would think that they themselves need to be formally modeled
>> before their formal effect on grammatical structures can be explicated.
>> Until that is done they remain as interesting observations about language
>> use. (We may know that the sounds of language change, but we don't have
>> the tools to describe Grimm's law, or the data to describe Verner's law.
>> It is one thing to be aware of a phenomenon, another to describe it
>> within the formal constraints of science.) It is one thing to ask
>> questions about McDonald's ads, it is another to describe the phenomenon
>> observed. You will be doing a good work to generalize about these
>> observations. Maybe such empirical laws as are thus developed can be fit
>> into some formal theory someday, but I don't think functionalism fills
>> that bill.
>> My stance on grammar arising from the structure of the world is informed
>> strongly by the Sapir-Whorf hypothesis. There is much of the opposite
>> going on as the world and the cultures built by man within it change.
>> There are forces for change in both directions. Our experience tells us
>> that there seem to be few limits to what a good writer can express.
>> However, in the end I am willing to admit the existence of ineffible
>> concepts. We admire the creative ability of poets in attempting to
>> clothe such concepts with shape and size. Often the "rules of grammar"
>> are wrested in doing so. But it is the "rules of formal systems" that
>> allow us to account for how it is done. Such rules tell us how to
>> describe the semantics of a language -- the world view. The formal
>> semantics are influenced (manipulated) by the "rules of grammar."
>> I am presently enjoying the study of semantic nets. This formal
>> construct is related directly to formal logic, but is equally influenced
>> by the syntax and morphology of the language being modeled. In this study
>> (Herman Helbig's MultiNet) a situation expressed in "Sally gave Mary a
>> ball" would be translated to a number of primitive objects and relations.
>> Some of them, e.g., Benefactive, which describes Mary's involvement in
>> the situation, are "C-Roles" (cf. theta roles) dictated by English and
>> similar languages. Prototypical knowledge guides inferences (rules of
>> logic) that can come from the normal interpretation of this expression.
>> Categorical knowledge tells us that a "ball" belongs to that class of
>> concrete objects that have a spheroid shape. Situational knowledge tells
>> us about the individual persons and objects instantiated by the
>> situation. All of these kinds of knowledge are modeled as parts and
>> attributes of parts of the semantic net.
>> The problem with limiting the term language to a particular language is
>> mirrored by the differences between a grammar of a language and the
>> syntax of a language. "Grammar rules" brings up the idea of the limited
>> area of syntactic patterns and regularities. These live and breath, but
>> not as much perhaps as the rules of other parts of the grammar,
>> particularly those of semantics. "Formal grammar" needs to include all
>> levels and modules displaying linguistic phenomena. I believe that at
>> least an awareness of this vast field and its specializations can be very
>> helpful to courses in language use. This should not involve the dissing
>> of formalizations in general. We should be willing to view language as
>> multi-faceted, but still analyzable with the scientific approach. I
>> believe that the many facets of language reflect the organization of the
>> brain into modules: semantics, syntax, morphology, phonology, even
>> orthography (writing systems) -- the traditional breakdonwn. But this
>> philosophy should not distract from the scientific goal of formalizing
>> the description of what we observe in language, wherever we find it.
>> Bruce
>>
>> >>> Craig Hancock <[log in to unmask]> 10/17/07 8:32 AM >>>
>> @Study>
>> In-Reply-To: <000201c81065$de4c68f0$27049643@Study>
>> Content-Type: text/plain; charset=UTF-8; format=flowed
>> X-Scanned-By: MIMEDefang 2.57 on 134.53.6.66
>> X-Scanned-By: MIMEDefang 2.57 on 169.226.1.44
>> Content-Transfer-Encoding: quoted-printable
>> X-MIME-Autoconverted: from 8bit to quoted-printable by smtp.albany.edu id
>> l9HEWot1023410
>> X-Barracuda-Connect: mail1.its.albany.edu[169.226.1.105]
>> X-Barracuda-Start-Time: 1192631574
>> X-Barracuda-Virus-Scanned: by Barracuda Spam Firewall at muohio.edu
>> X-Barracuda-Spam-Score: 0.12
>> X-Barracuda-Spam-Status: No, SCORE=0.12 using per-user scores of
>> TAG_LEVEL00.0 QUARANTINE_LEVEL00.0 KILL_LEVEL=7.0 tests=CN_BODY_332
>> X-Barracuda-Spam-Report: Code version 3.1, rules version 3.1.31373
>> Rule breakdown below
>> pts rule name description
>> ---- ----------------------
>> --------------------------------------------------
>> 0.12 CN_BODY_332 BODY: CN_BODY_332
>>
>> Bruce,
>>
>> Those are very complex questions, and I’m wondering about a
>> way>> to
>> phrase all this so it might be of use to the group as a whole.
>>
>> I don’t have Halliday’s Intro to functional grammar
>> wi>> th me here at
>> work, and I’ll consult it later, but I seem to remember him
>> sayin>> g that
>> there is a computerized version of the grammar which works this out in
>> great detail as a system of choices. Systemic functional grammar is
>> systemic, and it is a grammar. It is a “natural”
>> grammar,>> meaning that
>> it attempts to account for the grammar that it finds. It is
>> “semantically leaning”. I think, though please correct
>> me>> if I’m wrong,
>> that generative grammar is more biologically leaning, looking to
>> describe the rules for the generation of forms. A functional grammar
>> looks at grammar from the perspective of meaning, and it thinks of
>> meaning as multi-functional, as including, not just a representation
>> of
>> the world, but interaction and the production of text. It also
>> broadens
>> out to field, tenor, and mode, which have definitions that I
>> won’>> t trust
>> to memory. Mode includes “genre”. A good deal of
>> pedagogi>> cal interest
>> these days is in genre as a center of concern. “Genre”
>> is>> looked at as
>> something purposeful, culturally formed, dynamic, staged (not just a
>> single stage). It is wide enough to include things like marriage
>> proposals along with lab reports or academic arguments. So it is
>> typical
>> in a classroom in England or Australia to have students examine
>> advertisements and make observations about the kind of language that
>> shows up and the way it is used, then construct advertisements of
>> their
>> own. Advertisement is a genre and it may have sub-genres. If we extend
>> this genre focus out, it can give us a way to directly link both
>> reading
>> and writing to a deeper understanding of language and how it works in
>> the real world. The theoretical position would be that the forms of
>> language are responsive to context. I am currently working this out in
>> a
>> Reading Literature class, starting with the notion of story and how it
>> works. How is orientation built in? How does a story writer handle
>> point-of-view (which is a technical term in literature)? I can find
>> key
>> paragraphs and bring that right down to the level of the sentence. If
>> McDonald’s is now running a campaign around “I’m
>> >> loving it”, why is that
>> effective? Is the word “love” usually used that way?
>> How>> does present
>> progressive, in this case, connect with the desire to sell hamburgers?
>>
>> Here’s where we might differ in theoretical perspective. You
>> >> say the
>> following:
>>
>> “The utterance dimensions are quite different from the
>> semantic
>> structure. The semantics has been abstracted, and manipulated by
>> language, to be represented in the utterance.”
>>
>> I admit I’m not quite sure what that means or how it works
>> ou>> t in
>> practice. But because of my current reading in cognitive linguistics
>> and
>> in usage based approaches, I don’t think of grammar
>> “rule>> s” (syntax
>> rules) as having an autonomous existence that then drives discourse.
>> It
>> may be better to think of grammar “rules” as patterns
>> tha>> t arise from
>> our being in the world. We can’t understand language without
>> understanding the nature of cognition. The mind, as Lakoff keeps
>> saying,
>> is deeply “embodied”, and language itself is deeply
>> influ>> enced by our
>> sensory motor experience of the world. And we can't understand
>> language
>> without thinking of it as having a social dimension. It is not an
>> objective world, but a deeply human world that we experience through
>> language.
>>
>> Here’s another take on it from the perspective of Adele Goldberg>> , as
>> summarized by Croft and Cruse (Cognitive Linguistics, Cambridge 2004):
>> “the complex event or situation is treated as the primitive unit
>> >> of
>> semantic representation, and the definitions of the roles in the event
>> are derived from the situation as a whole.” As I understand
>> this>> , this
>> means that di-transitive constructions (for example, “Sally gave
>> >> Mary a
>> ball”) arise from the nature of the processes, in this case
>> givin>> g, not
>> from an abstract set of “rules”. She has sub-categories
>> >> of
>> ditransitivity, which differ from each other because of the nature of
>> the processes involved. But “giving” is the
>> prototype.(>> Prototype” is an
>> important part of cognitive theory, which grounds meaning in a study
>> of
>> how the mind works. Prototypes are very important for our
>> understanding
>> of categories.) Other ditransitive constructions can be thought of as
>> “extensions of the prototype.”
>>
>> As you can see, this changes radically the notion of
>> “rules>> and
>> their role in discourse. It looks at rules as growing out of language
>> use, not as separate from it. These are more like patterns. And any
>> attempt to reduce language down to abstractions from these patterns
>> may
>> give us a false impression of how language works and take us away from
>> the living, dynamic language, not closer to it.
>>
>> “Constructions” are themselves meaningful, not
>> merel>> y conveyors of
>> meaning.
>>
>> From this perspective, too, grammar is learned, not merely
>> activated. In fact, work is being done to study childhood language
>> acquisition from this perspective, and it seems to hold up very well
>> in
>> practice.
>>
>> Implications for us? There may be good reasons why “formal
>> gra>> mmar’
>> does not carry over to writing. But at the same time, we may be able
>> to
>> make a great case for the importance of individuals being mentored
>> into
>> language, a great case for language acquisition as a life-long
>> process,
>> a great case for attention to language as deeply tied to the goals of
>> literacy, including reading and writing.
>>
>> Craig
>>
>>
>>
>> Bruce D. Despain wrote:
>> > Craig,
>> >
>> > You will probably see that our positions on functionality are not
>> that
>> > different. The approach is just different. The imaginary context
>> > itself has a structure -- a semantic structure that stretches across
>> > several dimensions. What we utter has to reside in a string -- just
>> > one dimension in time that has a dimension of sound that is analyzed
>> > into multiple dimensions. The utterance dimensions are quite
>> > different from the semantic structure. The semantics has been
>> > abstracted, and manipulated by language, to be represented in the
>> > utterance. There is a lot missing; there is a lot filled in. I am
>> > looking for a set of functions in the mathematical sense that can
>> > use
>> > the semantic fields (planes, layers, dimensions) as its domain and
>> map
>> > their values onto a range in the linguistic planes of syntax,
>> > morphology, phonology, orthographics. Would you claim there to be a
>> > linguistic plane of "functional" elements that these semantics get
>> > mapped to? Or would it be better to say that these elements are a
>> > part of the semantics and remain there only to be discerned after
>> > the
>> > linguistic elements have been displayed to the mind?
>> >
>> > The "functional" layer, maybe, is a filtering of the already complex
>> > clumping of semantic elements. What is its nature? Perhaps it
>> > doesn't work with elements at all. But science needs an analysis
>> into
>> > parts. Can the context of an utterance be described in terms other
>> > than the terms that describe the rest of the semantic layers? I
>> > wonder if maybe it is "simply" another way of dividing up the layers
>> > of a semantic analysis. The example I gave from Bolinger was meant
>> to
>> > demonstrate just what you were saying about the ubiquitous clumping
>> of
>> > semantic elements in the language (English) idiom. We could say it
>> is
>> > "functional" or we could say it is a "hidden" part of the semantics
>> > -- the semantics of an "extra-linguistic" context -- one that could
>> > be coded in language, if we chose to. The semantics begs for
>> > description (some scientists have used rules of the form used in
>> logic
>> > and mathematics) and I simply think that the "functional" does too.
>> >
>> > Bruce
>> >
>> > ----- Original Message ----- From: "Craig Hancock" <[log in to unmask]>
>> > To: <[log in to unmask]>
>> > Sent: Tuesday, October 16, 2007 8:29 AM
>> > Subject: Re: Rules was Those old transitivity blues
>> >
>> >
>> >> Bruce,
>> >> Thanks for the warm words. I do think this is a good faith
>> >> conversation, and I'll try to keep on in that tone.
>> >> We certainly do need context to understand a great deal of
>> >> discourse, and I'm not sure why you would present that as an
>> argument
>> >> against the functional. "How cold does it have to get" could mean
>> >> many things, and the only way it can include the idea of shutting a
>> >> window is to put it into an imaginary context. A functional
>> >> approach
>> >> is not going to say that we can infer context from a form, but the
>> >> opposite--that we need context, and that the formal structures we
>> >> utter are context sensitive. "How cold does it have to get" makes
>> >> no
>> >> sense out of context, so we infer a context for it. I would see it
>> as
>> >> what usage based construction grammar calls a "schema", a form
>> >> meaning pairing unpredicted by the general rules of a formal syntax
>> >> and one that has blanks to fill in. "How much snow has to pile up
>> >> before you shovel it?" "How much does the garbage have to stink
>> >> before you take it out?" "How many examples do I have to give
>> >> before
>> >> a concept comes through?" The schema brings with it a kind of
>> >> sarcasm or rudeness that is part of its meaning. Rudeness is part
>> >> of
>> >> the schema.
>> >> "Schema" are one of the patterns cognitive linguists use to argue
>> >> against the innateness of grammar. They are clearly learned,
>> >> clearly
>> >> language dependent (and not universal.) If we can learn schema
>> >> rapidly and easily, we have evidence of the ability to learn other
>> >> patterns.
>> >> Many grammatical constructions become lexicalized and then pick
>> >> up
>> >> meanings somewhat unpredictable from their parts. Any approach to
>> >> grammar will have to accommodate that. Any theory of language
>> >> should
>> >> accomodate the fact that grammatical constructions are constantly
>> >> coming into being.
>> >> Dividing subject function up into grammatical subject, actor, and
>> >> theme is not at all ambiguous. My experience, in fact, is that much
>> >> of the confusion about subject in most students' minds comes from
>> >> believing that a subject is the first thing and the actor and the
>> >> focus of the proposition; so when those separate functions are
>> >> acknowledged, they have an easier time--a much easier time--with
>> >> the
>> >> concept. It is a way of making the notion of "subject" more
>> >> precise.
>> >> Traditional grammar tries to pass it off as innate or intuitive,
>> when
>> >> the intuitions are quite fuzzy. Tag questions work because they
>> allow
>> >> us to isolate the grammatical subject from other competing
>> >> possibilities, such as coming first or doing the deed. A deeper
>> >> understanding of what we mean by subject carries over into reading
>> >> and writing in a very useful way. We have a way of understanding
>> >> why
>> >> a writer might choose one form over the other within the flow of
>> >> discourse.
>> >> The desire for a one-to-one mapping between structure and
>> >> function
>> >> may be a desire for neat and clean categories in a world where
>> >> those
>> >> are rare. Does the category "hammer" include sledge hammer? How
>> about
>> >> a rubber mallet? Is a nail gun a kind of hammer? In what ways is it
>> a
>> >> gun? If we look closely at the cognitive nature of categories, we
>> >> find that many categories have elements that have only loose family
>> >> relationships with each other. Some elements of the category seem
>> >> more central than others. When I think hammer, I think claw hammer.
>> A
>> >> nail gun has a trigger and shoots things, but so does a hose
>> >> nozzle.
>> >> If we look back from the functional end, we can see something like
>> >> "hammering in nails" as a function that can be performed in at
>> >> least
>> >> two ways, one of them invented fairly recently. I use my screw
>> driver
>> >> to open paint cans, and I have seen my wife use one to loosen soil.
>> >> The other day, I used one to pry open a stuck window.
>> >> And a hammer, of course, has a form that fits its function. It's
>> >> not that we had them lying around and then decided to hammer nails
>> >> with them, but the need to have something to hammer nails has
>> >> influenced the development of the hammer (and now the nail gun.)
>> >> Anyone who hammers as awkwardly as I do knows what the claw is for.
>> >> Mallets are good for pounding. The analogy may or may not carry
>> >> over
>> >> to language, but from a functional perspective, the belief is that
>> it
>> >> does. Form and function are deeply connected.
>> >>
>> >> Craig
>> >>
>> >> Bruce Despain wrote:
>> >>> Craig,
>> >>> I'm sorry for the disagreement, but I don't think it is as
>> >>> serious
>> >>> as you make it out to be. Maybe I made some of my positions out
>> >>> to
>> >>> be stronger than they actually are. However, that said, there are
>> a
>> >>> few comments I would still like to make about your position. What
>> >>> I
>> >>> hope for with the word "function" is that the mathematical sense
>> >>> or
>> >>> formal definition can be made to work with the less formal
>> >>> meanings. What I mean is that "function" ought to be formalized,
>> >>> even from the general metaphorical uses it has. This is not about
>> >>> the word but about the goal of a scientific approach. As the
>> >>> designation of a role, the word ought to refer to something that
>> can
>> >>> be defined in less vague terms, elements with more basic meaning.
>> >>> (You should be very cautious about your quotes. There is a world
>> >>> of
>> >>> difference between a /function/ and "function.") I would like to
>> >>> think that "role" can be defined as a mathematical /relation/,
>> which
>> >>> is like a /function/ but has values that range over "true" and
>> >>> "false" rather than numbers or points on a cline. A subject is
>> >>> one
>> >>> of your ambiguous relations: logical subject, grammatical subject.
>> I
>> >>> think that the tools of linguistics need to be scientifically
>> >>> qualified. GT grammar has to concentrate on the syntactic aspects
>> >>> of grammatical analysis. If that is not enough, if it ignores
>> >>> spelling, if it ignores aspects of meaning, if it ignores word
>> >>> structure, maybe it's time to to develop a formal approach that
>> will
>> >>> describe these other aspects of language. What I hate is to take a
>> >>> tool, like an ax, emphasize its function, find it being used as a
>> >>> hammer, and then claim that these are two aspects of the same
>> tool.
>> >>> It's much better, I think, to point out the structural
>> >>> similarities
>> >>> between a hammer and an ax, and point out how these make it
>> possible
>> >>> for them to exchange roles for certain jobs. Your example of the
>> use
>> >>> of "it" as a place holder for the subject of a passive: I would
>> >>> be
>> >>> very suspect of any syntactic theory that made it "superfluous."
>> If
>> >>> the semantics of the sentence are being described without it,
>> >>> elements at a higher syntactic level, e.g., the declarative
>> >>> sentence, would still have to be demonstrated to be accepted as
>> >>> grammatical, elements which without it could not exist. In my
>> >>> example from a previous post the "shut the window" was an
>> >>> essential
>> >>> part of the meaning of "How cold does it have to get?" The
>> >>> extralinguistic context contributed the imperative portion by
>> >>> supplying "before you shut the window." In this sense, a
>> >>> superfluous element is not one that does not belong to the theory,
>> >>> just one that it doesn't have to be uttered to be understood. To
>> >>> use an example from Bollinger: a lawyer advises a debtor that he
>> >>> doesn't need to pay a particular bill because "the statute of
>> >>> limitations has expired on that bill." He does not mean that the
>> >>> statute is no longer in force, but that the period of time
>> specified
>> >>> in that statute for a bill of that kind has expired. The desire
>> >>> to
>> >>> use words in this kind of "non-superfluous" way is omnipresent in
>> >>> language, especially poetry. It keeps the language mavins and
>> >>> critics of language use very busy. It comes when we ignore the
>> >>> original intent of the ax and change its functionality to a
>> hammer.
>> >>> It may be illogical but we take advantage of the structure we have
>> >>> for a different use. This is called "exaption" in evolutionary
>> >>> biology. I don't mind the fact that we disagree. I highly respect
>> >>> your experience and skills at teaching English writing. I've
>> >>> always
>> >>> admired a good writer and hope someday to do better at explaining
>> my
>> >>> own ideas and understandings. This is, I hope, a good forum for
>> >>> doing so. Bruce
>> >>>
>> >>> >>> Craig Hancock <[log in to unmask]> 10/15/07 5:46 AM >>>
>> >>> Bruce,
>> >>> The term "function" seems to have a long, venerable history in
>> >>> linguistics. The OED cites both Bloomfield and C. C. Fries. Halliday
>> >>> tends to use the term much as many of us use it on list. We can put
>> >>> words or constructions roughly into classes, which tell us something
>> >>> about the meaning potential of the word or structure. The word
>> >>> "function" designates the role of the word or word group within a
>> >>> particular instance of use. In the previous sentence, "The word
>> >>> function" is noun phrase acting as subject. (It also acts us agent of
>> >>> "designates". And it is unmarked theme in the theme/rheme structure
>> >>> o>> f
>> >>> the clause.) It is not uncommon for a structure to have more than one
>> >>> function.
>> >>> I don't think it is accurate to say that the functionalists
>> don't
>> >>> use
>> >>> the tools of linguistics. The primary difference is that they see
>> >>> language as innately functional, not just a formal system that can
>> >>> th>> en
>> >>> be put to use in functional ways. Generative grammar is often
>> >>> criticized from the functional side for calling everything that
>> >>> doesn>> 't
>> >>> fit neatly into its theory peripheral or unimportant. It becomes so
>> >>> abstract that it no longer seems to represent what many of us think
>> >>> o>> f
>> >>> as language.
>> >>> There may in fact be many cases in which the passive is more
>> >>> prima>> ry
>> >>> than the active. There is no doubt a good reason why (according to
>> >>> Biber et al) passives are eight times more likely to show up in
>> >>> academic discourse. From a functional perpsective, active and passive
>> >>> give us alternative choices, and each gives us a different meaning.
>> >>> Someone asks "Who gave the book to Charlie?" You may likely
>> reply
>> >>> "It
>> >>> was given by his wife." This allows us to put given information
>> >>> ("It">> )
>> >>> first and new information in clause ending prominence. Whether or not
>> >>> this is thought of as superfluous is a theoretical position, not a
>> >>> scientific one. I find myself much more attracted to the theory that
>> >>> explores how these structures function in the world. If we theorize
>> >>> about them out of context, we may end up with a distorted theory.
>> >>> At some point, of course, we need to agree to disagree. I am a
>> >>> writer
>> >>> and writing teacher and somewhat a learning specialist by position
>> >>> an>> d
>> >>> you are a mathematician, so that may explain a great detail. I like
>> >>> math and always did well in it, but I do not think it is a good model
>> >>> for the complexities of language. And I think it is misleading to
>> >>> cal>> l
>> >>> any approaches that aren't mathematical less rigorous or scientific.
>> >>>
>> >>> Craig
>> >>>
>> >>> Craig,
>> >>> >
>> >>> > I think my concern is really quite far from the classroom, for
>> >>> which I
>> >>> > apologize. It's more like a paleontologist using the tools of
>> >>> geology to
>> >>> > solve biological questions. I think the functionalists need to
>> >>> use > some
>> >>> > more tools of linguistics to solve their language questions. I
>> >>> see no
>> >>> > sense debating the cline of polite requests, whether the points are
>> >>> > continuous of discontinuous, or adjusted up or down by context, if
>> >>> we have
>> >>> > no way to measure where the points are. Wouldn't it be helpful
>> to
>> >>> have
>> >>> > measures? Technology can help science to collect and analyze their
>> >>> data.
>> >>> > The theory can only take us so far. What? It might be refuted
>> if
>> >>> its
>> >>> > predictions cannot be corroborated. My point in segmenting the
>> >>> > differently formulated requests was show the direction toward
>> >>> some > kind
>> >>> > of measure. This is not just by tallying up the units of meaning
>> >>> > b>> ut
>> >>> > would involve weighing them in context. Let's callibrate the
>> >>> cline and
>> >>> > establish points or regions along it. I don't think the
>> >>> instruments > for
>> >>> > doing such a thing are developed. Like a paleontologist we're just
>> >>> > waiting for the next discovery.
>> >>> >
>> >>> > If the theory helps to teach the concepts that need teaching,
>> more
>> >>> > power
>> >>> > to it. Some models are helpful, but others can be disruptive in
>> >>> > th>> e
>> >>> > acquisition of a skill. I think of the power that certain images
>> >>> have in
>> >>> > teaching music and voice. Educators have learned that certain
>> >>> > visu>> al
>> >>> > metaphors guide the mind in some mysterious way to produce or
>> >>> reproduce
>> >>> > the sounds desired. I sure wish I knew what the rules were
>> behind
>> >>> > these
>> >>> > secrets (in the brain, in the mind).
>> >>> >
>> >>> > Bruce
>> >>> >
>> >>> >>>> Craig Hancock <[log in to unmask]> 10/12/07 1:59 PM >>>
>> >>> >
>> >>> > Bruce,
>> >>> > I'll check out definitions for "functional" in Halliday and
>> >>> get > back
>> >>> > to you. I admit I'm not using the term as a mathematician >
>> >>> would--perhaps
>> >>> > more like a biologist, as in "what is the function of the placenta
>> >>> > within the reproductive system." I don't think mathematical
>> models
>> >>> work
>> >>> > well for language--once you strip it of its semantic and discourse
>> >>> > content and context, you end up with a view of language that
>> >>> doesn't > fit
>> >>> > what we find in the world. I don't think an ecology is less
>> >>> scientific
>> >>> > than classical biology. It just has a different (systemic and
>> >>> > functional) orientation. It asks a different set of questions,
>> >>> ones > that
>> >>> > may yet save the world.
>> >>> > Ordering or requesting politely might be thought of as different
>> >>> > points on a cline. One is not necessarily more primary than the
>> >>> other,
>> >>> > and the words of politeness won't be superfluous to the human
>> >>> relations
>> >>> > we are fostering though language. The same would be true of
>> >>> > passive>> s.
>> >>> > You can certainly say that the unmarked or default is the active,
>> >>> > b>> ut
>> >>> > they do not mean the same thing if you include things like >
>> >>> propositional
>> >>> > focus or textual unity within your definition of meaning. In the
>> >>> > language of cognitive linguistics, different versions will
>> >>> construe the
>> >>> > world differently. In functional grammar, grammatical subject is a
>> >>> > separate function from actor or agent, though they generally
>> >>> co-occur.
>> >>> > When we vary from that co-occurrence, we are simply predicating a
>> >>> > statement about another element. One is not necessarily more
>> >>> > primar>> y,
>> >>> > and the extra words are not superfluous, but highly functional.
>> >>> > I don't mean to imply that generative grammar presents rules as
>> >>> > regulative. I do think most people believe grammar rules are
>> rules
>> >>> that
>> >>> > you are supposed to follow, not just patterns that arise from >
>> >>> purposeful
>> >>> > use of language. And when we abstract these rules from context,
>> we
>> >>> pull
>> >>> > further and further away from the living language. If we use the
>> >>> > te>> rm
>> >>> > "pattern", perhaps we could change that.
>> >>> > I think it might be fine to teach generative grammar in the
>> >>> schools
>> >>> > as a discipline of inquiry, but I don't think it will help us
>> >>> develop a
>> >>> > view of language that will carry over into reading and writing. I
>> >>> > believe both functional and cognitive approaches have much more
>> >>> promise
>> >>> > for that.
>> >>> >
>> >>> > Craig
>> >>> >
>> >>> >
>> >>> > Bruce Despain wrote:
>> >>> >> Craig,
>> >>> >>
>> >>> >> With my experience in math, I have a difficulty with the word
>> >>> >> "function" similarly as you do with "rule." For the
>> >>> mathematician the
>> >>> >> function is a process that has a domain or set of input values
>> >>> (one or
>> >>> >> more parameters) and a range or output value. The
>> transformation
>> >>> is a
>> >>> >> mapping or relation (one to one, one to many, many to one) of
>> one
>> >>> set
>> >>> >> of values onto another. This way of picturing the relationship
>> >>> >> as>> a
>> >>> >> process is a convenience for understanding the model. In this way
>> >>> >> rules and patterns are simply two ways of viewing the same
>> >>> >> phenomena. The rules as functions output a value, which can
>> >>> often be
>> >>> >> considered a pattern. It is the analysis of patterns that
>> >>> >> allow
>> >>> us to
>> >>> >> describe them by rule. Generative rules (now called Backus-Naur
>> >>> >> form) were developed with this in mind. Rules in this sense are
>> >>> >> n>> ot
>> >>> >> regulative, except to the person who wants a description of the
>> >>> >> structure. They show how to go about building it so as to get the
>> >>> >> best results. (The are not generative either, in the sense of
>> >>> giving
>> >>> >> birth to ideas.)
>> >>> >>
>> >>> >> To beat a dead horse: the normal way to request behavior of
>> >>> >> anothe>> r
>> >>> >> person is with an imperative ("Shut the window"), but we can use
>> >>> >> t>> he
>> >>> >> yes-no interrogative to inquire about a person's disposition to
>> >>> behave
>> >>> >> in a certain way: "Will you shut the window?" or a declarative
>> >>> >> "It>> 's
>> >>> >> cold in here" or even a wh-interrogative, "How cold does it have
>> >>> >> t>> o
>> >>> >> get?" If the syntactic description of the sentence is limited
>> >>> >> to
>> >>> such
>> >>> >> sentence types, it is easy to see that Halladay needed another
>> >>> >> lev>> el
>> >>> >> (meta-) on which to express the actual intent of the question
>> >>> >> apar>> t
>> >>> >> from its form. Hence, at this level (interactive) the three
>> >>> sentences
>> >>> >> that are used for the same purpose are of the same type.
>> >>> >> If we subscribe to the compositionality of language meaning, there
>> >>> >> would certainly be more elementary units of meaning of which
>> >>> >> the
>> >>> more
>> >>> >> complex constructions are composed. Couldn't these be considered
>> >>> >> primary? If it takes me more words (syntactically) to say
>> >>> >> somethi>> ng
>> >>> >> one way, perhaps that would be a rough indication of the number of
>> >>> >> meaning elements it could be broken down into. The active
>> >>> >> sentenc>> e
>> >>> >> usually has one less word than the passive, which uses a form
>> >>> >> of
>> >>> "be"
>> >>> >> with the passive participle. If we're counting morphemes, we
>> >>> >> woul>> d
>> >>> >> have to consider the participle ending as another element. The
>> >>> >> passive seems to be less primary from an analytic point of
>> view.
>> >>> The
>> >>> >> same argument makes sentences with a progressive aspect less
>> >>> >> prima>> ry
>> >>> >> than corresponding ones with a simple finite verb. They are
>> >>> >> structurally more complex and seem also to contain additional
>> >>> >> meaningful units. Perhaps if we are allowed to cut away the
>> >>> >> superfluous content of the above syntactically different
>> >>> sentences, we
>> >>> >> can be left with a core set of meanings at the interactive level.
>> >>> >> >> A
>> >>> >> transformation would seem to be an appropriate model for
>> >>> >> stating
>> >>> such
>> >>> >> a relationship.
>> >>> >>
>> >>> >> My intent was to make a point that has less to do with pedagogy,
>> >>> >> perhaps, than formal models. Yet, we must admit that kids
>> >>> >> today
>> >>> have
>> >>> >> been given the opportunity to learn a good deal of these concepts
>> >>> >> >> in
>> >>> >> their math classes. Maybe pedagogy needs to relate to this kind
>> >>> >> of educational curriculum to some extent. Many branches of
>> >>> >> linguistics are trying to bridge this abysmal gap between the
>> >>> >> humanities and science. I think some of it ought to trickle down
>> >>> >> >> to
>> >>> >> the lower grades. Maybe we should teach using the mathematical
>> >>> >> approach to functions and rules. If not literally, perhaps only
>> >>> >> metaphorically.
>> >>> >>
>> >>> >> Bruce
>> >>> >>
>> >>> >> >>> Craig Hancock <[log in to unmask]> 10/11/07 9:40 AM >>>
>> >>> >> Bruce,
>> >>> >> It may be hard to use the term "transformation" without
>> >>> bringing in
>> >>> >> all the apparatus that has historically come with it. It may be
>> >>> better
>> >>> >> to talk about alternative options, perhaps ones that complement
>> >>> >> ea>> ch
>> >>> >> other and stand at more or less equal status. So a question is
>> >>> >> not>> a
>> >>> >> transformed statement, but just an alternative choice--offering
>> >>> >> information or requesting information as both necessary options
>> >>> in the
>> >>> >> system. We can also request or offer goods and services, and we
>> >>> >> ha>> ve
>> >>> >> ways to carry that out.
>> >>> >> Halliday describes three different metafunctions, one being
>> >>> >> interpersonal and interactive, another being representational,
>> >>> and the
>> >>> >> other being largely textual. So you might say that a passive
>> >>> sentence
>> >>> >> has been "transformed" from an active one, but a functional
>> >>> >> analys>> is
>> >>> >> would emphasize that a different entity has been moved into >>
>> >>> grammatical
>> >>> >> subject role to ground the proposition, while the role of doer
>> of
>> >>> the
>> >>> >> action (representation) has been left out or shifted into the
>> >>> >> predicate.
>> >>> >> This may happen for textual reasons, perhaps to keep a topic in
>> >>> >> extended
>> >>> >> focus. If you treat this systematically, then one is not a
>> >>> >> transformation of the other, just ways to accommodate different
>> >>> >> functions within the structure of the clause. It may be
>> >>> misleading to
>> >>> >> think of one as more primary than the other, even if more common.
>> >>> >> We can certainly divide verbs into physical (material) and
>> >>> >> ment>> al
>> >>> >> (cognitive), and we do mix those types up in a sort of metaphor
>> >>> all >> the
>> >>> >> time. When the wind "howls", we are granting it a speech act.
>> >>> >> When>> I
>> >>> >> "fall" for someone, I'm describing emotional change in physical
>> >>> terms.
>> >>> >> "The fields never knew such cold as they knew that winter."
>> >>> >> What
>> >>> kind
>> >>> >> of
>> >>> >> "knowing" is that? Any description of creativity ought to
>> >>> >> foregrou>> nd
>> >>> >> the
>> >>> >> metaphoric nature of language.
>> >>> >> I mainly worry that people think of rules as "governing"
>> >>> rather >> than
>> >>> >> as conventional. It is not a "rule" that college students dress
>> >>> >> informally, but it is certainly a pattern. You haven't broken a
>> >>> >> ru>> le
>> >>> >> when you wear a tie, for whatever reason. I don't think the
>> >>> comparison
>> >>> >> holds too far (language is not just fashion), but "rule" and
>> >>> "pattern"
>> >>> >> can be very different in people's minds.
>> >>> >>
>> >>> >> Craig
>> >>> >>
>> >>> >>
>> >>> >> Bruce Despain wrote:
>> >>> >> > Craig,
>> >>> >> >
>> >>> >> > I think it might be a good exercise for you to respond sometime
>> >>> >> > without using the word "function" or "functional." Don't
>> these
>> >>> >> > words
>> >>> >> > just provide us another way to talk about rules. The rule is
>> >>> there
>> >>> >> to
>> >>> >> > *describe* something that is regular, expected, recognized, and
>> >>> >> > conventional. Language needs a certain amount of
>> >>> conventionality to
>> >>> >> > convey understanding. Does a new construction arise to
>> >>> >> > carriy
>> >>> out a
>> >>> >> > new function or an old function in a new way? Maybe the
>> answer
>> >>> >> > would
>> >>> >> > tell us to what extent function is driving language or whether
>> >>> >> > language is driving function. Consider the rhetorical
>> >>> question, for
>> >>> >> > example. This phenomenon takes a syntactic structure
>> >>> >> > normally
>> >>> used
>> >>> >> to
>> >>> >> > seek new information and applies it to make an assertion. We
>> >>> could
>> >>> >> > describe this phenomenon by rule in the form of a (dreaded?)
>> >>> >> > "transformation" (a sense different from
>> >>> >> > "generative-transformational"). The language user transforms
>> >>> >> > th>> e
>> >>> >> > function of a yes-no question to that of a declarative sentence
>> >>> >> simply
>> >>> >> > by placing it in a rhetorical context. To compare the
>> >>> functions of
>> >>> >> > "kick" and "admire" as transitive verbs is not as useful as
>> >>> >> > >>
>> >>> > comparing
>> >>> >> > them, maybe, at the level of action, one being physical and the
>> >>> >> > other mental. To find a syntactic correlate to this contrast
>> >>> >> > ma>> y
>> >>> >> give
>> >>> >> > us a clue to where a creative act of functional transform might
>> >>> >> > >> be
>> >>> >> > found. Perhaps something like these metaphors: "John kicked
>> >>> around
>> >>> >> > and then admired football." (zeugma) "Mary admired John, but
>> >>> kicked
>> >>> >> > him out of her life." We respect the "functional pressures" of
>> >>> >> syntax
>> >>> >> > but utilize their force to make our expressions more powerful.
>> >>> >> > >> Is
>> >>> >> > this something like you have in mind?
>> >>> >> >
>> >>> >> > Bruce
>> >>> >> >
>> >>> >> > >>> Craig Hancock <[log in to unmask]> 10/11/07 7:54 AM >>>
>> >>> >> > Herb,
>> >>> >> > I enjoyed both posts very much and will respond to both in
>> >>> >> > th>> is
>> >>> >> one.
>> >>> >> > I like the idea that the language is both "complex" and
>> >>> "subtle",
>> >>> >> > which implies that it's a functional complexity. We bring new
>> >>> >> > constructions into play precisely because they allow us to
>> >>> carry out
>> >>> >> the
>> >>> >> > various functions of language, and any attempt to describe it
>> >>> ought
>> >>> >> to
>> >>> >> > pay deep respect to that. They come into being because we
>> >>> >> > find
>> >>> them
>> >>> >> > useful and they become routinized (and intuitive) over time.
>> >>> >> > I'm beginning to think that we use the term "rules" far too
>> >>> >> readily
>> >>> >> > and widely. What we are describing may in fact be a useful
>> >>> >> construction
>> >>> >> > or a functional pattern, not a "rule" in the way we usually
>> >>> >> understand
>> >>> >> > rules. Language may be better understood bottom up than top
>> >>> >> > down.
>> >>> >> > It does make sense to look for patterns, but when we find
>> >>> these
>> >>> >> > similarities, when we classify sentences or constructions, we
>> >>> are >> > not
>> >>> >> > necessarily discovering some sort of internal rules that they
>> >>> >> > ar>> e
>> >>> >> > "following." The patterns are enormously important, and they
>> do
>> >>> tend
>> >>> >> to
>> >>> >> > function below consciousness for very good (functional)
>> >>> reasons. But
>> >>> >> > classifying the sentences or ascertaining the "rules" they
>> >>> represent
>> >>> >> may
>> >>> >> > be very misleading. Both "kick" and "admire" take direct
>> >>> objects, >> > not
>> >>> >> > because they are transitive, but because we understand
>> >>> >> > kicking
>> >>> as a
>> >>> >> > process that involves something to be kicked and admiring as a
>> >>> >> process
>> >>> >> > that requires something to be admired. The differences
>> >>> >> > between
>> >>> being
>> >>> >> > kicked and being admired may be more important than the >> >
>> >>> similarities.
>> >>> >> > Transitivity arises because it is congruent with our
>> >>> understanding >> > of
>> >>> >> > the world. When the patterns don't fit our purposes, we bend and
>> >>> >> shape
>> >>> >> > them, we blur the edges.
>> >>> >> > This may be why studying formal grammar doesn't seem to carry
>> >>> >> over,
>> >>> >> > at least not quickly or easily. We need to respect the
>> >>> >> > functiona>> l
>> >>> >> > pressures, the context it arises from.
>> >>> >> > When we write, we are not constructing forms; we are
>> >>> constructing
>> >>> >> > meanings. Meaning is not simply poured into neutral forms. The
>> >>> >> > constructions themselves are meaningful, arising out of that
>> >>> >> > meaning-making history over time.
>> >>> >> > I know that probably puts me at odds with many people on
>> the
>> >>> >> > list.
>> >>> >> > But that's where my current thinking is headed.
>> >>> >> >
>> >>> >> > Craig
>> >>> >> >
>> >>> >> >
>> >>> >> > STAHLKE, HERBERT F wrote:
>> >>> >> > > Craig,
>> >>> >> > >
>> >>> >> > > What you describe as the verb pulling the preposition into its
>> >>> >> orbit is
>> >>> >> > > precisely the sort of historical change that's been going
>> >>> >> > > on
>> >>> since
>> >>> >> Early
>> >>> >> > > Modern English and has given us the very complex and subtle
>> >>> system
>> >>> >> of
>> >>> >> > > multi-word verbs we have in English today. So we have
>> >>> >> constructions in
>> >>> >> > > which about behaves in some ways as a preposition and in other
>> >>> >> ways as a
>> >>> >> > > part of the verb. And we just have to live with that fact.
>> >>> >> Language
>> >>> >> > > continually defies our attempts to codify it, which is what
>> >>> makes
>> >>> >> it so
>> >>> >> > > endlessly fascinating to study.
>> >>> >> > >
>> >>> >> > > Herb
>> >>> >> > >
>> >>> >> > > -----Original Message-----
>> >>> >> > > From: Assembly for the Teaching of English Grammar
>> >>> >> > > [mailto:[log in to unmask]]
>>
>> >>>
>> >>> >>
>> >>> >> > On Behalf Of Craig Hancock
>> >>> >> > > Sent: Wednesday, October 10, 2007 9:01 AM
>> >>> >> > > To: [log in to unmask]
>> >>> >> > > Subject: Re: Those old transitivity blues was Help for a
>> >>> >> > > puzzl>> ed
>> >>> >> teacher
>> >>> >> > >
>> >>> >> > > Herb, Peter, Bill, Ron,
>> >>> >> > >
>> >>> >> > > With apologies if they seems too theoretical for most people's
>> >>> >> tastes. I
>> >>> >> > >
>> >>> >> > > have been thinking about these things for several months now
>> >>> >> > > a>> nd
>> >>> >> have
>> >>> >> > > mostly held back while the thoughts come into focus.
>> >>> >> > >
>> >>> >> > > The problem I currently have with tying to find a
>> >>> >> > > classificati>> on
>> >>> >> for
>> >>> >> > > "think about" is that I am starting to believe we make these
>> >>> >> categories
>> >>> >> > > more important (more governing) than they actually are. We
>> >>> tend to
>> >>> >> feel
>> >>> >> > > as if words have to act certain ways because of the grammar,
>> >>> >> rather than
>> >>> >> > >
>> >>> >> > > believing that the grammar itself arises out of our use of
>> >>> words.
>> >>> >> (Or
>> >>> >> > > that it is a dynamic relationship, a lexico-grammar,
>> >>> word-grammar,
>> >>> >> > > cline.) When classification becomes an end in itself, the
>> >>> living,
>> >>> >> > > dynamic language gets left behind.
>> >>> >> > >
>> >>> >> > > Another way to think about it is that the process of thinking
>> >>> >> > > >> is
>> >>> >> often
>> >>> >> > > conceived of (and articulated) as "about" something, and
>> over
>> >>> time
>> >>> >> > > "think" and "about" come together often enough to start
>> >>> >> > > feelin>> g
>> >>> like
>> >>> >> a
>> >>> >> > > single phrase rather than a verb plus prepositional phrase
>> >>> with a
>> >>> >> > > variable object.
>> >>> >> > >
>> >>> >> > >
>> >>> >> > > I often think about blank.
>> >>> >> > >
>> >>> >> > > I often think about blank
>> >>> >> > >
>> >>> >> > > From this way of thinking, the verb will begin to pull the
>> >>> >> preposition
>> >>> >> > > into its orbit, helped by two forces-one is repetition (the
>> >>> words
>> >>> >> coming
>> >>> >> > >
>> >>> >> > > together so often)--and the other is congruency with our >>
>> >
>> >>> > experience
>> >>> >> of
>> >>> >> > > the world, our conception of what thinking is like. In
>> >>> >> > > other
>> >>> >> > > words,
>> >>> >> we
>> >>> >> > > continue to use it because it is practical to use it, highly
>> >>> >> > > "functional." And this becomes patterned.
>> >>> >> > >
>> >>> >> > > From a rule based approach, we have to say that "all grammars
>> >>> >> leak",
>> >>> >> > > but that may be because they try to treat the language as
>> >>> >> > > froz>> en
>> >>> >> and not
>> >>> >> > >
>> >>> >> > > dynamic. If we see the creation of phrasal verbs as a dynamic
>> >>> >> process,
>> >>> >> > > then it is easy to treat in-between examples as part of that
>> >>> >> process of
>> >>> >> > > change-of grammatical structures being lexicalized and lexical
>> >>> >> terms
>> >>> >> > > being pulled into the grammar. From a usage based perspective,
>> >>> >> leaking
>> >>> >> > > is likely. Just like words, the grammar is always coming into
>> >>> >> being.
>> >>> >> > >
>> >>> >> > > This gives us an approach to grammar that pulls us into
>> >>> >> > > meanin>> g
>> >>> >> and one
>> >>> >> > > that frames meaning itself as contextual and dynamic.
>> >>> >> > >
>> >>> >> > > Craig
>> >>> >> > >
>> >>> >> > >
>> >>> >> > >
>> >>> >> > > STAHLKE, HERBERT F wrote:
>> >>> >> > >
>> >>> >> > >> Ron,
>> >>> >> > >>
>> >>> >> > >> Let's start with easiest of your questions, how to use >>
>> >>> >> > >> >
>> >>> >> information
>> >>> >> > >>
>> >>> >> > > like
>> >>> >> > >
>> >>> >> > >> this in teaching. The fact is that I wouldn't present a
>> >>> >> seven-fold
>> >>> >> > >> classification of anything grammatical in an ESL context.
>> I
>> >>> >> > >> might
>> >>> >> be
>> >>> >> > >> forced to do something like that if I were teaching Chinese
>> >>> >> nominal
>> >>> >> > >> classifiers, of which there are dozens, or Bantu noun
>> >>> >> > >> classes>> ,
>> >>> >> which
>> >>> >> > >>
>> >>> >> > > can
>> >>> >> > >
>> >>> >> > >> exceed a couple dozen, but fortunately English doesn't do
>> >>> >> > >> suc>> h
>> >>> >> things.
>> >>> >> > >> What's important in developing both fluency and register
>> >>> control
>> >>> >> in
>> >>> >> > >> non-native speakers is that they learn to shift particles
>> >>> >> > >> whe>> n
>> >>> >> doing
>> >>> >> > >>
>> >>> >> > > so
>> >>> >> > >
>> >>> >> > >> is pragmatically motivated, that they learn to use a
>> passive
>> >>> when
>> >>> >> that
>> >>> >> > >> structure is pragmatically motivated. And this they will
>> >>> >> > >> lea>> rn
>> >>> >> much
>> >>> >> > >> better from usage and practice than from grammar drill.
>> >>> >> > >>
>> >>> >> > >> I think perhaps you confused Bill and me in the latter part
>> >>> >> > >> o>> f
>> >>> >> your
>> >>> >> > >> post. Actually, the classification I posted is from Sidney
>> >>> >> > >>
>> >>> >> > > Greenbaum's
>> >>> >> > >
>> >>> >> > >> Oxford English Grammar (OUP, 1996), so I can't take credit
>> >>> for >> > >> it.
>> >>> >> > >> Transitivity does have degrees. Intransitives take only a
>> >>> >> subject,
>> >>> >> > >> (mono)transitives take a subject and a direct object, and
>> >>> >> > >>
>> >>> >> > > ditransitives
>> >>> >> > >
>> >>> >> > >> (SG's "doubly transitives") take a direct object and an
>> >>> indirect
>> >>> >> > >>
>> >>> >> > > object,
>> >>> >> > >
>> >>> >> > >> which may or may not require a preposition. Indirect
>> >>> object, >> > >> bear
>> >>> >> in
>> >>> >> > >> mind, is a function, not a structure, and it can show up
>> >>> >> > >> as
>> >>> >> > >> either
>> >>> >> a
>> >>> >> > >> bare NP or as the object of a preposition. I suspect SG uses
>> >>> >> > >> "monotransitivity" in a excess of clarity, the result of
>> >>> >> > >> whic>> h
>> >>> >> isn't
>> >>> >> > >> necessarily what the writer hopes for.
>> >>> >> > >>
>> >>> >> > >> Actually, SG doesn't distinguish between "look at" and "look
>> >>> >> after".
>> >>> >> > >>
>> >>> >> > > In
>> >>> >> > >
>> >>> >> > >> his discussion of prepositional verbs (p. 282), he uses
>> >>> "look at"
>> >>> >> as
>> >>> >> > >>
>> >>> >> > > an
>> >>> >> > >
>> >>> >> > >> example of a monotransitive prepositional verb.
>> >>> >> > >>
>> >>> >> > >> Back to the question of goals for a moment. SG was writing a
>> >>> >> > >>
>> >>> >> > > reference
>> >>> >> > >
>> >>> >> > >> grammar, and so his goal was to provide as complete and
>> >>> thorough >> > >> a
>> >>> >> > >> classification of English structures as he could. Hence
>> his
>> >>> >> > >> seven
>> >>> >> > >> classes of phrasal/prepositional verbs. What the ESL
>> >>> teacher >> > >> does
>> >>> >> > >>
>> >>> >> > > with
>> >>> >> > >
>> >>> >> > >> this classification is subject to different, pedagogical
>> >>> goals, and
>> >>> >> I
>> >>> >> > >> hope that teacher would keep SG's treatment well away from
>> >>> >> > >> hi>> s
>> >>> >> > >>
>> >>> >> > > students,
>> >>> >> > >
>> >>> >> > >> while being informed by it as he or she prepares lesson
>> >>> >> > >> plans.
>> >>> >> > >>
>> >>> >> > >> Herb
>> >>> >> > >>
>> >>> >> > >> One of the great advantages of this List (and particularly
>> >>> if one
>> >>> >> has
>> >>> >> > >> the
>> >>> >> > >> intellectual courage to state what one knows about grammar
>> >>> >> > >> wi>> th
>> >>> >> the
>> >>> >> > >> attendant possibility of being proven to be wrong and the
>> >>> >> > >> eve>> n
>> >>> >> worse
>> >>> >> > >> possibility of realising that one has been teaching
>> >>> something to
>> >>> >> > >> students
>> >>> >> > >> which is possibly incorrect) is the potential it has to
>> make
>> >>> one
>> >>> >> > >> re-examine
>> >>> >> > >> one's own assumptions about some point of grammar.
>> >>> >> > >>
>> >>> >> > >> Herb's comments on the complexities of phrasal verbs and
>> >>> >> > >> Bill>> 's
>> >>> >> list
>> >>> >> > >>
>> >>> >> > > of
>> >>> >> > >
>> >>> >> > >> three examples are cases in point. This query, then, is
>> >>> just to
>> >>> >> > >>
>> >>> >> > > clarify
>> >>> >> > >
>> >>> >> > >> things in their posts and particularly in the context of ESL.
>> >>> >> > >>
>> >>> >> > >> Bill's list of three is as follows:
>> >>> >> > >>
>> >>> >> > >> I looked [up the chimney] prepositional phrase
>> >>> >> > >> I [looked up] the word phrasal verb
>> >>> >> > >> I looked [up] adverbial particle.
>> >>> >> > >>
>> >>> >> > >> Just to avoid ambiguity, I would modify the second two as
>> >>
>> >>> > >> follows:
>> >>> >> > >>
>> >>> >> > >> I [looked up] the word. As 'up' is an adverbial
>> >>> >> > >> particle
>> >>> and >> > >> as
>> >>> >> > >>
>> >>> >> > > 'the
>> >>> >> > >
>> >>> >> > >> word' is the direct object of the resultant phrasal verb,
>> >>> >> > >> 'lo>> ok
>> >>> >> up' is
>> >>> >> > >>
>> >>> >> > > a
>> >>> >> > >
>> >>> >> > >> transitive phrasal
>> >>> >> > >> verb.
>> >>> >> > >>
>> >>> >> > >> I looked [up]. As 'up' is an adverbial particle and as
>> >>> there is
>> >>> >> no
>> >>> >> > >> direct
>> >>> >> > >> object, 'look up' is an intransitive phrasal verb.
>> >>> >> > >>
>> >>> >> > >> Would Bill agree with this modification?
>> >>> >> > >>
>> >>> >> > >> Herb's list of seven really puts the cat amonst the
>> >>> >> > >> pigeons
>> >>> of my
>> >>> >> > >> assumptions about transitivity. Here's Bill's list:
>> >>> >> > >>
>> >>> >> > >> 1. intransitive phrasal verbs, e.g. "give in" (surrender)
>> >>> >> > >> 2. transitive phrasal verbs, e.g. "find" something "out"
>> >>> >> (discover)
>> >>> >> > >> 3. monotransitive prepositional verbs, e.g. "look after"
>> >>> >> > >> (ta>> ke
>> >>> >> care
>> >>> >> > >>
>> >>> >> > > of)
>> >>> >> > >
>> >>> >> > >> 4. doubly transitive prepositional verbs, e.g. "blame"
>> >>> something
>> >>> >> "on"
>> >>> >> > >> someone
>> >>> >> > >> 5. copular prepositional verbs, e.g. "serve as"
>> >>> >> > >> 6. monotransitive phrasal-prepositional verbs, e.g. "look
>> >>> up to"
>> >>> >> > >> (respect)
>> >>> >> > >> 7. doubly transitive phrasal-prepositional verbs, e.g. "put"
>> >>> >> > >>
>> >>> >> > > something
>> >>> >> > >
>> >>> >> > >> "down to" (attribute to)
>> >>> >> > >>
>> >>> >> > >> My problem is with 3 This is the first time that I have
>> >>> >> encountered
>> >>> >> > >>
>> >>> >> > > the
>> >>> >> > >
>> >>> >> > >> term 'monotransitive' so perhaps Bill can explain the >> >
>> >>> >> significance
>> >>> >> of
>> >>> >> > >> the addition of 'mono-'.
>> >>> >> > >>
>> >>> >> > >> In the case of 3, why is Bill implicitly differentiating
>> >>> >> > >> 'loo>> k
>> >>> >> at' and
>> >>> >> > >> 'look
>> >>> >> > >> after'? I ask this because I am assuming that he is not
>> >>
>> >>> > >> claiming
>> >>> >> > >>
>> >>> >> > > that
>> >>> >> > >
>> >>> >> > >> 'look at' is a monotransitive prepositional verb. In the
>> >>> case of
>> >>> >> ESL,
>> >>> >> > >>
>> >>> >> > > I
>> >>> >> > >
>> >>> >> > >> think it preferable to consider them both intransitive in
>> >>> >> > >> ord>> er
>> >>> >> not to
>> >>> >> > >> muddy the transitive waters too much.
>> >>> >> > >>
>> >>> >> > >> 6 & 7 are also problematic in ESL terms for the same reason
>> >>> >> > >> b>> ut
>> >>> >> > >>
>> >>> >> > > perhaps
>> >>> >> > >
>> >>> >> > >> we can come to those later.
>> >>> >> > >>
>> >>> >> > >> Ron Sheen
>> >>> >> > >>
>> >>> >> > >> 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
>> >>> >> > > w>> eb
>> >>> >> > > 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
>> >>> >> > > w>> eb
>> >>> >> > 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/
>> >>> >> >
>> >>> --------------------------------------------------------------------->> ---
>> >>>
>> >>> >> > NOTICE: This email message is for the sole use of the intended
>> >>> >> > recipient(s) and may contain confidential and privileged >> >
>> >>> information.
>> >>> >> > Any unauthorized review, use, disclosure or distribution is
>> >>> >> > prohibited. If you are not the intended recipient, please
>> >>> contact >> > the
>> >>> >> > sender by reply email and destroy all copies of the original
>> >>
>> >>> > message.
>> >>> >>
>> >>> >> 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/
>> >>> >>
>> >>> --------------------------------------------------------------------->> ---
>> >>>
>> >>> >> NOTICE: This email message is for the sole use of the intended
>> >>> >> recipient(s) and may contain confidential and privileged
>> >>> information.
>> >>> >> Any unauthorized review, use, disclosure or distribution is
>> >>> >> prohibited. If you are not the intended recipient, please
>> contact
>> >>> the
>> >>> >> sender by reply email and destroy all copies of the original
>> >>> message.
>> >>> >
>> >>> > 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/
>> >>> >
>> >>> >
>> >>> --------------------------------------------------------------------->> -
>> >>> > NOTICE: This email message is for the sole use of the intended
>> >>> > recipient(s) and may contain confidential and privileged
>> >>> information. Any
>> >>> > unauthorized review, use, disclosure or distribution is prohibited.
>> >>> If you
>> >>> > are not the intended recipient, please contact the sender by
>> reply
>> >>> > email
>> >>> > and destroy all copies of the original message.
>> >>> >
>> >>>
>> >>> 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/
>> >>> --------------------------------------------------------------------->> ---
>> >>>
>> >>> NOTICE: This email message is for the sole use of the intended
>> >>> recipient(s) and may contain confidential and privileged
>> >>> information. Any unauthorized review, use, disclosure or
>> >>> distribution is prohibited. If you are not the intended recipient,
>> >>> please contact the sender by reply email and destroy all copies of
>> >>> the original message.
>> >>
>> >> 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/
>> ------------------------------------------------------------------------
>> NOTICE: This email message is for the sole use of the intended
>> recipient(s) and may contain confidential and privileged information. Any
>> unauthorized review, use, disclosure or distribution is prohibited. If
>> you are not the intended recipient, please contact the sender by reply
>> email and destroy all copies of the original message.
>
> 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/
========================================================================Date: Thu, 18 Oct 2007 06:49:54 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: An ethical academic duty was Rules was Those old transitivity
blues
MIME-Version: 1.0
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=original
Content-Transfer-Encoding: 7bit
This is intended to support the approach that Bob has adopted in questioning
the implicit claims made by Craig. It seems to me that when one joins a
group such as this and one chooses to function therein actively (and not
choose to be a lurker), one has a certain ethical academic duty to respond
to questions about what one has written.
To be frank, I have been disappointed by the approach demonstrated by some
to raise issues but then implicitly refuse to respond to comments made on
their posts.
This said, however, I think it's a great List with a ,marvellous potential
for open and unfettered discussion.- providing we all play the 'game'.
Ron Sheen
----- Original Message -----
From: "Bob Yates" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, October 17, 2007 5:39 PM
Subject: Re: Rules was Those old transitivity blues
Craig,
This is a list on the teaching of grammar. I have always understood you to
be offering your point-of-view
to suggest a more effective approach to the teaching of grammar. I
apologize if that is not your purpose in
sharing with us your views on the nature of grammar.
In the meantime, I appear to have a serious reading deficit.
Craig writes:
When I write to Bruce, I don't think I am making 'claims'
that need to be challenged, but simply articulating a point-of-view that
I have been developing --am still developing-- over a period of time.
***
I see the following point-of-view as making claims about the nature of
language.
Craig writes:
I believe that a hammer is formed like a hammer because that form is
suitable for its function. In that sense, the forms of grammar are
context sensitive. We have ways to ask questions, for example, or make
statements. These have evolved because language occurs between people,
and we have evolved ways to offer or request information, and we have
evolved ways to target the specific information we are looking for or
offering, and so on. You can disagree, but I don't think that is an
unusual position.
****************
It seems to me you have drawn clear teaching implications about this
point-of-view about the nature of language.
I sincerely regret if it is the case that you have not made any teaching
implications from the point-of-view you articulated above.
If there are problems with the nature of language articulated above, then
perhaps there are problems with the teaching implications based on that
point-of-view.
I know the way I teach about writing is based on how I view the nature of
language. I think all of us who teach writing have a view of language, but
I could be mistaken.
Bob Yates, University of Central Missouri
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/
========================================================================Date: Thu, 18 Oct 2007 08:52:11 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: An ethical academic duty was Rules was Those old
transitivity blues
In-Reply-To: <000801c8118d$c3f0d3a0$86c6c957@Ron>
MIME-Version: 1.0
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
Content-Transfer-Encoding: 7bit
Ron, Bob,
I don't mean to imply that I don't want to have a serious discussion
about language, and I think Bruce and I are doing just that. But there
are certain aspects of collegiality that we need to follow for the good
of the list.
Frankly, I am disappointed that we do not have cognitive linguists to
talk to on list. We should be going out of our way to invite cognitive
linguists and to try to find out what they are doing and how they are
doing it and what the current state of their approach is and so on.
These are not shallow people and their work is not unscientific.
Unfortunately, I have had to research it on my own with very little
chance to talk about it. I am excited about new ideas and somewhat
lonely at the moment because no one around me seems to share my
interests. So when Bruce asks me questions about the current views I am
trying out as a result of several months of serious reading, I think it
is more important to elucidate a point of view than it is to defend it
from hostile challenges (and I don't think Bruce's questions are at all
hostile.)
I was disappointed when I first started posting because I said in
an early post that I found functional grammar very useful as a writing
teacher, and I was immediately attacked. I don't feel I was given an
adequate opportunity to talk (though several people came to my defense)
and backed off a bit. What occurred was more quarrel than conversation.
But it absolutely baffled me that people wouldn't be open to what I had
to say, that they would be quick to consider it as a claim that had to
be challenged and not a perspective that should be respected and
listened to. I still feel that way. It's not so much a danger that
people on the list will be exposed to faulty theories so much as it is a
danger that points of view will be stifled or suppressed before they
have their day in the ATEG sun.
The lesson I may take from this is that what I am learning about
cognitive linguistics is not of interest to the group, or if it is of
interest to some people, I may have to face hostile questioning that
will make it difficult to proceed in any meaningful way.
Let me put it another way. I think there are people who want Bruce to
win an argument with me and others who may want me to win an argument
with Bruce, but I don't think Bruce and I are having that kind of
discussion. I think Bruce has been thinking about these issues long and
hard and has a position that is not at all trivial. My task is not to
prove him wrong, but to have a conversation in which we both have a
chance to present differing perspectives.
Here's where I see the present issue with pedagogy. Traditional
school grammar has been questioned, including studies that seem to show
little or no carry over to writing. Generative grammar declares itself
essentially irrelevant to pedagogy. Systemic functional grammar and
cognitive approaches (construction grammar and usage based models) are
relatively new, still in the early stages of development as perspectives
on language, just beginning to find their way into classroom practices.
Many people may feel threatened by new approaches simply because they
call into question long held beliefs. We need to have a robust, open
conversation about new ways to understand language.
Ironically, the article I am working on (close to deadline) is on
"How linguistics can inform the teaching of writing". It is an invited
article for an international anthology. One reason for trying to get up
to speed on cognitive linguistics is that I felt an obligation to
consider a branch of linguistics that seems to be growing in importance.
(It is very difficult, by the way, to be somewhat knowledgeable about
more than one approach.) In the process, I have been becoming more and
more impressed, more and more intrigued.
Due to the article and a robust teaching load, I'll have to back off
for awhile. But I certainly remain very committed to ATEG and to the list.
Craig
Ronald Sheen wrote:
> This is intended to support the approach that Bob has adopted in
> questioning the implicit claims made by Craig. It seems to me that
> when one joins a group such as this and one chooses to function
> therein actively (and not choose to be a lurker), one has a certain
> ethical academic duty to respond to questions about what one has written.
>
> To be frank, I have been disappointed by the approach demonstrated by
> some to raise issues but then implicitly refuse to respond to comments
> made on their posts.
>
> This said, however, I think it's a great List with a ,marvellous
> potential for open and unfettered discussion.- providing we all play
> the 'game'.
>
> Ron Sheen
>
>
> ----- Original Message ----- From: "Bob Yates" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Wednesday, October 17, 2007 5:39 PM
> Subject: Re: Rules was Those old transitivity blues
>
>
> Craig,
>
> This is a list on the teaching of grammar. I have always understood
> you to be offering your point-of-view
> to suggest a more effective approach to the teaching of grammar. I
> apologize if that is not your purpose in
> sharing with us your views on the nature of grammar.
>
> In the meantime, I appear to have a serious reading deficit.
>
> Craig writes:
> When I write to Bruce, I don't think I am making 'claims'
> that need to be challenged, but simply articulating a point-of-view that
> I have been developing --am still developing-- over a period of time.
>
> ***
> I see the following point-of-view as making claims about the nature
> of language.
>
> Craig writes:
> I believe that a hammer is formed like a hammer because that form is
> suitable for its function. In that sense, the forms of grammar are
> context sensitive. We have ways to ask questions, for example, or make
> statements. These have evolved because language occurs between people,
> and we have evolved ways to offer or request information, and we have
> evolved ways to target the specific information we are looking for or
> offering, and so on. You can disagree, but I don't think that is an
> unusual position.
>
> ****************
> It seems to me you have drawn clear teaching implications about this
> point-of-view about the nature of language.
> I sincerely regret if it is the case that you have not made any
> teaching implications from the point-of-view you articulated above.
>
> If there are problems with the nature of language articulated above,
> then perhaps there are problems with the teaching implications based
> on that point-of-view.
>
> I know the way I teach about writing is based on how I view the nature
> of language. I think all of us who teach writing have a view of
> language, but I could be mistaken.
>
> Bob Yates, University of Central Missouri
>
>
>
>
>
> 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/
========================================================================Date: Thu, 18 Oct 2007 09:11:04 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: Rules ad nauseam
MIME-Version: 1.0
y>
In-Reply-To: <003601c81127$1873fb30$9adb3542@Study>
Content-Type: text/plain; charset=UTF-8; format=flowed
Content-Transfer-Encoding: 7bit
X-Scanned-By: MIMEDefang 2.57 on 134.53.6.67
X-Scanned-By: MIMEDefang 2.57 on 169.226.1.44
X-Barracuda-Connect: mail1.its.albany.edu[169.226.1.105]
X-Barracuda-Start-Time: 1192713066
X-Barracuda-Virus-Scanned: by Barracuda Spam Firewall at muohio.edu
X-Barracuda-Spam-Score: 0.12
X-Barracuda-Spam-Status: No, SCORE=0.12 using per-user scores of TAG_LEVEL00.0 QUARANTINE_LEVEL00.0 KILL_LEVEL=7.0 testsVANCE_FEE_1, CN_BODY_332
X-Barracuda-Spam-Report: Code version 3.1, rules version 3.1.31458
Rule breakdown below
pts rule name description
---- ---------------------- --------------------------------------------------
0.12 CN_BODY_332 BODY: CN_BODY_332
0.00 ADVANCE_FEE_1 Appears to be advance fee fraud (Nigerian 419)
Bruce,
Unfortunately, I do need to back off (see my other post) but not
before thanking you for a thoughtful post.
I was just reading about color as a concept (Lakoff?), and in this
case, I think science does have a great deal to offer us. The hues
people pick out as "prototypes" (the best examples of the category) tend
to be the same across cultures precisely because of the way the brain
processes color. And you're right; the only way we can verify this is to
have a machine that can read color in a sort of disinterested way.
Concepts like "deep" and "pure" are, of course, metaphorical in that
context. "Saturated" is a word imported from another frame. Even at a
very basic level, cognition and metaphor are operating.
I look forward to lively and interesting discussions down the road.
Craig
Bruce D. Despain wrote:
> Craig,
>
> I've got more time to do this than some of my obligations, right now.
> Let me say a few things and leave it at that for now.
>
> Semantic nets are an exciting area for me, but I fear I may shortly
> become disillusioned. There are over 90 "primative" relations in
> MultiNet and a number of intentional redundancies created in order to
> leave some semantic ambiguities unresolved, as language often does for
> us users. The closer the semantics mirror reality, the more deficient
> language seems.
>
> I think you are right in pointing out that motivations for utterance
> forms are present in the decision-making process. When we make
> meaning we realize that we want to get information, so we think, "ah,
> an interrogative form would be good." Then we think again and say to
> ourselves, "but no, I don't want the person I need the information
> from to think I'm dumb. I'll just ask for comfirmation of what I
> already think" Then I say, "I'll make it very unobtrusive, so he
> won't hear it as a question, unless he is listening for it." Then
> what comes out: "The answer is six . . . isn't it?" (I can't write
> down the intonation of this meaning, but the speaker of English will
> realize what I'm doing here. In a computerized system there would
> have to be a query system to find the appropriate part of the net to
> assert, then form a question of the appropriate type from it.)
>
> The computer used to be confined to serial processing, but that has
> become impossible. You can witness this when you see videos, for
> example. There are different peripherals (monitors, modems, printers,
> etc.) all doing their own thing until needed for their purpose. The
> functional approach to these elements of the computer sysem ought to
> be quite natural, but unenlightening, since they were all designed for
> very narrow functions. The volume of data to be processed does not
> seem to be a drawback to the essential functioning of a computer, as
> we see in the way Google has made so much internet information
> accessible.
>
> I hope not to "pass off" any area of meaning as ineffible. It is
> important to make our meaning clear, whatever it may be. But there
> are in fact important lexical gaps in any language. These can be
> annoying, but they also demonstrate what is ineffible. Here is an
> example from science. When I say "deep green" you think of a
> prototypical green color that has been saturated. When I say "pure
> green" you think of that same color that, though not saturated must be
> of just one hue. When I say "light green" you think of the same
> color, maybe not saturated, maybe not of one hue, but not very
> intense. Now I can say "a deep, pure, and light green" and you maybe
> have to work it out. No matter how I try, it seems impossible for the
> English language to express the name of a color that is of some
> arbitrary intensity, hue, and saturation (without using the numbers of
> science). Yet a model of color in science can do this to any degree
> desired if provided with adequate instrumentation. There are at least
> two such models of color in science that can do this. Two models for
> expressing color accurately and precisely. Natural language (English)
> can't do this (without the aid of such models). In fact, the terms I
> have used are probably not uniformly interpreted by all speakers and
> can only approximate what I might have in mind. If we both happen to
> have experienced the same exact color, the speaker and hearer can take
> advantage of that shared experience to convey the meaning intended.
> (A blind communicant is powerless.) The power of metaphor is always
> there to help fill in the gaps; especially in areas untouched by
> science. I am sure the good writer could point out other devices
> available for filling the gaps of ineffibility -- these I would love
> to learn.
>
> Bruce
>
>
> ----- Original Message ----- From: "Craig Hancock" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Wednesday, October 17, 2007 1:33 PM
> Subject: Re: Rules ad nauseam
>
>
>> Bruce,
>> I want to say first of all that I was drafting this when Bill's
>> post came in. So it tends in that direction without acknowledging it.
>> Instead of starting over, I'll send it on and pick up on the
>> conversation later. I'm also way behind in writing an article for
>> deadline, so I may have to drop off without wanting to.
>> I like the idea of a semantic net (or nets) and the details around
>> that. That seems like a very rich approach.
>> The coding of decisions might be coding of rhetorical options, not
>> just formal ones. So the decision to make a question rather than
>> statement would then lead to decisions about how to focus the
>> question and so on. My point would be that it might make more sense
>> to think of decisions as motivated, not just constrained.
>> The question might also be whether the mind itself works like a
>> computer works. The computer, for example, is a serially processing
>> system, and other models of mind see it as more like a parallel
>> processing system. It may be that decisions about interpersonal
>> meaning and decisions about representing the world and decisions
>> about the production of text are all firing simultaneously and the
>> clause itself is therefore multi-functional, with different kinds of
>> feedback loops, different kinds of options in one area closing off
>> options in another, and so on. Language in the real world would have
>> to do this, I suspect, for it to work as a language.
>> Computers don't do anything like real language as far as I can see,
>> and they seem to have no way of knowing what anyone is saying. They
>> have never lived a human life, and they have no human reference to
>> draw on. I don't think we can be sure that a computer is an ideal
>> model for human language. It never has purposes unless externally
>> programmed in.
>> When we look at actual language use, we can use terms like
>> "frequency." We can look at co-occurrence of syntactic forms and make
>> observations about that, as Biber has done. We can test human
>> cognition in a number of ways in controlled experiments, as the
>> cognitive linguists and cognitive psychologists are doing. We can
>> look closely at language acquisition to give us clues to how it
>> happens and what conditions best help it along. All of this is science.
>> I admit I am biased toward a certain orientation toward language,
>> toward what Coleridge called "organic form", the notion that form and
>> meaning are inextricably linked. Other people may have a more
>> mechanical view, but my experience has been that good writing rarely
>> comes out of that. To put that down to a pedestrian level, a student
>> who is told that a paragraph has to have between three and five
>> sentences (much more common than you would expect) has been done
>> serious damage. I don't suspect you would advocate anything like
>> that, but there is damage done by people who believe form is
>> unimportant, or that menaing is simply poured into it. I am much more
>> interested in those areas you want to pass off as "ineffable." In
>> fact, they may be much more effable than you suspect.
>>
>> Craig
>>
>> Bruce Despain wrote:
>>> Craig,
>>> You seem to have missed my point about rules again. When you talk
>>> about choice, you seem to forget that the heart of computer systems
>>> is the encoding of decisions in binary codes (true/false). We need
>>> to avoid confusion between the purposes of generative grammar and
>>> the purposes of generative rules. We don't want to throw out binary
>>> codes - the formal constructs - because we don't like what they
>>> encode. The theoretical goal ought to be the formalization of
>>> choice. We need clarity in the formal objects. Any decent grammar
>>> ought to have a place for meaning, "natural" or not. How does a
>>> grammar account for what it finds? An accounting probably involves
>>> numbers, measures, the technologies used by science. I believe that
>>> there are structures in the brain for language processing (Brocca's
>>> area, Wernicke's area, etc.) It is mysterious how they get to be
>>> there. It is just as mysterious how the 19 regions for processing
>>> visual information got there. No doubt they will be found encoded in
>>> the DNA, I suppose. But it is irrefutable that there are structures
>>> that process language. It is an undecided question to what extent
>>> the grammar reflects these structures. I hope that this is not a
>>> point at issue.
>>> My hope would be that a "semantically leaning" theory would tell us
>>> how to encode the semantics involved. Social and personal
>>> interactions are certainly an influence on how the world ought to be
>>> encoded. Perhaps "field, tenor, and mode" are good approximations to
>>> classes of meaning, but they are still meaning. They are attempts to
>>> make generalizations about utterances in their extra-linguistic
>>> contexts. A specific "Genre," as I suppose, isolates utterances to
>>> those having a specific purpose. It also considers other aspects of
>>> culture besides language, such as religion, technology, kinship
>>> relations. And because language (as part of culture) changes through
>>> time, the genre must be defined in these terms as well. Being aware
>>> of the influence of these elements on the use of language is crucial
>>> to writing well. I would not call this a "deeper understanding of
>>> language," however. Formalizing these elements as part of linguistic
>>> science is no different than formalizing any other semantic field.
>>> I would think that they themselves need to be formally modeled
>>> before their formal effect on grammatical structures can be
>>> explicated. Until that is done they remain as interesting
>>> observations about language use. (We may know that the sounds of
>>> language change, but we don't have the tools to describe Grimm's
>>> law, or the data to describe Verner's law. It is one thing to be
>>> aware of a phenomenon, another to describe it within the formal
>>> constraints of science.) It is one thing to ask questions about
>>> McDonald's ads, it is another to describe the phenomenon observed.
>>> You will be doing a good work to generalize about these
>>> observations. Maybe such empirical laws as are thus developed can
>>> be fit into some formal theory someday, but I don't think
>>> functionalism fills that bill.
>>> My stance on grammar arising from the structure of the world is
>>> informed strongly by the Sapir-Whorf hypothesis. There is much of
>>> the opposite going on as the world and the cultures built by man
>>> within it change. There are forces for change in both directions.
>>> Our experience tells us that there seem to be few limits to what a
>>> good writer can express. However, in the end I am willing to admit
>>> the existence of ineffible concepts. We admire the creative ability
>>> of poets in attempting to clothe such concepts with shape and size.
>>> Often the "rules of grammar" are wrested in doing so. But it is the
>>> "rules of formal systems" that allow us to account for how it is
>>> done. Such rules tell us how to describe the semantics of a
>>> language -- the world view. The formal semantics are influenced
>>> (manipulated) by the "rules of grammar."
>>> I am presently enjoying the study of semantic nets. This formal
>>> construct is related directly to formal logic, but is equally
>>> influenced by the syntax and morphology of the language being
>>> modeled. In this study (Herman Helbig's MultiNet) a situation
>>> expressed in "Sally gave Mary a ball" would be translated to a
>>> number of primitive objects and relations. Some of them, e.g.,
>>> Benefactive, which describes Mary's involvement in the situation,
>>> are "C-Roles" (cf. theta roles) dictated by English and similar
>>> languages. Prototypical knowledge guides inferences (rules of logic)
>>> that can come from the normal interpretation of this expression.
>>> Categorical knowledge tells us that a "ball" belongs to that class
>>> of concrete objects that have a spheroid shape. Situational
>>> knowledge tells us about the individual persons and objects
>>> instantiated by the situation. All of these kinds of knowledge are
>>> modeled as parts and attributes of parts of the semantic net.
>>> The problem with limiting the term language to a particular
>>> language is mirrored by the differences between a grammar of a
>>> language and the syntax of a language. "Grammar rules" brings up the
>>> idea of the limited area of syntactic patterns and regularities.
>>> These live and breath, but not as much perhaps as the rules of other
>>> parts of the grammar, particularly those of semantics. "Formal
>>> grammar" needs to include all levels and modules displaying
>>> linguistic phenomena. I believe that at least an awareness of this
>>> vast field and its specializations can be very helpful to courses in
>>> language use. This should not involve the dissing of formalizations
>>> in general. We should be willing to view language as multi-faceted,
>>> but still analyzable with the scientific approach. I believe that
>>> the many facets of language reflect the organization of the brain
>>> into modules: semantics, syntax, morphology, phonology, even
>>> orthography (writing systems) -- the traditional breakdonwn. But
>>> this philosophy should not distract from the scientific goal of
>>> formalizing the description of what we observe in language, wherever
>>> we find it.
>>> Bruce
>>>
>>> >>> Craig Hancock <[log in to unmask]> 10/17/07 8:32 AM >>>
>>> @Study>
>>> In-Reply-To: <000201c81065$de4c68f0$27049643@Study>
>>> Content-Type: text/plain; charset=UTF-8; format=flowed
>>> X-Scanned-By: MIMEDefang 2.57 on 134.53.6.66
>>> X-Scanned-By: MIMEDefang 2.57 on 169.226.1.44
>>> Content-Transfer-Encoding: quoted-printable
>>> X-MIME-Autoconverted: from 8bit to quoted-printable by
>>> smtp.albany.edu id l9HEWot1023410
>>> X-Barracuda-Connect: mail1.its.albany.edu[169.226.1.105]
>>> X-Barracuda-Start-Time: 1192631574
>>> X-Barracuda-Virus-Scanned: by Barracuda Spam Firewall at muohio.edu
>>> X-Barracuda-Spam-Score: 0.12
>>> X-Barracuda-Spam-Status: No, SCORE=0.12 using per-user scores of
>>> TAG_LEVEL00.0 QUARANTINE_LEVEL00.0 KILL_LEVEL=7.0
>>> tests=CN_BODY_332
>>> X-Barracuda-Spam-Report: Code version 3.1, rules version 3.1.31373
>>> Rule breakdown below
>>> pts rule name description
>>> ---- ----------------------
>>> --------------------------------------------------
>>> 0.12 CN_BODY_332 BODY: CN_BODY_332
>>>
>>> Bruce,
>>>
>>> Those are very complex questions, and I’m wondering about
>>> a way>>> to
>>> phrase all this so it might be of use to the group as a whole.
>>>
>>> I don’t have Halliday’s Intro to functional
>>> grammar wi>>> th me here at
>>> work, and I’ll consult it later, but I seem to remember him
>>> sayin>>> g that
>>> there is a computerized version of the grammar which works this out
>>> in
>>> great detail as a system of choices. Systemic functional grammar is
>>> systemic, and it is a grammar. It is a “natural”
>>> grammar,>>> meaning that
>>> it attempts to account for the grammar that it finds. It is
>>> “semantically leaning”. I think, though please
>>> correct me>>> if I’m wrong,
>>> that generative grammar is more biologically leaning, looking to
>>> describe the rules for the generation of forms. A functional
>>> grammar
>>> looks at grammar from the perspective of meaning, and it thinks of
>>> meaning as multi-functional, as including, not just a representation
>>> of
>>> the world, but interaction and the production of text. It also
>>> broadens
>>> out to field, tenor, and mode, which have definitions that I
>>> won’>>> t trust
>>> to memory. Mode includes “genre”. A good deal of
>>> pedagogi>>> cal interest
>>> these days is in genre as a center of concern.
>>> “Genre” is>>> looked at as
>>> something purposeful, culturally formed, dynamic, staged (not just a
>>> single stage). It is wide enough to include things like marriage
>>> proposals along with lab reports or academic arguments. So it is
>>> typical
>>> in a classroom in England or Australia to have students examine
>>> advertisements and make observations about the kind of language that
>>> shows up and the way it is used, then construct advertisements of
>>> their
>>> own. Advertisement is a genre and it may have sub-genres. If we
>>> extend
>>> this genre focus out, it can give us a way to directly link both
>>> reading
>>> and writing to a deeper understanding of language and how it works
>>> in
>>> the real world. The theoretical position would be that the forms of
>>> language are responsive to context. I am currently working this out
>>> in a
>>> Reading Literature class, starting with the notion of story and how
>>> it
>>> works. How is orientation built in? How does a story writer handle
>>> point-of-view (which is a technical term in literature)? I can find
>>> key
>>> paragraphs and bring that right down to the level of the sentence.
>>> If
>>> McDonald’s is now running a campaign around
>>> “I’m >>> loving it”, why is that
>>> effective? Is the word “love” usually used that way?
>>> How>>> does present
>>> progressive, in this case, connect with the desire to sell hamburgers?
>>>
>>> Here’s where we might differ in theoretical perspective.
>>> You >>> say the
>>> following:
>>>
>>> “The utterance dimensions are quite different from the
>>> semantic
>>> structure. The semantics has been abstracted, and manipulated by
>>> language, to be represented in the utterance.”
>>>
>>> I admit I’m not quite sure what that means or how it
>>> works ou>>> t in
>>> practice. But because of my current reading in cognitive linguistics
>>> and
>>> in usage based approaches, I don’t think of grammar
>>> “rule>>> s” (syntax
>>> rules) as having an autonomous existence that then drives discourse.
>>> It
>>> may be better to think of grammar “rules” as
>>> patterns tha>>> t arise from
>>> our being in the world. We can’t understand language without
>>> understanding the nature of cognition. The mind, as Lakoff keeps
>>> saying,
>>> is deeply “embodied”, and language itself is deeply
>>> influ>>> enced by our
>>> sensory motor experience of the world. And we can't understand
>>> language
>>> without thinking of it as having a social dimension. It is not an
>>> objective world, but a deeply human world that we experience through
>>> language.
>>>
>>> Here’s another take on it from the perspective of Adele
>>> Goldberg>>> , as
>>> summarized by Croft and Cruse (Cognitive Linguistics, Cambridge
>>> 2004):
>>> “the complex event or situation is treated as the primitive
>>> unit >>> of
>>> semantic representation, and the definitions of the roles in the
>>> event
>>> are derived from the situation as a whole.” As I understand
>>> this>>> , this
>>> means that di-transitive constructions (for example, “Sally
>>> gave >>> Mary a
>>> ball”) arise from the nature of the processes, in this case
>>> givin>>> g, not
>>> from an abstract set of “rules”. She has
>>> sub-categories >>> of
>>> ditransitivity, which differ from each other because of the nature
>>> of
>>> the processes involved. But “giving” is the
>>> prototype.(>>> Prototype” is an
>>> important part of cognitive theory, which grounds meaning in a study
>>> of
>>> how the mind works. Prototypes are very important for our
>>> understanding
>>> of categories.) Other ditransitive constructions can be thought of
>>> as
>>> “extensions of the prototype.”
>>>
>>> As you can see, this changes radically the notion of
>>> “rules>>> and
>>> their role in discourse. It looks at rules as growing out of
>>> language
>>> use, not as separate from it. These are more like patterns. And any
>>> attempt to reduce language down to abstractions from these patterns
>>> may
>>> give us a false impression of how language works and take us away
>>> from
>>> the living, dynamic language, not closer to it.
>>>
>>> “Constructions” are themselves meaningful, not
>>> merel>>> y conveyors of
>>> meaning.
>>>
>>> From this perspective, too, grammar is learned, not merely
>>> activated. In fact, work is being done to study childhood language
>>> acquisition from this perspective, and it seems to hold up very well
>>> in
>>> practice.
>>>
>>> Implications for us? There may be good reasons why
>>> “formal gra>>> mmar’
>>> does not carry over to writing. But at the same time, we may be able
>>> to
>>> make a great case for the importance of individuals being mentored
>>> into
>>> language, a great case for language acquisition as a life-long
>>> process,
>>> a great case for attention to language as deeply tied to the goals
>>> of
>>> literacy, including reading and writing.
>>>
>>> Craig
>>>
>>>
>>>
>>> Bruce D. Despain wrote:
>>> > Craig,
>>> >
>>> > You will probably see that our positions on functionality are not
>>> that
>>> > different. The approach is just different. The imaginary context
>>> > itself has a structure -- a semantic structure that stretches
>>> across
>>> > several dimensions. What we utter has to reside in a string --
>>> just
>>> > one dimension in time that has a dimension of sound that is
>>> analyzed
>>> > into multiple dimensions. The utterance dimensions are quite
>>> > different from the semantic structure. The semantics has been
>>> > abstracted, and manipulated by language, to be represented in the
>>> > utterance. There is a lot missing; there is a lot filled in. I
>>> am
>>> > looking for a set of functions in the mathematical sense that can
>>> > use
>>> > the semantic fields (planes, layers, dimensions) as its domain and
>>> map
>>> > their values onto a range in the linguistic planes of syntax,
>>> > morphology, phonology, orthographics. Would you claim there to be
>>> a
>>> > linguistic plane of "functional" elements that these semantics get
>>> > mapped to? Or would it be better to say that these elements are a
>>> > part of the semantics and remain there only to be discerned after
>>> > the
>>> > linguistic elements have been displayed to the mind?
>>> >
>>> > The "functional" layer, maybe, is a filtering of the already
>>> complex
>>> > clumping of semantic elements. What is its nature? Perhaps it
>>> > doesn't work with elements at all. But science needs an analysis
>>> into
>>> > parts. Can the context of an utterance be described in terms
>>> other
>>> > than the terms that describe the rest of the semantic layers? I
>>> > wonder if maybe it is "simply" another way of dividing up the
>>> layers
>>> > of a semantic analysis. The example I gave from Bolinger was meant
>>> to
>>> > demonstrate just what you were saying about the ubiquitous clumping
>>> of
>>> > semantic elements in the language (English) idiom. We could say it
>>> is
>>> > "functional" or we could say it is a "hidden" part of the
>>> semantics
>>> > -- the semantics of an "extra-linguistic" context -- one that
>>> could
>>> > be coded in language, if we chose to. The semantics begs for
>>> > description (some scientists have used rules of the form used in
>>> logic
>>> > and mathematics) and I simply think that the "functional" does too.
>>> >
>>> > Bruce
>>> >
>>> > ----- Original Message ----- From: "Craig Hancock"
>>> <[log in to unmask]>
>>> > To: <[log in to unmask]>
>>> > Sent: Tuesday, October 16, 2007 8:29 AM
>>> > Subject: Re: Rules was Those old transitivity blues
>>> >
>>> >
>>> >> Bruce,
>>> >> Thanks for the warm words. I do think this is a good faith
>>> >> conversation, and I'll try to keep on in that tone.
>>> >> We certainly do need context to understand a great deal of
>>> >> discourse, and I'm not sure why you would present that as an
>>> argument
>>> >> against the functional. "How cold does it have to get" could mean
>>> >> many things, and the only way it can include the idea of shutting
>>> a
>>> >> window is to put it into an imaginary context. A functional >>
>>> approach
>>> >> is not going to say that we can infer context from a form, but
>>> the
>>> >> opposite--that we need context, and that the formal structures we
>>> >> utter are context sensitive. "How cold does it have to get" makes
>>> >> no
>>> >> sense out of context, so we infer a context for it. I would see it
>>> as
>>> >> what usage based construction grammar calls a "schema", a form
>>> >> meaning pairing unpredicted by the general rules of a formal
>>> syntax
>>> >> and one that has blanks to fill in. "How much snow has to pile
>>> up
>>> >> before you shovel it?" "How much does the garbage have to stink
>>> >> before you take it out?" "How many examples do I have to give >>
>>> before
>>> >> a concept comes through?" The schema brings with it a kind of
>>> >> sarcasm or rudeness that is part of its meaning. Rudeness is part
>>> >> of
>>> >> the schema.
>>> >> "Schema" are one of the patterns cognitive linguists use to
>>> argue
>>> >> against the innateness of grammar. They are clearly learned, >>
>>> clearly
>>> >> language dependent (and not universal.) If we can learn schema
>>> >> rapidly and easily, we have evidence of the ability to learn
>>> other
>>> >> patterns.
>>> >> Many grammatical constructions become lexicalized and then pick
>>> >> up
>>> >> meanings somewhat unpredictable from their parts. Any approach to
>>> >> grammar will have to accommodate that. Any theory of language >>
>>> should
>>> >> accomodate the fact that grammatical constructions are constantly
>>> >> coming into being.
>>> >> Dividing subject function up into grammatical subject, actor,
>>> and
>>> >> theme is not at all ambiguous. My experience, in fact, is that
>>> much
>>> >> of the confusion about subject in most students' minds comes from
>>> >> believing that a subject is the first thing and the actor and the
>>> >> focus of the proposition; so when those separate functions are
>>> >> acknowledged, they have an easier time--a much easier time--with
>>> >> the
>>> >> concept. It is a way of making the notion of "subject" more >>
>>> precise.
>>> >> Traditional grammar tries to pass it off as innate or intuitive,
>>> when
>>> >> the intuitions are quite fuzzy. Tag questions work because they
>>> allow
>>> >> us to isolate the grammatical subject from other competing
>>> >> possibilities, such as coming first or doing the deed. A deeper
>>> >> understanding of what we mean by subject carries over into
>>> reading
>>> >> and writing in a very useful way. We have a way of understanding
>>> >> why
>>> >> a writer might choose one form over the other within the flow of
>>> >> discourse.
>>> >> The desire for a one-to-one mapping between structure and >>
>>> function
>>> >> may be a desire for neat and clean categories in a world where >>
>>> those
>>> >> are rare. Does the category "hammer" include sledge hammer? How
>>> about
>>> >> a rubber mallet? Is a nail gun a kind of hammer? In what ways is it
>>> a
>>> >> gun? If we look closely at the cognitive nature of categories, we
>>> >> find that many categories have elements that have only loose
>>> family
>>> >> relationships with each other. Some elements of the category seem
>>> >> more central than others. When I think hammer, I think claw hammer.
>>> A
>>> >> nail gun has a trigger and shoots things, but so does a hose >>
>>> nozzle.
>>> >> If we look back from the functional end, we can see something
>>> like
>>> >> "hammering in nails" as a function that can be performed in at >>
>>> least
>>> >> two ways, one of them invented fairly recently. I use my screw
>>> driver
>>> >> to open paint cans, and I have seen my wife use one to loosen
>>> soil.
>>> >> The other day, I used one to pry open a stuck window.
>>> >> And a hammer, of course, has a form that fits its function.
>>> It's
>>> >> not that we had them lying around and then decided to hammer
>>> nails
>>> >> with them, but the need to have something to hammer nails has
>>> >> influenced the development of the hammer (and now the nail gun.)
>>> >> Anyone who hammers as awkwardly as I do knows what the claw is
>>> for.
>>> >> Mallets are good for pounding. The analogy may or may not carry
>>> >> over
>>> >> to language, but from a functional perspective, the belief is that
>>> it
>>> >> does. Form and function are deeply connected.
>>> >>
>>> >> Craig
>>> >>
>>> >> Bruce Despain wrote:
>>> >>> Craig,
>>> >>> I'm sorry for the disagreement, but I don't think it is as >>>
>>> serious
>>> >>> as you make it out to be. Maybe I made some of my positions out
>>> >>> to
>>> >>> be stronger than they actually are. However, that said, there are
>>> a
>>> >>> few comments I would still like to make about your position.
>>> What >>> I
>>> >>> hope for with the word "function" is that the mathematical sense
>>> >>> or
>>> >>> formal definition can be made to work with the less formal
>>> >>> meanings. What I mean is that "function" ought to be
>>> formalized,
>>> >>> even from the general metaphorical uses it has. This is not
>>> about
>>> >>> the word but about the goal of a scientific approach. As the
>>> >>> designation of a role, the word ought to refer to something that
>>> can
>>> >>> be defined in less vague terms, elements with more basic
>>> meaning.
>>> >>> (You should be very cautious about your quotes. There is a world
>>> >>> of
>>> >>> difference between a /function/ and "function.") I would like to
>>> >>> think that "role" can be defined as a mathematical /relation/,
>>> which
>>> >>> is like a /function/ but has values that range over "true" and
>>> >>> "false" rather than numbers or points on a cline. A subject is
>>> >>> one
>>> >>> of your ambiguous relations: logical subject, grammatical subject.
>>> I
>>> >>> think that the tools of linguistics need to be scientifically
>>> >>> qualified. GT grammar has to concentrate on the syntactic
>>> aspects
>>> >>> of grammatical analysis. If that is not enough, if it ignores
>>> >>> spelling, if it ignores aspects of meaning, if it ignores word
>>> >>> structure, maybe it's time to to develop a formal approach that
>>> will
>>> >>> describe these other aspects of language. What I hate is to take
>>> a
>>> >>> tool, like an ax, emphasize its function, find it being used as
>>> a
>>> >>> hammer, and then claim that these are two aspects of the same
>>> tool.
>>> >>> It's much better, I think, to point out the structural >>>
>>> similarities
>>> >>> between a hammer and an ax, and point out how these make it
>>> possible
>>> >>> for them to exchange roles for certain jobs. Your example of the
>>> use
>>> >>> of "it" as a place holder for the subject of a passive: I would
>>> >>> be
>>> >>> very suspect of any syntactic theory that made it "superfluous."
>>> If
>>> >>> the semantics of the sentence are being described without it,
>>> >>> elements at a higher syntactic level, e.g., the declarative
>>> >>> sentence, would still have to be demonstrated to be accepted as
>>> >>> grammatical, elements which without it could not exist. In my
>>> >>> example from a previous post the "shut the window" was an >>>
>>> essential
>>> >>> part of the meaning of "How cold does it have to get?" The
>>> >>> extralinguistic context contributed the imperative portion by
>>> >>> supplying "before you shut the window." In this sense, a
>>> >>> superfluous element is not one that does not belong to the
>>> theory,
>>> >>> just one that it doesn't have to be uttered to be understood.
>>> To
>>> >>> use an example from Bollinger: a lawyer advises a debtor that he
>>> >>> doesn't need to pay a particular bill because "the statute of
>>> >>> limitations has expired on that bill." He does not mean that
>>> the
>>> >>> statute is no longer in force, but that the period of time
>>> specified
>>> >>> in that statute for a bill of that kind has expired. The desire
>>> >>> to
>>> >>> use words in this kind of "non-superfluous" way is omnipresent
>>> in
>>> >>> language, especially poetry. It keeps the language mavins and
>>> >>> critics of language use very busy. It comes when we ignore the
>>> >>> original intent of the ax and change its functionality to a
>>> hammer.
>>> >>> It may be illogical but we take advantage of the structure we
>>> have
>>> >>> for a different use. This is called "exaption" in evolutionary
>>> >>> biology. I don't mind the fact that we disagree. I highly
>>> respect
>>> >>> your experience and skills at teaching English writing. I've >>>
>>> always
>>> >>> admired a good writer and hope someday to do better at explaining
>>> my
>>> >>> own ideas and understandings. This is, I hope, a good forum for
>>> >>> doing so. Bruce
>>> >>>
>>> >>> >>> Craig Hancock <[log in to unmask]> 10/15/07 5:46 AM >>>
>>> >>> Bruce,
>>> >>> The term "function" seems to have a long, venerable history in
>>> >>> linguistics. The OED cites both Bloomfield and C. C. Fries.
>>> Halliday
>>> >>> tends to use the term much as many of us use it on list. We can put
>>> >>> words or constructions roughly into classes, which tell us
>>> something
>>> >>> about the meaning potential of the word or structure. The word
>>> >>> "function" designates the role of the word or word group within a
>>> >>> particular instance of use. In the previous sentence, "The word
>>> >>> function" is noun phrase acting as subject. (It also acts us
>>> agent of
>>> >>> "designates". And it is unmarked theme in the theme/rheme
>>> structure >>> o>>> f
>>> >>> the clause.) It is not uncommon for a structure to have more
>>> than one
>>> >>> function.
>>> >>> I don't think it is accurate to say that the functionalists
>>> don't
>>> >>> use
>>> >>> the tools of linguistics. The primary difference is that they see
>>> >>> language as innately functional, not just a formal system that
>>> can >>> th>>> en
>>> >>> be put to use in functional ways. Generative grammar is often
>>> >>> criticized from the functional side for calling everything that
>>> >>> doesn>>> 't
>>> >>> fit neatly into its theory peripheral or unimportant. It becomes so
>>> >>> abstract that it no longer seems to represent what many of us
>>> think >>> o>>> f
>>> >>> as language.
>>> >>> There may in fact be many cases in which the passive is more
>>> >>> prima>>> ry
>>> >>> than the active. There is no doubt a good reason why (according to
>>> >>> Biber et al) passives are eight times more likely to show up in
>>> >>> academic discourse. From a functional perpsective, active and
>>> passive
>>> >>> give us alternative choices, and each gives us a different meaning.
>>> >>> Someone asks "Who gave the book to Charlie?" You may likely
>>> reply
>>> >>> "It
>>> >>> was given by his wife." This allows us to put given information
>>> >>> ("It">>> )
>>> >>> first and new information in clause ending prominence. Whether
>>> or not
>>> >>> this is thought of as superfluous is a theoretical position, not a
>>> >>> scientific one. I find myself much more attracted to the theory
>>> that
>>> >>> explores how these structures function in the world. If we theorize
>>> >>> about them out of context, we may end up with a distorted theory.
>>> >>> At some point, of course, we need to agree to disagree. I am
>>> a
>>> >>> writer
>>> >>> and writing teacher and somewhat a learning specialist by
>>> position >>> an>>> d
>>> >>> you are a mathematician, so that may explain a great detail. I like
>>> >>> math and always did well in it, but I do not think it is a good
>>> model
>>> >>> for the complexities of language. And I think it is misleading
>>> to >>> cal>>> l
>>> >>> any approaches that aren't mathematical less rigorous or
>>> scientific.
>>> >>>
>>> >>> Craig
>>> >>>
>>> >>> Craig,
>>> >>> >
>>> >>> > I think my concern is really quite far from the classroom, for
>>> >>> which I
>>> >>> > apologize. It's more like a paleontologist using the tools of
>>> >>> geology to
>>> >>> > solve biological questions. I think the functionalists need
>>> to
>>> >>> use > some
>>> >>> > more tools of linguistics to solve their language questions.
>>> I
>>> >>> see no
>>> >>> > sense debating the cline of polite requests, whether the
>>> points are
>>> >>> > continuous of discontinuous, or adjusted up or down by
>>> context, if
>>> >>> we have
>>> >>> > no way to measure where the points are. Wouldn't it be helpful
>>> to
>>> >>> have
>>> >>> > measures? Technology can help science to collect and analyze
>>> their
>>> >>> data.
>>> >>> > The theory can only take us so far. What? It might be refuted
>>> if
>>> >>> its
>>> >>> > predictions cannot be corroborated. My point in segmenting the
>>> >>> > differently formulated requests was show the direction toward
>>> >>> some > kind
>>> >>> > of measure. This is not just by tallying up the units of
>>> meaning >>> > b>>> ut
>>> >>> > would involve weighing them in context. Let's callibrate the
>>> >>> cline and
>>> >>> > establish points or regions along it. I don't think the
>>> >>> instruments > for
>>> >>> > doing such a thing are developed. Like a paleontologist we're
>>> just
>>> >>> > waiting for the next discovery.
>>> >>> >
>>> >>> > If the theory helps to teach the concepts that need teaching,
>>> more
>>> >>> > power
>>> >>> > to it. Some models are helpful, but others can be disruptive
>>> in >>> > th>>> e
>>> >>> > acquisition of a skill. I think of the power that certain images
>>> >>> have in
>>> >>> > teaching music and voice. Educators have learned that certain
>>> >>> > visu>>> al
>>> >>> > metaphors guide the mind in some mysterious way to produce or
>>> >>> reproduce
>>> >>> > the sounds desired. I sure wish I knew what the rules were
>>> behind
>>> >>> > these
>>> >>> > secrets (in the brain, in the mind).
>>> >>> >
>>> >>> > Bruce
>>> >>> >
>>> >>> >>>> Craig Hancock <[log in to unmask]> 10/12/07 1:59 PM >>>
>>> >>> >
>>> >>> > Bruce,
>>> >>> > I'll check out definitions for "functional" in Halliday
>>> and
>>> >>> get > back
>>> >>> > to you. I admit I'm not using the term as a mathematician >
>>> >>> would--perhaps
>>> >>> > more like a biologist, as in "what is the function of the
>>> placenta
>>> >>> > within the reproductive system." I don't think mathematical
>>> models
>>> >>> work
>>> >>> > well for language--once you strip it of its semantic and
>>> discourse
>>> >>> > content and context, you end up with a view of language that
>>> >>> doesn't > fit
>>> >>> > what we find in the world. I don't think an ecology is less
>>> >>> scientific
>>> >>> > than classical biology. It just has a different (systemic and
>>> >>> > functional) orientation. It asks a different set of questions,
>>> >>> ones > that
>>> >>> > may yet save the world.
>>> >>> > Ordering or requesting politely might be thought of as
>>> different
>>> >>> > points on a cline. One is not necessarily more primary than
>>> the
>>> >>> other,
>>> >>> > and the words of politeness won't be superfluous to the human
>>> >>> relations
>>> >>> > we are fostering though language. The same would be true of
>>> >>> > passive>>> s.
>>> >>> > You can certainly say that the unmarked or default is the
>>> active, >>> > b>>> ut
>>> >>> > they do not mean the same thing if you include things like >
>>> >>> propositional
>>> >>> > focus or textual unity within your definition of meaning. In the
>>> >>> > language of cognitive linguistics, different versions will
>>> >>> construe the
>>> >>> > world differently. In functional grammar, grammatical subject
>>> is a
>>> >>> > separate function from actor or agent, though they generally
>>> >>> co-occur.
>>> >>> > When we vary from that co-occurrence, we are simply predicating a
>>> >>> > statement about another element. One is not necessarily more
>>> >>> > primar>>> y,
>>> >>> > and the extra words are not superfluous, but highly functional.
>>> >>> > I don't mean to imply that generative grammar presents
>>> rules as
>>> >>> > regulative. I do think most people believe grammar rules are
>>> rules
>>> >>> that
>>> >>> > you are supposed to follow, not just patterns that arise from
>>> >
>>> >>> purposeful
>>> >>> > use of language. And when we abstract these rules from context,
>>> we
>>> >>> pull
>>> >>> > further and further away from the living language. If we use
>>> the >>> > te>>> rm
>>> >>> > "pattern", perhaps we could change that.
>>> >>> > I think it might be fine to teach generative grammar in the
>>> >>> schools
>>> >>> > as a discipline of inquiry, but I don't think it will help us
>>> >>> develop a
>>> >>> > view of language that will carry over into reading and writing. I
>>> >>> > believe both functional and cognitive approaches have much
>>> more
>>> >>> promise
>>> >>> > for that.
>>> >>> >
>>> >>> > Craig
>>> >>> >
>>> >>> >
>>> >>> > Bruce Despain wrote:
>>> >>> >> Craig,
>>> >>> >>
>>> >>> >> With my experience in math, I have a difficulty with the word
>>> >>> >> "function" similarly as you do with "rule." For the
>>> >>> mathematician the
>>> >>> >> function is a process that has a domain or set of input
>>> values
>>> >>> (one or
>>> >>> >> more parameters) and a range or output value. The
>>> transformation
>>> >>> is a
>>> >>> >> mapping or relation (one to one, one to many, many to one) of
>>> one
>>> >>> set
>>> >>> >> of values onto another. This way of picturing the
>>> relationship >>> >> as>>> a
>>> >>> >> process is a convenience for understanding the model. In
>>> this way
>>> >>> >> rules and patterns are simply two ways of viewing the same
>>> >>> >> phenomena. The rules as functions output a value, which can
>>> >>> often be
>>> >>> >> considered a pattern. It is the analysis of patterns that
>>> >>> >> allow
>>> >>> us to
>>> >>> >> describe them by rule. Generative rules (now called
>>> Backus-Naur
>>> >>> >> form) were developed with this in mind. Rules in this sense
>>> are >>> >> n>>> ot
>>> >>> >> regulative, except to the person who wants a description of the
>>> >>> >> structure. They show how to go about building it so as to
>>> get the
>>> >>> >> best results. (The are not generative either, in the sense
>>> of
>>> >>> giving
>>> >>> >> birth to ideas.)
>>> >>> >>
>>> >>> >> To beat a dead horse: the normal way to request behavior of
>>> >>> >> anothe>>> r
>>> >>> >> person is with an imperative ("Shut the window"), but we can
>>> use >>> >> t>>> he
>>> >>> >> yes-no interrogative to inquire about a person's disposition
>>> to
>>> >>> behave
>>> >>> >> in a certain way: "Will you shut the window?" or a
>>> declarative >>> >> "It>>> 's
>>> >>> >> cold in here" or even a wh-interrogative, "How cold does it
>>> have >>> >> t>>> o
>>> >>> >> get?" If the syntactic description of the sentence is limited
>>> >>> >> to
>>> >>> such
>>> >>> >> sentence types, it is easy to see that Halladay needed
>>> another >>> >> lev>>> el
>>> >>> >> (meta-) on which to express the actual intent of the question
>>> >>> >> apar>>> t
>>> >>> >> from its form. Hence, at this level (interactive) the three
>>> >>> sentences
>>> >>> >> that are used for the same purpose are of the same type.
>>> >>> >> If we subscribe to the compositionality of language meaning,
>>> there
>>> >>> >> would certainly be more elementary units of meaning of which
>>> >>> >> the
>>> >>> more
>>> >>> >> complex constructions are composed. Couldn't these be
>>> considered
>>> >>> >> primary? If it takes me more words (syntactically) to say
>>> >>> >> somethi>>> ng
>>> >>> >> one way, perhaps that would be a rough indication of the
>>> number of
>>> >>> >> meaning elements it could be broken down into. The active
>>> >>> >> sentenc>>> e
>>> >>> >> usually has one less word than the passive, which uses a form
>>> >>> >> of
>>> >>> "be"
>>> >>> >> with the passive participle. If we're counting morphemes, we
>>> >>> >> woul>>> d
>>> >>> >> have to consider the participle ending as another element. The
>>> >>> >> passive seems to be less primary from an analytic point of
>>> view.
>>> >>> The
>>> >>> >> same argument makes sentences with a progressive aspect less
>>> >>> >> prima>>> ry
>>> >>> >> than corresponding ones with a simple finite verb. They are
>>> >>> >> structurally more complex and seem also to contain additional
>>> >>> >> meaningful units. Perhaps if we are allowed to cut away the
>>> >>> >> superfluous content of the above syntactically different
>>> >>> sentences, we
>>> >>> >> can be left with a core set of meanings at the interactive
>>> level. >>> >> >>> A
>>> >>> >> transformation would seem to be an appropriate model for >>>
>>> >> stating
>>> >>> such
>>> >>> >> a relationship.
>>> >>> >>
>>> >>> >> My intent was to make a point that has less to do with pedagogy,
>>> >>> >> perhaps, than formal models. Yet, we must admit that kids
>>> >>> >> today
>>> >>> have
>>> >>> >> been given the opportunity to learn a good deal of these
>>> concepts >>> >> >>> in
>>> >>> >> their math classes. Maybe pedagogy needs to relate to this kind
>>> >>> >> of educational curriculum to some extent. Many branches of
>>> >>> >> linguistics are trying to bridge this abysmal gap between the
>>> >>> >> humanities and science. I think some of it ought to trickle
>>> down >>> >> >>> to
>>> >>> >> the lower grades. Maybe we should teach using the mathematical
>>> >>> >> approach to functions and rules. If not literally, perhaps only
>>> >>> >> metaphorically.
>>> >>> >>
>>> >>> >> Bruce
>>> >>> >>
>>> >>> >> >>> Craig Hancock <[log in to unmask]> 10/11/07 9:40 AM >>>
>>> >>> >> Bruce,
>>> >>> >> It may be hard to use the term "transformation" without
>>> >>> bringing in
>>> >>> >> all the apparatus that has historically come with it. It may
>>> be
>>> >>> better
>>> >>> >> to talk about alternative options, perhaps ones that
>>> complement >>> >> ea>>> ch
>>> >>> >> other and stand at more or less equal status. So a question
>>> is >>> >> not>>> a
>>> >>> >> transformed statement, but just an alternative choice--offering
>>> >>> >> information or requesting information as both necessary
>>> options
>>> >>> in the
>>> >>> >> system. We can also request or offer goods and services, and
>>> we >>> >> ha>>> ve
>>> >>> >> ways to carry that out.
>>> >>> >> Halliday describes three different metafunctions, one being
>>> >>> >> interpersonal and interactive, another being
>>> representational,
>>> >>> and the
>>> >>> >> other being largely textual. So you might say that a passive
>>> >>> sentence
>>> >>> >> has been "transformed" from an active one, but a functional
>>> >>> >> analys>>> is
>>> >>> >> would emphasize that a different entity has been moved into
>>> >>
>>> >>> grammatical
>>> >>> >> subject role to ground the proposition, while the role of doer
>>> of
>>> >>> the
>>> >>> >> action (representation) has been left out or shifted into the
>>> >>> >> predicate.
>>> >>> >> This may happen for textual reasons, perhaps to keep a topic in
>>> >>> >> extended
>>> >>> >> focus. If you treat this systematically, then one is not a
>>> >>> >> transformation of the other, just ways to accommodate different
>>> >>> >> functions within the structure of the clause. It may be
>>> >>> misleading to
>>> >>> >> think of one as more primary than the other, even if more
>>> common.
>>> >>> >> We can certainly divide verbs into physical (material) and
>>> >>> >> ment>>> al
>>> >>> >> (cognitive), and we do mix those types up in a sort of
>>> metaphor
>>> >>> all >> the
>>> >>> >> time. When the wind "howls", we are granting it a speech act.
>>> >>> >> When>>> I
>>> >>> >> "fall" for someone, I'm describing emotional change in
>>> physical
>>> >>> terms.
>>> >>> >> "The fields never knew such cold as they knew that winter."
>>> >>> >> What
>>> >>> kind
>>> >>> >> of
>>> >>> >> "knowing" is that? Any description of creativity ought to >>>
>>> >> foregrou>>> nd
>>> >>> >> the
>>> >>> >> metaphoric nature of language.
>>> >>> >> I mainly worry that people think of rules as "governing"
>>> >>> rather >> than
>>> >>> >> as conventional. It is not a "rule" that college students dress
>>> >>> >> informally, but it is certainly a pattern. You haven't broken
>>> a >>> >> ru>>> le
>>> >>> >> when you wear a tie, for whatever reason. I don't think the
>>> >>> comparison
>>> >>> >> holds too far (language is not just fashion), but "rule" and
>>> >>> "pattern"
>>> >>> >> can be very different in people's minds.
>>> >>> >>
>>> >>> >> Craig
>>> >>> >>
>>> >>> >>
>>> >>> >> Bruce Despain wrote:
>>> >>> >> > Craig,
>>> >>> >> >
>>> >>> >> > I think it might be a good exercise for you to respond
>>> sometime
>>> >>> >> > without using the word "function" or "functional." Don't
>>> these
>>> >>> >> > words
>>> >>> >> > just provide us another way to talk about rules. The rule
>>> is
>>> >>> there
>>> >>> >> to
>>> >>> >> > *describe* something that is regular, expected, recognized,
>>> and
>>> >>> >> > conventional. Language needs a certain amount of
>>> >>> conventionality to
>>> >>> >> > convey understanding. Does a new construction arise to >>>
>>> >> > carriy
>>> >>> out a
>>> >>> >> > new function or an old function in a new way? Maybe the
>>> answer
>>> >>> >> > would
>>> >>> >> > tell us to what extent function is driving language or whether
>>> >>> >> > language is driving function. Consider the rhetorical
>>> >>> question, for
>>> >>> >> > example. This phenomenon takes a syntactic structure >>>
>>> >> > normally
>>> >>> used
>>> >>> >> to
>>> >>> >> > seek new information and applies it to make an assertion.
>>> We
>>> >>> could
>>> >>> >> > describe this phenomenon by rule in the form of a (dreaded?)
>>> >>> >> > "transformation" (a sense different from
>>> >>> >> > "generative-transformational"). The language user
>>> transforms >>> >> > th>>> e
>>> >>> >> > function of a yes-no question to that of a declarative
>>> sentence
>>> >>> >> simply
>>> >>> >> > by placing it in a rhetorical context. To compare the
>>> >>> functions of
>>> >>> >> > "kick" and "admire" as transitive verbs is not as useful as
>>> >>> >> > >>
>>> >>> > comparing
>>> >>> >> > them, maybe, at the level of action, one being physical and
>>> the
>>> >>> >> > other mental. To find a syntactic correlate to this
>>> contrast >>> >> > ma>>> y
>>> >>> >> give
>>> >>> >> > us a clue to where a creative act of functional transform
>>> might >>> >> > >>> be
>>> >>> >> > found. Perhaps something like these metaphors: "John
>>> kicked
>>> >>> around
>>> >>> >> > and then admired football." (zeugma) "Mary admired John,
>>> but
>>> >>> kicked
>>> >>> >> > him out of her life." We respect the "functional
>>> pressures" of
>>> >>> >> syntax
>>> >>> >> > but utilize their force to make our expressions more
>>> powerful. >>> >> > >>> Is
>>> >>> >> > this something like you have in mind?
>>> >>> >> >
>>> >>> >> > Bruce
>>> >>> >> >
>>> >>> >> > >>> Craig Hancock <[log in to unmask]> 10/11/07 7:54 AM >>>
>>> >>> >> > Herb,
>>> >>> >> > I enjoyed both posts very much and will respond to both
>>> in >>> >> > th>>> is
>>> >>> >> one.
>>> >>> >> > I like the idea that the language is both "complex" and
>>> >>> "subtle",
>>> >>> >> > which implies that it's a functional complexity. We bring new
>>> >>> >> > constructions into play precisely because they allow us to
>>> >>> carry out
>>> >>> >> the
>>> >>> >> > various functions of language, and any attempt to describe
>>> it
>>> >>> ought
>>> >>> >> to
>>> >>> >> > pay deep respect to that. They come into being because we
>>> >>> >> > find
>>> >>> them
>>> >>> >> > useful and they become routinized (and intuitive) over time.
>>> >>> >> > I'm beginning to think that we use the term "rules" far too
>>> >>> >> readily
>>> >>> >> > and widely. What we are describing may in fact be a useful
>>> >>> >> construction
>>> >>> >> > or a functional pattern, not a "rule" in the way we usually
>>> >>> >> understand
>>> >>> >> > rules. Language may be better understood bottom up than top
>>> >>> >> > down.
>>> >>> >> > It does make sense to look for patterns, but when we
>>> find
>>> >>> these
>>> >>> >> > similarities, when we classify sentences or constructions,
>>> we
>>> >>> are >> > not
>>> >>> >> > necessarily discovering some sort of internal rules that
>>> they >>> >> > ar>>> e
>>> >>> >> > "following." The patterns are enormously important, and they
>>> do
>>> >>> tend
>>> >>> >> to
>>> >>> >> > function below consciousness for very good (functional)
>>> >>> reasons. But
>>> >>> >> > classifying the sentences or ascertaining the "rules" they
>>> >>> represent
>>> >>> >> may
>>> >>> >> > be very misleading. Both "kick" and "admire" take direct
>>> >>> objects, >> > not
>>> >>> >> > because they are transitive, but because we understand >>>
>>> >> > kicking
>>> >>> as a
>>> >>> >> > process that involves something to be kicked and admiring as a
>>> >>> >> process
>>> >>> >> > that requires something to be admired. The differences >>>
>>> >> > between
>>> >>> being
>>> >>> >> > kicked and being admired may be more important than the >>
>>> >
>>> >>> similarities.
>>> >>> >> > Transitivity arises because it is congruent with our
>>> >>> understanding >> > of
>>> >>> >> > the world. When the patterns don't fit our purposes, we
>>> bend and
>>> >>> >> shape
>>> >>> >> > them, we blur the edges.
>>> >>> >> > This may be why studying formal grammar doesn't seem to
>>> carry
>>> >>> >> over,
>>> >>> >> > at least not quickly or easily. We need to respect the >>>
>>> >> > functiona>>> l
>>> >>> >> > pressures, the context it arises from.
>>> >>> >> > When we write, we are not constructing forms; we are
>>> >>> constructing
>>> >>> >> > meanings. Meaning is not simply poured into neutral forms. The
>>> >>> >> > constructions themselves are meaningful, arising out of that
>>> >>> >> > meaning-making history over time.
>>> >>> >> > I know that probably puts me at odds with many people on
>>> the
>>> >>> >> > list.
>>> >>> >> > But that's where my current thinking is headed.
>>> >>> >> >
>>> >>> >> > Craig
>>> >>> >> >
>>> >>> >> >
>>> >>> >> > STAHLKE, HERBERT F wrote:
>>> >>> >> > > Craig,
>>> >>> >> > >
>>> >>> >> > > What you describe as the verb pulling the preposition
>>> into its
>>> >>> >> orbit is
>>> >>> >> > > precisely the sort of historical change that's been going
>>> >>> >> > > on
>>> >>> since
>>> >>> >> Early
>>> >>> >> > > Modern English and has given us the very complex and
>>> subtle
>>> >>> system
>>> >>> >> of
>>> >>> >> > > multi-word verbs we have in English today. So we have
>>> >>> >> constructions in
>>> >>> >> > > which about behaves in some ways as a preposition and in
>>> other
>>> >>> >> ways as a
>>> >>> >> > > part of the verb. And we just have to live with that fact.
>>> >>> >> Language
>>> >>> >> > > continually defies our attempts to codify it, which is
>>> what
>>> >>> makes
>>> >>> >> it so
>>> >>> >> > > endlessly fascinating to study.
>>> >>> >> > >
>>> >>> >> > > Herb
>>> >>> >> > >
>>> >>> >> > > -----Original Message-----
>>> >>> >> > > From: Assembly for the Teaching of English Grammar
>>> >>> >> > > [mailto:[log in to unmask]]
>>>
>>> >>>
>>> >>> >>
>>> >>> >> > On Behalf Of Craig
>>> Hancock
>>> >>> >> > > Sent: Wednesday, October 10, 2007 9:01 AM
>>> >>> >> > > To: [log in to unmask]
>>> >>> >> > > Subject: Re: Those old transitivity blues was Help for a
>>> >>> >> > > puzzl>>> ed
>>> >>> >> teacher
>>> >>> >> > >
>>> >>> >> > > Herb, Peter, Bill, Ron,
>>> >>> >> > >
>>> >>> >> > > With apologies if they seems too theoretical for most
>>> people's
>>> >>> >> tastes. I
>>> >>> >> > >
>>> >>> >> > > have been thinking about these things for several months
>>> now >>> >> > > a>>> nd
>>> >>> >> have
>>> >>> >> > > mostly held back while the thoughts come into focus.
>>> >>> >> > >
>>> >>> >> > > The problem I currently have with tying to find a >>> >>
>>> > > classificati>>> on
>>> >>> >> for
>>> >>> >> > > "think about" is that I am starting to believe we make these
>>> >>> >> categories
>>> >>> >> > > more important (more governing) than they actually are.
>>> We
>>> >>> tend to
>>> >>> >> feel
>>> >>> >> > > as if words have to act certain ways because of the grammar,
>>> >>> >> rather than
>>> >>> >> > >
>>> >>> >> > > believing that the grammar itself arises out of our use
>>> of
>>> >>> words.
>>> >>> >> (Or
>>> >>> >> > > that it is a dynamic relationship, a lexico-grammar,
>>> >>> word-grammar,
>>> >>> >> > > cline.) When classification becomes an end in itself, the
>>> >>> living,
>>> >>> >> > > dynamic language gets left behind.
>>> >>> >> > >
>>> >>> >> > > Another way to think about it is that the process of
>>> thinking >>> >> > > >>> is
>>> >>> >> often
>>> >>> >> > > conceived of (and articulated) as "about" something, and
>>> over
>>> >>> time
>>> >>> >> > > "think" and "about" come together often enough to start
>>> >>> >> > > feelin>>> g
>>> >>> like
>>> >>> >> a
>>> >>> >> > > single phrase rather than a verb plus prepositional
>>> phrase
>>> >>> with a
>>> >>> >> > > variable object.
>>> >>> >> > >
>>> >>> >> > >
>>> >>> >> > > I often think about blank.
>>> >>> >> > >
>>> >>> >> > > I often think about blank
>>> >>> >> > >
>>> >>> >> > > From this way of thinking, the verb will begin to pull the
>>> >>> >> preposition
>>> >>> >> > > into its orbit, helped by two forces-one is repetition
>>> (the
>>> >>> words
>>> >>> >> coming
>>> >>> >> > >
>>> >>> >> > > together so often)--and the other is congruency with our >>
>>> >
>>> >>> > experience
>>> >>> >> of
>>> >>> >> > > the world, our conception of what thinking is like. In
>>> >>> >> > > other
>>> >>> >> > > words,
>>> >>> >> we
>>> >>> >> > > continue to use it because it is practical to use it, highly
>>> >>> >> > > "functional." And this becomes patterned.
>>> >>> >> > >
>>> >>> >> > > From a rule based approach, we have to say that "all
>>> grammars
>>> >>> >> leak",
>>> >>> >> > > but that may be because they try to treat the language as
>>> >>> >> > > froz>>> en
>>> >>> >> and not
>>> >>> >> > >
>>> >>> >> > > dynamic. If we see the creation of phrasal verbs as a
>>> dynamic
>>> >>> >> process,
>>> >>> >> > > then it is easy to treat in-between examples as part of that
>>> >>> >> process of
>>> >>> >> > > change-of grammatical structures being lexicalized and
>>> lexical
>>> >>> >> terms
>>> >>> >> > > being pulled into the grammar. From a usage based
>>> perspective,
>>> >>> >> leaking
>>> >>> >> > > is likely. Just like words, the grammar is always coming
>>> into
>>> >>> >> being.
>>> >>> >> > >
>>> >>> >> > > This gives us an approach to grammar that pulls us into
>>> >>> >> > > meanin>>> g
>>> >>> >> and one
>>> >>> >> > > that frames meaning itself as contextual and dynamic.
>>> >>> >> > >
>>> >>> >> > > Craig
>>> >>> >> > >
>>> >>> >> > >
>>> >>> >> > >
>>> >>> >> > > STAHLKE, HERBERT F wrote:
>>> >>> >> > >
>>> >>> >> > >> Ron,
>>> >>> >> > >>
>>> >>> >> > >> Let's start with easiest of your questions, how to use
>>> >> >>> >> > >> >
>>> >>> >> information
>>> >>> >> > >>
>>> >>> >> > > like
>>> >>> >> > >
>>> >>> >> > >> this in teaching. The fact is that I wouldn't present a
>>> >>> >> seven-fold
>>> >>> >> > >> classification of anything grammatical in an ESL context.
>>> I
>>> >>> >> > >> might
>>> >>> >> be
>>> >>> >> > >> forced to do something like that if I were teaching Chinese
>>> >>> >> nominal
>>> >>> >> > >> classifiers, of which there are dozens, or Bantu noun
>>> >>> >> > >> classes>>> ,
>>> >>> >> which
>>> >>> >> > >>
>>> >>> >> > > can
>>> >>> >> > >
>>> >>> >> > >> exceed a couple dozen, but fortunately English doesn't
>>> do >>> >> > >> suc>>> h
>>> >>> >> things.
>>> >>> >> > >> What's important in developing both fluency and register
>>> >>> control
>>> >>> >> in
>>> >>> >> > >> non-native speakers is that they learn to shift
>>> particles >>> >> > >> whe>>> n
>>> >>> >> doing
>>> >>> >> > >>
>>> >>> >> > > so
>>> >>> >> > >
>>> >>> >> > >> is pragmatically motivated, that they learn to use a
>>> passive
>>> >>> when
>>> >>> >> that
>>> >>> >> > >> structure is pragmatically motivated. And this they
>>> will >>> >> > >> lea>>> rn
>>> >>> >> much
>>> >>> >> > >> better from usage and practice than from grammar drill.
>>> >>> >> > >>
>>> >>> >> > >> I think perhaps you confused Bill and me in the latter
>>> part >>> >> > >> o>>> f
>>> >>> >> your
>>> >>> >> > >> post. Actually, the classification I posted is from Sidney
>>> >>> >> > >>
>>> >>> >> > > Greenbaum's
>>> >>> >> > >
>>> >>> >> > >> Oxford English Grammar (OUP, 1996), so I can't take
>>> credit
>>> >>> for >> > >> it.
>>> >>> >> > >> Transitivity does have degrees. Intransitives take only a
>>> >>> >> subject,
>>> >>> >> > >> (mono)transitives take a subject and a direct object, and
>>> >>> >> > >>
>>> >>> >> > > ditransitives
>>> >>> >> > >
>>> >>> >> > >> (SG's "doubly transitives") take a direct object and an
>>> >>> indirect
>>> >>> >> > >>
>>> >>> >> > > object,
>>> >>> >> > >
>>> >>> >> > >> which may or may not require a preposition. Indirect
>>> >>> object, >> > >> bear
>>> >>> >> in
>>> >>> >> > >> mind, is a function, not a structure, and it can show up
>>> >>> >> > >> as
>>> >>> >> > >> either
>>> >>> >> a
>>> >>> >> > >> bare NP or as the object of a preposition. I suspect SG
>>> uses
>>> >>> >> > >> "monotransitivity" in a excess of clarity, the result of
>>> >>> >> > >> whic>>> h
>>> >>> >> isn't
>>> >>> >> > >> necessarily what the writer hopes for.
>>> >>> >> > >>
>>> >>> >> > >> Actually, SG doesn't distinguish between "look at" and
>>> "look
>>> >>> >> after".
>>> >>> >> > >>
>>> >>> >> > > In
>>> >>> >> > >
>>> >>> >> > >> his discussion of prepositional verbs (p. 282), he uses
>>> >>> "look at"
>>> >>> >> as
>>> >>> >> > >>
>>> >>> >> > > an
>>> >>> >> > >
>>> >>> >> > >> example of a monotransitive prepositional verb.
>>> >>> >> > >>
>>> >>> >> > >> Back to the question of goals for a moment. SG was
>>> writing a
>>> >>> >> > >>
>>> >>> >> > > reference
>>> >>> >> > >
>>> >>> >> > >> grammar, and so his goal was to provide as complete and
>>> >>> thorough >> > >> a
>>> >>> >> > >> classification of English structures as he could. Hence
>>> his
>>> >>> >> > >> seven
>>> >>> >> > >> classes of phrasal/prepositional verbs. What the ESL
>>> >>> teacher >> > >> does
>>> >>> >> > >>
>>> >>> >> > > with
>>> >>> >> > >
>>> >>> >> > >> this classification is subject to different, pedagogical
>>> >>> goals, and
>>> >>> >> I
>>> >>> >> > >> hope that teacher would keep SG's treatment well away
>>> from >>> >> > >> hi>>> s
>>> >>> >> > >>
>>> >>> >> > > students,
>>> >>> >> > >
>>> >>> >> > >> while being informed by it as he or she prepares lesson
>>> >>> >> > >> plans.
>>> >>> >> > >>
>>> >>> >> > >> Herb
>>> >>> >> > >>
>>> >>> >> > >> One of the great advantages of this List (and
>>> particularly
>>> >>> if one
>>> >>> >> has
>>> >>> >> > >> the
>>> >>> >> > >> intellectual courage to state what one knows about
>>> grammar >>> >> > >> wi>>> th
>>> >>> >> the
>>> >>> >> > >> attendant possibility of being proven to be wrong and
>>> the >>> >> > >> eve>>> n
>>> >>> >> worse
>>> >>> >> > >> possibility of realising that one has been teaching
>>> >>> something to
>>> >>> >> > >> students
>>> >>> >> > >> which is possibly incorrect) is the potential it has to
>>> make
>>> >>> one
>>> >>> >> > >> re-examine
>>> >>> >> > >> one's own assumptions about some point of grammar.
>>> >>> >> > >>
>>> >>> >> > >> Herb's comments on the complexities of phrasal verbs and
>>> >>> >> > >> Bill>>> 's
>>> >>> >> list
>>> >>> >> > >>
>>> >>> >> > > of
>>> >>> >> > >
>>> >>> >> > >> three examples are cases in point. This query, then, is
>>> >>> just to
>>> >>> >> > >>
>>> >>> >> > > clarify
>>> >>> >> > >
>>> >>> >> > >> things in their posts and particularly in the context of
>>> ESL.
>>> >>> >> > >>
>>> >>> >> > >> Bill's list of three is as follows:
>>> >>> >> > >>
>>> >>> >> > >> I looked [up the chimney] prepositional phrase
>>> >>> >> > >> I [looked up] the word phrasal verb
>>> >>> >> > >> I looked [up] adverbial particle.
>>> >>> >> > >>
>>> >>> >> > >> Just to avoid ambiguity, I would modify the second two as
>>> >>
>>> >>> > >> follows:
>>> >>> >> > >>
>>> >>> >> > >> I [looked up] the word. As 'up' is an adverbial >>>
>>> >> > >> particle
>>> >>> and >> > >> as
>>> >>> >> > >>
>>> >>> >> > > 'the
>>> >>> >> > >
>>> >>> >> > >> word' is the direct object of the resultant phrasal
>>> verb, >>> >> > >> 'lo>>> ok
>>> >>> >> up' is
>>> >>> >> > >>
>>> >>> >> > > a
>>> >>> >> > >
>>> >>> >> > >> transitive phrasal
>>> >>> >> > >> verb.
>>> >>> >> > >>
>>> >>> >> > >> I looked [up]. As 'up' is an adverbial particle and as
>>> >>> there is
>>> >>> >> no
>>> >>> >> > >> direct
>>> >>> >> > >> object, 'look up' is an intransitive phrasal verb.
>>> >>> >> > >>
>>> >>> >> > >> Would Bill agree with this modification?
>>> >>> >> > >>
>>> >>> >> > >> Herb's list of seven really puts the cat amonst the >>>
>>> >> > >> pigeons
>>> >>> of my
>>> >>> >> > >> assumptions about transitivity. Here's Bill's list:
>>> >>> >> > >>
>>> >>> >> > >> 1. intransitive phrasal verbs, e.g. "give in" (surrender)
>>> >>> >> > >> 2. transitive phrasal verbs, e.g. "find" something "out"
>>> >>> >> (discover)
>>> >>> >> > >> 3. monotransitive prepositional verbs, e.g. "look
>>> after" >>> >> > >> (ta>>> ke
>>> >>> >> care
>>> >>> >> > >>
>>> >>> >> > > of)
>>> >>> >> > >
>>> >>> >> > >> 4. doubly transitive prepositional verbs, e.g. "blame"
>>> >>> something
>>> >>> >> "on"
>>> >>> >> > >> someone
>>> >>> >> > >> 5. copular prepositional verbs, e.g. "serve as"
>>> >>> >> > >> 6. monotransitive phrasal-prepositional verbs, e.g.
>>> "look
>>> >>> up to"
>>> >>> >> > >> (respect)
>>> >>> >> > >> 7. doubly transitive phrasal-prepositional verbs, e.g.
>>> "put"
>>> >>> >> > >>
>>> >>> >> > > something
>>> >>> >> > >
>>> >>> >> > >> "down to" (attribute to)
>>> >>> >> > >>
>>> >>> >> > >> My problem is with 3 This is the first time that I have
>>> >>> >> encountered
>>> >>> >> > >>
>>> >>> >> > > the
>>> >>> >> > >
>>> >>> >> > >> term 'monotransitive' so perhaps Bill can explain the >>
>>> >
>>> >>> >> significance
>>> >>> >> of
>>> >>> >> > >> the addition of 'mono-'.
>>> >>> >> > >>
>>> >>> >> > >> In the case of 3, why is Bill implicitly differentiating
>>> >>> >> > >> 'loo>>> k
>>> >>> >> at' and
>>> >>> >> > >> 'look
>>> >>> >> > >> after'? I ask this because I am assuming that he is not
>>> >>
>>> >>> > >> claiming
>>> >>> >> > >>
>>> >>> >> > > that
>>> >>> >> > >
>>> >>> >> > >> 'look at' is a monotransitive prepositional verb. In
>>> the
>>> >>> case of
>>> >>> >> ESL,
>>> >>> >> > >>
>>> >>> >> > > I
>>> >>> >> > >
>>> >>> >> > >> think it preferable to consider them both intransitive
>>> in >>> >> > >> ord>>> er
>>> >>> >> not to
>>> >>> >> > >> muddy the transitive waters too much.
>>> >>> >> > >>
>>> >>> >> > >> 6 & 7 are also problematic in ESL terms for the same
>>> reason >>> >> > >> b>>> ut
>>> >>> >> > >>
>>> >>> >> > > perhaps
>>> >>> >> > >
>>> >>> >> > >> we can come to those later.
>>> >>> >> > >>
>>> >>> >> > >> Ron Sheen
>>> >>> >> > >>
>>> >>> >> > >> 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 >>> >> > > w>>> eb
>>> >>> >> > > 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 >>> >> > > w>>> eb
>>> >>> >> > 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/
>>> >>> >> >
>>> >>>
>>> --------------------------------------------------------------------->>> ---
>>> >>>
>>> >>> >> > NOTICE: This email message is for the sole use of the intended
>>> >>> >> > recipient(s) and may contain confidential and privileged >>
>>> >
>>> >>> information.
>>> >>> >> > Any unauthorized review, use, disclosure or distribution is
>>> >>> >> > prohibited. If you are not the intended recipient, please
>>> >>> contact >> > the
>>> >>> >> > sender by reply email and destroy all copies of the original
>>> >>
>>> >>> > message.
>>> >>> >>
>>> >>> >> 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/
>>> >>> >>
>>> >>>
>>> --------------------------------------------------------------------->>> ---
>>> >>>
>>> >>> >> NOTICE: This email message is for the sole use of the intended
>>> >>> >> recipient(s) and may contain confidential and privileged
>>> >>> information.
>>> >>> >> Any unauthorized review, use, disclosure or distribution is
>>> >>> >> prohibited. If you are not the intended recipient, please
>>> contact
>>> >>> the
>>> >>> >> sender by reply email and destroy all copies of the original
>>> >>> message.
>>> >>> >
>>> >>> > 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/
>>> >>> >
>>> >>> >
>>> >>>
>>> --------------------------------------------------------------------->>> -
>>> >>> > NOTICE: This email message is for the sole use of the intended
>>> >>> > recipient(s) and may contain confidential and privileged
>>> >>> information. Any
>>> >>> > unauthorized review, use, disclosure or distribution is
>>> prohibited.
>>> >>> If you
>>> >>> > are not the intended recipient, please contact the sender by
>>> reply
>>> >>> > email
>>> >>> > and destroy all copies of the original message.
>>> >>> >
>>> >>>
>>> >>> 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/
>>> >>>
>>> --------------------------------------------------------------------->>> ---
>>> >>>
>>> >>> NOTICE: This email message is for the sole use of the intended
>>> >>> recipient(s) and may contain confidential and privileged
>>> >>> information. Any unauthorized review, use, disclosure or
>>> >>> distribution is prohibited. If you are not the intended
>>> recipient,
>>> >>> please contact the sender by reply email and destroy all copies
>>> of
>>> >>> the original message.
>>> >>
>>> >> 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/
>>> ------------------------------------------------------------------------
>>>
>>> NOTICE: This email message is for the sole use of the intended
>>> recipient(s) and may contain confidential and privileged
>>> information. Any unauthorized review, use, disclosure or
>>> distribution is prohibited. If you are not the intended recipient,
>>> please contact the sender by reply email and destroy all copies of
>>> the original message.
>>
>> 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/
========================================================================Date: Thu, 18 Oct 2007 18:16:34 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: Re: An ethical academic duty was Rules was Those old
transitivity blues
MIME-Version: 1.0
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=response
Content-Transfer-Encoding: 7bit
Many thanks to Craig for expressing his various concerns. I really do not
think that 'hostile' is not the best way to characterise Bob's questions
though he was clearly challenging your position but isn't that what robust
debate is all about?
However, to concentrate on cognitive linguistics (CL), could you explain to
us, Craig, how your example of 'hammer' fits into CL.
Ron Sheen
----- Original Message -----
From: "Craig Hancock" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, October 18, 2007 5:52 AM
Subject: Re: An ethical academic duty was Rules was Those old transitivity
blues
> Ron, Bob,
> I don't mean to imply that I don't want to have a serious discussion
> about language, and I think Bruce and I are doing just that. But there are
> certain aspects of collegiality that we need to follow for the good of the
> list.
> Frankly, I am disappointed that we do not have cognitive linguists to
> talk to on list. We should be going out of our way to invite cognitive
> linguists and to try to find out what they are doing and how they are
> doing it and what the current state of their approach is and so on. These
> are not shallow people and their work is not unscientific. Unfortunately,
> I have had to research it on my own with very little chance to talk about
> it. I am excited about new ideas and somewhat lonely at the moment because
> no one around me seems to share my interests. So when Bruce asks me
> questions about the current views I am trying out as a result of several
> months of serious reading, I think it is more important to elucidate a
> point of view than it is to defend it from hostile challenges (and I don't
> think Bruce's questions are at all hostile.)
> I was disappointed when I first started posting because I said in an
> early post that I found functional grammar very useful as a writing
> teacher, and I was immediately attacked. I don't feel I was given an
> adequate opportunity to talk (though several people came to my defense)
> and backed off a bit. What occurred was more quarrel than conversation.
> But it absolutely baffled me that people wouldn't be open to what I had to
> say, that they would be quick to consider it as a claim that had to be
> challenged and not a perspective that should be respected and listened to.
> I still feel that way. It's not so much a danger that people on the list
> will be exposed to faulty theories so much as it is a danger that points
> of view will be stifled or suppressed before they have their day in the
> ATEG sun.
> The lesson I may take from this is that what I am learning about
> cognitive linguistics is not of interest to the group, or if it is of
> interest to some people, I may have to face hostile questioning that will
> make it difficult to proceed in any meaningful way.
> Let me put it another way. I think there are people who want Bruce to
> win an argument with me and others who may want me to win an argument with
> Bruce, but I don't think Bruce and I are having that kind of discussion. I
> think Bruce has been thinking about these issues long and hard and has a
> position that is not at all trivial. My task is not to prove him wrong,
> but to have a conversation in which we both have a chance to present
> differing perspectives.
>
> Here's where I see the present issue with pedagogy. Traditional school
> grammar has been questioned, including studies that seem to show little or
> no carry over to writing. Generative grammar declares itself essentially
> irrelevant to pedagogy. Systemic functional grammar and cognitive
> approaches (construction grammar and usage based models) are relatively
> new, still in the early stages of development as perspectives on language,
> just beginning to find their way into classroom practices. Many people may
> feel threatened by new approaches simply because they call into question
> long held beliefs. We need to have a robust, open conversation about new
> ways to understand language.
> Ironically, the article I am working on (close to deadline) is on "How
> linguistics can inform the teaching of writing". It is an invited article
> for an international anthology. One reason for trying to get up to speed
> on cognitive linguistics is that I felt an obligation to consider a branch
> of linguistics that seems to be growing in importance. (It is very
> difficult, by the way, to be somewhat knowledgeable about more than one
> approach.) In the process, I have been becoming more and more impressed,
> more and more intrigued.
> Due to the article and a robust teaching load, I'll have to back off for
> awhile. But I certainly remain very committed to ATEG and to the list.
>
> Craig
>
>
>
>
>
>
> Ronald Sheen wrote:
>> This is intended to support the approach that Bob has adopted in
>> questioning the implicit claims made by Craig. It seems to me that when
>> one joins a group such as this and one chooses to function therein
>> actively (and not choose to be a lurker), one has a certain ethical
>> academic duty to respond to questions about what one has written.
>>
>> To be frank, I have been disappointed by the approach demonstrated by
>> some to raise issues but then implicitly refuse to respond to comments
>> made on their posts.
>>
>> This said, however, I think it's a great List with a ,marvellous
>> potential for open and unfettered discussion.- providing we all play the
>> 'game'.
>>
>> Ron Sheen
>>
>>
>> ----- Original Message ----- From: "Bob Yates" <[log in to unmask]>
>> To: <[log in to unmask]>
>> Sent: Wednesday, October 17, 2007 5:39 PM
>> Subject: Re: Rules was Those old transitivity blues
>>
>>
>> Craig,
>>
>> This is a list on the teaching of grammar. I have always understood you
>> to be offering your point-of-view
>> to suggest a more effective approach to the teaching of grammar. I
>> apologize if that is not your purpose in
>> sharing with us your views on the nature of grammar.
>>
>> In the meantime, I appear to have a serious reading deficit.
>>
>> Craig writes:
>> When I write to Bruce, I don't think I am making 'claims'
>> that need to be challenged, but simply articulating a point-of-view that
>> I have been developing --am still developing-- over a period of time.
>>
>> ***
>> I see the following point-of-view as making claims about the nature of
>> language.
>>
>> Craig writes:
>> I believe that a hammer is formed like a hammer because that form is
>> suitable for its function. In that sense, the forms of grammar are
>> context sensitive. We have ways to ask questions, for example, or make
>> statements. These have evolved because language occurs between people,
>> and we have evolved ways to offer or request information, and we have
>> evolved ways to target the specific information we are looking for or
>> offering, and so on. You can disagree, but I don't think that is an
>> unusual position.
>>
>> ****************
>> It seems to me you have drawn clear teaching implications about this
>> point-of-view about the nature of language.
>> I sincerely regret if it is the case that you have not made any teaching
>> implications from the point-of-view you articulated above.
>>
>> If there are problems with the nature of language articulated above, then
>> perhaps there are problems with the teaching implications based on that
>> point-of-view.
>>
>> I know the way I teach about writing is based on how I view the nature of
>> language. I think all of us who teach writing have a view of language,
>> but I could be mistaken.
>>
>> Bob Yates, University of Central Missouri
>>
>>
>>
>>
>>
>> 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/
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: Thu, 18 Oct 2007 09:01:11 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: An ethical academic duty was Rules was Those old
transitivity blues
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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=--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Thu, 18 Oct 2007 19:58:00 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: Hammer analogy was An ethical academic duty was Rules was
Those old transitivity blues
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0007_01C811C1.2FB5E7F0"
This is a multi-part message in MIME format.
------=_NextPart_000_0007_01C811C1.2FB5E7F0
Content-Type: text/plain;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Thanks, Bill, for clarifying the 'hammer' analogy and correcting my ascribing it to Craig.. I'm very happy to give Craig some slack, as you put it, and investigate CL outside of the List.
Ron Sheen
From: Bruce Despain
To: [log in to unmask]
Sent: Thursday, October 18, 2007 8:01 AM
Subject: Re: An ethical academic duty was Rules was Those old transitivity blues
Ron,
I apologize for responding to your post addressed to Craig. I feel we need to cut Craig some slack; he has some serious work to do right now. I was the one who brought up the analogy with the hammer as a tool in the workshop. The idea I had in mind had to do with language being that workshop offering the user with a number of tools, each designed for various purposes. In language the tools offered are not very flexible and keep their original nature, even when we try to use them in other ways. Like any metaphor this one can be pressed too far and may not illuminate very much the field it was originally applied to. Systemic functional grammar, which, I believe, Craig has brought into the classroom (a tool in another sense), has a primary focus on how grammatical structures function in actual use; in the "game" (Wittgenstein) that is social and personal interactions. . . .
Bruce
>>> Ronald Sheen <[log in to unmask]> 10/18/07 7:16 PM >>>
Many thanks to Craig for expressing his various concerns. I really do not
think that 'hostile' is not the best way to characterise Bob's questions
though he was clearly challenging your position but isn't that what robust
debate is all about?
However, to concentrate on cognitive linguistics (CL), could you explain to
us, Craig, how your example of 'hammer' fits into CL.
Ron Sheen
----- Original Message -----
From: "Craig Hancock" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, October 18, 2007 5:52 AM
Subject: Re: An ethical academic duty was Rules was Those old transitivity
blues
> Ron, Bob,
> I don't mean to imply that I don't want to have a serious discussion
> about language, and I think Bruce and I are doing just that. But there are
> certain aspects of collegiality that we need to follow for the good of the
> list.
> Frankly, I am disappointed that we do not have cognitive linguists to
> talk to on list. We should be going out of our way to invite cognitive
> linguists and to try to find out what they are doing and how they are
> doing it and what the current state of their approach is and so on. These
> are not shallow people and their work is not unscientific. Unfortunately,
> I have had to research it on my own with very little chance to talk about
> it. I am excited about new ideas and somewhat lonely at the moment because
> no one around me seems to share my interests. So when Bruce asks me
> questions about the current views I am trying out as a result of several
> months of serious reading, I think it is more important to elucidate a
> point of view than it is to defend it from hostile challenges (and I don't
> think Bruce's questions are at all hostile.)
> I was disappointed when I first started posting because I said in an
> early post that I found functional grammar very useful as a writing
> teacher, and I was immediately attacked. I don't feel I was given an
> adequate opportunity to talk (though several people came to my defense)
> and backed off a bit. What occurred was more quarrel than conversation.
> But it absolutely baffled me that people wouldn't be open to what I had to
> say, that they would be quick to consider it as a claim that had to be
> challenged and not a perspective that should be respected and listened to.
> I still feel that way. It's not so much a danger that people on the list
> will be exposed to faulty theories so much as it is a danger that points
> of view will be stifled or suppressed before they have their day in the
> ATEG sun.
> The lesson I may take from this is that what I am learning about
> cognitive linguistics is not of interest to the group, or if it is of
> interest to some people, I may have to face hostile questioning that will
> make it difficult to proceed in any meaningful way.
> Let me put it another way. I think there are people who want Bruce to
> win an argument with me and others who may want me to win an argument with
> Bruce, but I don't think Bruce and I are having that kind of discussion. I
> think Bruce has been thinking about these issues long and hard and has a
> position that is not at all trivial. My task is not to prove him wrong,
> but to have a conversation in which we both have a chance to present
> differing perspectives.
>
> Here's where I see the present issue with pedagogy. Traditional school
> grammar has been questioned, including studies that seem to show little or
> no carry over to writing. Generative grammar declares itself essentially
> irrelevant to pedagogy. Systemic functional grammar and cognitive
> approaches (construction grammar and usage based models) are relatively
> new, still in the early stages of development as perspectives on language,
> just beginning to find their way into classroom practices. Many people may
> feel threatened by new approaches simply because they call into question
> long held beliefs. We need to have a robust, open conversation about new
> ways to understand language.
> Ironically, the article I am working on (close to deadline) is on "How
> linguistics can inform the teaching of writing". It is an invited article
> for an international anthology. One reason for trying to get up to speed
> on cognitive linguistics is that I felt an obligation to consider a branch
> of linguistics that seems to be growing in importance. (It is very
> difficult, by the way, to be somewhat knowledgeable about more than one
> approach.) In the process, I have been becoming more and more impressed,
> more and more intrigued.
> Due to the article and a robust teaching load, I'll have to back off for
> awhile. But I certainly remain very committed to ATEG and to the list.
>
> Craig
>
>
>
>
>
>
> Ronald Sheen wrote:
>> This is intended to support the approach that Bob has adopted in
>> questioning the implicit claims made by Craig. It seems to me that when
>> one joins a group such as this and one chooses to function therein
>> actively (and not choose to be a lurker), one has a certain ethical
>> academic duty to respond to questions about what one has written.
>>
>> To be frank, I have been disappointed by the approach demonstrated by
>> some to raise issues but then implicitly refuse to respond to comments
>> made on their posts.
>>
>> This said, however, I think it's a great List with a ,marvellous
>> potential for open and unfettered discussion.- providing we all play the
>> 'game'.
>>
>> Ron Sheen
>>
>>
>> ----- Original Message ----- From: "Bob Yates" <[log in to unmask]>
>> To: <[log in to unmask]>
>> Sent: Wednesday, October 17, 2007 5:39 PM
>> Subject: Re: Rules was Those old transitivity blues
>>
>>
>> Craig,
>>
>> This is a list on the teaching of grammar. I have always understood you
>> to be offering your point-of-view
>> to suggest a more effective approach to the teaching of grammar. I
>> apologize if that is not your purpose in
>> sharing with us your views on the nature of grammar.
>>
>> In the meantime, I appear to have a serious reading deficit.
>>
>> Craig writes:
>> When I write to Bruce, I don't think I am making 'claims'
>> that need to be challenged, but simply articulating a point-of-view that
>> I have been developing --am still developing-- over a period of time.
>>
>> ***
>> I see the following point-of-view as making claims about the nature of
>> language.
>>
>> Craig writes:
>> I believe that a hammer is formed like a hammer because that form is
>> suitable for its function. In that sense, the forms of grammar are
>> context sensitive. We have ways to ask questions, for example, or make
>> statements. These have evolved because language occurs between people,
>> and we have evolved ways to offer or request information, and we have
>> evolved ways to target the specific information we are looking for or
>> offering, and so on. You can disagree, but I don't think that is an
>> unusual position.
>>
>> ****************
>> It seems to me you have drawn clear teaching implications about this
>> point-of-view about the nature of language.
>> I sincerely regret if it is the case that you have not made any teaching
>> implications from the point-of-view you articulated above.
>>
>> If there are problems with the nature of language articulated above, then
>> perhaps there are problems with the teaching implications based on that
>> point-of-view.
>>
>> I know the way I teach about writing is based on how I view the nature of
>> language. I think all of us who teach writing have a view of language,
>> but I could be mistaken.
>>
>> Bob Yates, University of Central Missouri
>>
>>
>>
>>
>>
>> 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/
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/
------------------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
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/
------=_NextPart_000_0007_01C811C1.2FB5E7F0
Content-Type: text/html;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Thanks, Bill, for clarifying the 'hammer' analogy and
correcting my ascribing it to Craig.. I'm very happy to give Craig some
slack, as you put it, and investigate CL outside of the List.
Ron Sheen
Sent: Thursday, October 18, 2007 8:01
AM
Subject: Re: An ethical academic duty was
Rules was Those old transitivity blues
Ron,
I apologize for responding to your post addressed to Craig. I feel
we need to cut Craig some slack; he has some serious work to do right
now. I was the one who brought up the analogy with the hammer as a tool in the
workshop. The idea I had in mind had to do with language being that
workshop offering the user with a number of tools, each designed for various
purposes. In language the tools offered are not very flexible and keep
their original nature, even when we try to use them in other ways. Like
any metaphor this one can be pressed too far and may not illuminate very
much the field it was originally applied to. Systemic functional
grammar, which, I believe, Craig has brought into the classroom (a tool in
another sense), has a primary focus on how grammatical structures function in
actual use; in the "game" (Wittgenstein) that is social and personal
interactions. . . .
Bruce
Many thanks to Craig for expressing his various
concerns. I really do not
think that 'hostile' is not the best
way to characterise Bob's questions
though he was clearly challenging your
position but isn't that what robust
debate is all about?
However,
to concentrate on cognitive linguistics (CL), could you explain to
us,
Craig, how your example of 'hammer' fits into CL.
Ron
Sheen
----- Original Message -----
From: "Craig Hancock"
<
[log in to unmask]>
To: <
[log in to unmask]>
Sent:
Thursday, October 18, 2007 5:52 AM
Subject: Re: An ethical academic duty
was Rules was Those old transitivity
blues
> Ron,
Bob,
> I don't mean to imply that I don't want to have a
serious discussion
> about language, and I think Bruce and I are doing
just that. But there are
> certain aspects of collegiality that we need
to follow for the good of the
> list.
> Frankly, I am
disappointed that we do not have cognitive linguists to
> talk to on
list. We should be going out of our way to invite cognitive
> linguists
and to try to find out what they are doing and how they are
> doing it
and what the current state of their approach is and so on. These
> are
not shallow people and their work is not unscientific. Unfortunately,
>
I have had to research it on my own with very little chance to talk about
> it. I am excited about new ideas and somewhat lonely at the moment
because
> no one around me seems to share my interests. So when Bruce
asks me
> questions about the current views I am trying out as a result
of several
> months of serious reading, I think it is more important to
elucidate a
> point of view than it is to defend it from hostile
challenges (and I don't
> think Bruce's questions are at all
hostile.)
> I was disappointed when I first
started posting because I said in an
> early post that I found
functional grammar very useful as a writing
> teacher, and I was
immediately attacked. I don't feel I was given an
> adequate
opportunity to talk (though several people came to my defense)
> and
backed off a bit. What occurred was more quarrel than conversation.
>
But it absolutely baffled me that people wouldn't be open to what I had to
> say, that they would be quick to consider it as a claim that had to
be
> challenged and not a perspective that should be respected and
listened to.
> I still feel that way. It's not so much a danger that
people on the list
> will be exposed to faulty theories so much as it
is a danger that points
> of view will be stifled or suppressed before
they have their day in the
> ATEG sun.
> The lesson I
may take from this is that what I am learning about
> cognitive
linguistics is not of interest to the group, or if it is of
> interest
to some people, I may have to face hostile questioning that will
> make
it difficult to proceed in any meaningful way.
> Let me put
it another way. I think there are people who want Bruce to
> win an
argument with me and others who may want me to win an argument with
>
Bruce, but I don't think Bruce and I are having that kind of discussion. I
> think Bruce has been thinking about these issues long and hard and
has a
> position that is not at all trivial. My task is not to prove
him wrong,
> but to have a conversation in which we both have a chance
to present
> differing perspectives.
>
> Here's
where I see the present issue with pedagogy. Traditional school
>
grammar has been questioned, including studies that seem to show little or
> no carry over to writing. Generative grammar declares itself
essentially
> irrelevant to pedagogy. Systemic functional grammar and
cognitive
> approaches (construction grammar and usage based models)
are relatively
> new, still in the early stages of development as
perspectives on language,
> just beginning to find their way into
classroom practices. Many people may
> feel threatened by new
approaches simply because they call into question
> long held beliefs.
We need to have a robust, open conversation about new
> ways to
understand language.
> Ironically, the article I am working
on (close to deadline) is on "How
> linguistics can inform the teaching
of writing". It is an invited article
> for an international anthology.
One reason for trying to get up to speed
> on cognitive linguistics is
that I felt an obligation to consider a branch
> of linguistics that
seems to be growing in importance. (It is very
> difficult, by the way,
to be somewhat knowledgeable about more than one
> approach.) In the
process, I have been becoming more and more impressed,
> more and more
intrigued.
> Due to the article and a robust teaching load,
I'll have to back off for
> awhile. But I certainly remain very
committed to ATEG and to the list.
>
>
Craig
>
>
>
>
>
>
> Ronald Sheen
wrote:
>> This is intended to support the approach that Bob has
adopted in
>> questioning the implicit claims made by Craig.
It seems to me that when
>> one joins a group such as this and one
chooses to function therein
>> actively (and not choose to be a
lurker), one has a certain ethical
>> academic duty to respond to
questions about what one has written.
>>
>> To be frank, I
have been disappointed by the approach demonstrated by
>> some to
raise issues but then implicitly refuse to respond to comments
>>
made on their posts.
>>
>> This said, however, I think it's
a great List with a ,marvellous
>> potential for open and unfettered
discussion.- providing we all play the
>>
'game'.
>>
>> Ron Sheen
>>
>>
>>
----- Original Message ----- From: "Bob Yates"
<
[log in to unmask]>
>> To:
<
[log in to unmask]>
>> Sent: Wednesday, October 17, 2007
5:39 PM
>> Subject: Re: Rules was Those old transitivity
blues
>>
>>
>> Craig,
>>
>> This
is a list on the teaching of grammar. I have always understood you
>> to be offering your point-of-view
>> to suggest a more
effective approach to the teaching of grammar. I
>> apologize
if that is not your purpose in
>> sharing with us your views on the
nature of grammar.
>>
>> In the meantime, I appear to have a
serious reading deficit.
>>
>> Craig writes:
>>
When I write to Bruce, I don't think I am making 'claims'
>> that
need to be challenged, but simply articulating a point-of-view
that
>> I have been developing --am still developing-- over a period
of time.
>>
>> ***
>> I see the following
point-of-view as making claims about the nature of
>>
language.
>>
>> Craig writes:
>> I believe that a
hammer is formed like a hammer because that form is
>> suitable for
its function. In that sense, the forms of grammar are
>> context
sensitive. We have ways to ask questions, for example, or make
>>
statements. These have evolved because language occurs between
people,
>> and we have evolved ways to offer or request information,
and we have
>> evolved ways to target the specific information we are
looking for or
>> offering, and so on. You can disagree, but I don't
think that is an
>> unusual position.
>>
>>
****************
>> It seems to me you have drawn clear teaching
implications about this
>> point-of-view about the nature of
language.
>> I sincerely regret if it is the case that you have not
made any teaching
>> implications from the point-of-view you
articulated above.
>>
>> If there are problems with the
nature of language articulated above, then
>> perhaps there are
problems with the teaching implications based on that
>>
point-of-view.
>>
>> I know the way I teach about writing is
based on how I view the nature of
>> language. I think all of
us who teach writing have a view of language,
>> but I could be
mistaken.
>>
>> Bob Yates, University of Central
Missouri
>>
>>
>>
>>
>>
>>
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/ To join or leave this
LISTSERV list, please visit the list's web interface
at:
http://listserv.muohio.edu/archives/ateg.htmland
select "Join or leave the list"
Visit ATEG's web site at
http://ateg.org/
NOTICE: This email message is for the sole use of the intended recipient(s)
and may contain confidential and privileged information. Any unauthorized
review, use, disclosure or distribution is prohibited. If you are not the
intended recipient, please contact the sender by reply email and destroy all
copies of the original message.
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/
------=_NextPart_000_0007_01C811C1.2FB5E7F0--
========================================================================Date: Thu, 18 Oct 2007 11:05:39 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bob Yates <[log in to unmask]>
Subject: Re: An ethical academic duty was Rules was Those old
transitivity blues
Mime-Version: 1.0
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline
Craig,
I regret that you feel silenced when people challenge a particular point-of-view you have.
Craig writes:
I was disappointed when I first started posting because I said in
an early post that I found functional grammar very useful as a writing
teacher, and I was immediately attacked.
******
I remember one of those exchanges very well. You observed that functional grammar was useful
because it helped you understand what "effective writing" is. I agree that generative linguistics
has no way of defining effectiveness. However, I am not quite sure that functional grammar does either
and asked you to tell us how effectiveness is defined from a functional perspective.
As you have observed more than once, I don't seem to understand what you write, so perhaps you have
provided us with a functional perspective on writing effectiveness and I missed it. I apologize if that is the case.
It statements like the following which I found particularly disturbing.
Craig writes: Generative grammar declares itself
essentially irrelevant to pedagogy.
*************
I have no idea how a concept can declare itself to be anything.
The value of generative linguistics is that it tries to capture the underlying linguistic competence of a language user. Because we are concerned with developing (L1 and L2) writing, Jim Kenkel and I have found understanding the underlying competence of a language user is important for trying to figure out why developing writers (both L1 and l2) do what they do.
We see our work in the tradition of Mina Shaugnessy, who proposed that we must see what developing writers do as principled.
As best as I can figure out, systemic functional grammar, and construction grammar, have nothing to say about a developing writer's underlying knowledge of language. (Halliday is quite explicit that SFL is not a theory of the mind, exact page number and quote available on request.) Correct me if the following pedagogy from SFL and construction grammar views of language are wrong: Because language is a set of patterns that are learned from exposure, it follows that writers who don't use particular patterns just haven't been exposed to those patterns enough times.
It seems to me that such perspectives have nothing to say about the kinds of non-standard (a better term: "innovative") constructions developing writers produce. If we assume our students' exposure has been to standard written texts, then the question is: where do those "innovative" forms come from? That is a question that neither systemic functional grammar or construction grammar would even ask (see Schleppegrill's paper in the recent Research in the Teaching of English for an example of an SFL paper not even asking the question), let alone answer.
On the other hand, if we make the generative assumption that developing writers already have a principled linguistic system, then this question is fundamental for developing a pedagogy that can deal with the "innovative" but non-standard constructions in a developing writer's text. (And, over the course of the last decade, Jim Kenkel and I have been trying to answer that question.)
I regret if you feel my comments above are challenges that silence you. Of course, the following is correct:
Craig writes:
We need to have a robust, open
conversation about new ways to understand language.
***************************
When time permits, I hope you will share with us in specific ways how these new ways to understand language provide us with insights into the teaching of writing.
Bob Yates, University of Central Missouri
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: Thu, 18 Oct 2007 10:30:05 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative; boundary="0-1336613101-1192728605=:97256"
--0-1336613101-1192728605=:97256
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
X-MIME-Autoconverted: from 8bit to quoted-printable by mulnx12.mcs.muohio.edu id l9IHaoTs020418
Can someone tell me whether the (5) categories of grammar that Hartwell outlines (Grammar 1-Grammar 5) are commonly referred to when one speaks of teaching grammar? The article to which I am referring is "Grammar, Grammars, and the Teaching of Grammar." Until reading this article, I did not realize that grammar had been divided into those classifications. Thank you.
Carol Morrison
Bruce Despain <[log in to unmask]> wrote:
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound mind?).
The set of symbols used as primitives and a set of rules, laws, or principles, is not unique to linguists. In fact science itself consists of this kind of model. To attack such a model is to attack science, which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in symbols. (disputable?)
The objects to be manipulated by language are combinations of the above. (disputable?)
1) What seems to be the nature of neural nets doesn't mean that no objects don't exist in the model. Indisputable is that fact that there are potentials, thresholds, charges, etc. involved. The model-theoretic framework says nothing about the reality of the objects posited. The model is no more than a metaphor for what is being modeled. 2) A fully determinate system does not come to mind when the modeling is of phenomena like the weather. There are simply too many elements in the determinate version. Even the particle theory of matter must be abandoned though it is clearly determinate. The sheer number of particles involved often becomes so great as to make the model impractical in making predictions of any but the roughest statistical kind. Certainly the determinate nature of the phenomena described ought to be paralleled by that of the model that describes it. The investigator who wants to put the former in doubt, has no need for a model with full predictive power. 3) The
number of objects and rules has been a condition since the acceptance of Occam's razor by most scientists. I would think that the simple nature of these objects and the statement of these rules in the accepted vernacular of mathematics would be another consideration.
I think that there is a likely confusion between a mathematical model and a particular model for linguistic descriptions. The model-theoretic principles of mathematics are unavoidable to any formalization. Whether a specific mathematical model actually serves to describe the phenomena it claims to can always be disputed and refuted with appropriate data. But we don't thow away the language because of what people can say with it. If the phenomena we are trying to describe are indeterminate, then it doesn't make much sense to use a model that requires determinate phenomena. But the model itself had better use a determinate framework, or it would hardly be able to explain anything (have any predictive power).
I would wonder that failures in the operation (?) of the model of language could ever be made out to be performance issues. The performance of the model would have to be faultless, in order to support itself. Maybe people expect it to make predictions of the performance variety? (Present-day minimalists are often far too broad in their expectations in this area.) You say, "The problem is not the framework itself, but rather its hegemonic status." I think that what many linguists call the model-theoretic framework is their own model for natural language. This is the area of hegemony, I believe. This then pits one camp against another based on their own modeling principles established for their own purposes, not the two elements you gave for a mathematical model in science. Certain models can in fact be shown to be faulty based on the way in which the nature of the elements and mathematical relationships posited do not match in principle the behavior of the objects being
modeled. To do so does require a bit of sophistication, which, sorry to say, I do not possess. (Cf. John Casti, Reality Rules)
Bruce
>>> "Spruiell, William C" 10/17/07 1:16 PM >>>
[Fair notice: This one’s almost all theory, and may be entirely stultifying, albeit in a potentially amusingly pompous way]
Bruce, Craig, et al.:
I think it’s important to remember in this kind of discussion that by “formal model,” what linguists typically mean as “model within a model-theoretic framework.” Model-theoretic frameworks attempt to describe things in terms of two explicit components (I know this is repeating what you already know, but I have to lay it out on the table before doing something else with it):
· A set of object (“symbols,” “primitives”)
· A set of rules for manipulating the objects
Either implicitly or explicitly, theorists also use a simplicity metric for resolving disputes about competing ways of modeling the same thing in the same system.
There are three points about traditional model-theoretic systems that are problematic when discussing language:
(1) They assume that there are objects to be manipulated.
(2) Traditionally, the operation of the system is fully determinate
(3) Traditionally (again), the simplicity metric is expressed only in terms of number of objects and number of rules.
Point (1) is problematic because, from a philosophical position, one does not have to posit objects, and, from a biological position, the neural network that language “runs on” seems to be all connections, with no objects. That is, while a “rule” might be formulated that describes the operation of the network, there are no observable objects in there being manipulated. The objects may be adduced as theoretical constructs, but the theorist then has to be very, very careful to avoid circular reasoning. Otherwise, you can end up saying that the objects must be there because that’s the only way your model can work, when in fact you started by choosing a kind of model that requires objects to begin with. That kind of argument is based on the initial assumption that your model is correct to start with.
Point (2) makes traditional model-theoretic systems have trouble approaching inherently indeterminate phenomena – the kind of thing that sociolinguists sometimes try to deal with via “variable rules.” In a traditional model-theoretic system, “variable rule” is an oxymoron. The standard way of dealing with the problem is to say either (a) that anything indeterminate is outside language and therefore doesn’t need to be modeled, or (b) there is more than one determinate system, and the speaker is switching among systems. The second option strikes me as being a bit more responsible, but still lets the analyst avoid questioning the initial assumption that the system has to be determinate.
Point (3) leads to simplicity being computed relative to the model as a static whole, not relative to the operation of the model. A version that uses two objects and three rules is automatically simpler than a version that uses five objects and nine rules, even if the “simpler” version requires eighty steps to model a given phenomenon instead of the twenty the second version does.
Generative grammar deals with (2) and (3) via the competence/performance dichotomy – if we accept the dichotomy, then variability is a performance issue (and hence irrelevant) and the operation of the model when performing a given task is, again, performance – and hence irrelevant. It’s an internally consistent position.
Here’s the problem I have with it: People don’t question it enough. It’s one of many, many ways one might model language, but “formalizing” an account usually means having to make it conform to this type of system – objects and rules, full determinism, and atemporal simplicity metrics. The problem is not the framework itself, but rather its hegemonic status. The metrics that would establish this framework as better than others are internal to the framework itself, and while that criticism would hold as well of any comparable framework, not consciously acknowledging it leads to thinking that a statement about the model , by virtue of the fact that it’s expressed in terms of the model, thereby automatically becomes a statement about language. We lose sight of the fact that, while models can reflect (or metaphorically represent) explanations, the act of modeling something – in and of itself – does not constitute explanation. A valid explanation remains valid
even if it’s not formalized in a particular framework, and a potentially infinite number of wildly wrong explanations can be easily formalized.
Bill Spruiell
Dept. of English
Central Michigan University
----------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
--0-1336613101-1192728605=:97256
Content-Type: text/html; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
X-MIME-Autoconverted: from 8bit to quoted-printable by mulnx12.mcs.muohio.edu id l9IHaoTs020418
Can someone tell me whether the (5) categories of grammar that Hartwell outlines (Grammar 1-Grammar 5) are commonly referred to when one speaks of teaching grammar? The article to which I am referring is "Grammar, Grammars, and the Teaching of Grammar." Until reading this article, I did not realize that grammar had been divided into those classifications. Thank you.
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound mind?).
The set of symbols used as primitives and a set of rules, laws, or principles, is not unique to linguists. In fact science itself consists of this kind of model. To attack such a model is to attack science, which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in symbols. (disputable?)
The objects to be manipulated by language are combinations of the above. (disputable?)
1) What seems to be the nature of neural nets doesn't mean that no objects don't exist in the model. Indisputable is that fact that there are potentials, thresholds, charges, etc. involved. The model-theoretic framework says nothing about the reality of the objects posited. The model is no more than a metaphor for what is being modeled. 2) A fully determinate system does not come to mind when the modeling is of phenomena like the weather. There are simply too many elements in the determinate version. Even the particle theory of matter must be abandoned though it is clearly determinate. The sheer number of particles involved often becomes
so great as to make the model impractical in making predictions of any but the roughest statistical kind. Certainly the determinate nature of the phenomena described ought to be paralleled by that of the model that describes it. The investigator who wants to put the former in doubt, has no need for a model with full predictive power. 3) The number of objects and rules has been a condition since the acceptance of Occam's razor by most scientists. I would think that the simple nature of these objects and the statement of these rules in the accepted vernacular of mathematics would be another consideration.
I think that there is a likely confusion between a mathematical model and a particular model for linguistic descriptions. The model-theoretic principles of mathematics are unavoidable to any formalization. Whether a specific mathematical model actually serves to describe the phenomena it claims to can always be disputed and refuted with appropriate data. But we
don't thow away the language because of what people can say with it. If the phenomena we are trying to describe are indeterminate, then it doesn't make much sense to use a model that requires determinate phenomena. But the model itself had better use a determinate framework, or it would hardly be able to explain anything (have any predictive power).
I would wonder that failures in the operation (?) of the model of language could ever be made out to be performance issues. The performance of the model would have to be faultless, in order to support itself. Maybe people expect it to make predictions of the performance variety? (Present-day minimalists are often far too broad in their expectations in this area.) You say, "The problem is not the framework itself, but rather its hegemonic status." I think that what many linguists call the model-theoretic framework is their own model for natural language. This is the area of hegemony, I believe. This then pits one camp
against another based on their own modeling principles established for their own purposes, not the two elements you gave for a mathematical model in science. Certain models can in fact be shown to be faulty based on the way in which the nature of the elements and mathematical relationships posited do not match in principle the behavior of the objects being modeled. To do so does require a bit of sophistication, which, sorry to say, I do not possess. (Cf. John Casti, Reality Rules)
Bruce
>>> "Spruiell, William C" <[log in to unmask]>10/17/07 1:16 PM >>>
[Fair notice: This one’s almost all theory, and may be entirely stultifying, albeit in a potentially amusingly pompous way]
Bruce, Craig, et al.:
I think it’s important to remember in this kind of discussion that by “formal model,” what linguists typically mean as “model within a model-theoretic framework.” Model-theoretic frameworks attempt to describe things
in terms of two explicit components (I know this is repeating what you already know, but I have to lay it out on the table before doing something else with it):
· A set of object (“symbols,” “primitives”)
· A set of rules for manipulating the objects
Either implicitly or explicitly, theorists also use a simplicity metric for resolving disputes about competing ways of modeling the same thing in the same system.
There are three points about traditional model-theoretic systems that are problematic when discussing language:
(1) They assume that there are objects to be manipulated.
(2) Traditionally, the operation of the system is fully determinate
(3) Traditionally (again), the simplicity metric is expressed only in terms of number of objects and number of rules.
Point (1) is problematic because, from a philosophical position, one does not have to posit objects, and, from a biological position, the neural network that language “runs on”
seems to be all connections, with no objects. That is, while a “rule” might be formulated that describes the operation of the network, there are no observable objects in there being manipulated. The objects may be adduced as theoretical constructs, but the theorist then has to be very, very careful to avoid circular reasoning. Otherwise, you can end up saying that the objects must be there because that’s the only way your model can work, when in fact you started by choosing a kind of model that requires objects to begin with. That kind of argument is based on the initial assumption that your model is correct to start with.
Point (2) makes traditional model-theoretic systems have trouble approaching inherently indeterminate phenomena – the kind of thing that sociolinguists sometimes try to deal with via “variable rules.” In a traditional model-theoretic system, “variable rule” is an oxymoron. The standard way of dealing with the problem is to say either
(a) that anything indeterminate is outside language and therefore doesn’t need to be modeled, or (b) there is more than one determinate system, and the speaker is switching among systems. The second option strikes me as being a bit more responsible, but still lets the analyst avoid questioning the initial assumption that the system has to be determinate.
Point (3) leads to simplicity being computed relative to the model as a static whole, not relative to the operation of the model. A version that uses two objects and three rules is automatically simpler than a version that uses five objects and nine rules, even if the “simpler” version requires eighty steps to model a given phenomenon instead of the twenty the second version does.
Generative grammar deals with (2) and (3) via the competence/performance dichotomy – if we accept the dichotomy, then variability is a performance issue (and hence irrelevant) and the operation of the model when performing a given
task is, again, performance – and hence irrelevant. It’s an internally consistent position.
Here’s the problem I have with it: People don’t question it enough. It’s one of many, many ways one might model language, but “formalizing” an account usually means having to make it conform to this type of system – objects and rules, full determinism, and atemporal simplicity metrics. The problem is not the framework itself, but rather its hegemonic status. The metrics that would establish this framework as better than others are internal to the framework itself, and while that criticism would hold as well of any comparable framework, not consciously acknowledging it leads to thinking that a statement about the model , by virtue of the fact that it’s expressed in terms of the model, thereby automatically becomes a statement about language. We lose sight of the fact that, while models can reflect (or metaphorically represent) explanations, the act of modeling
something – in and of itself – does not constitute explanation. A valid explanation remains valid even if it’s not formalized in a particular framework, and a potentially infinite number of wildly wrong explanations can be easily formalized.
Bill Spruiell
Dept. of English
Central Michigan University
----------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
--0-1336613101-1192728605=:97256--
========================================================================Date: Thu, 18 Oct 2007 15:32:26 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bob Yates <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
Mime-Version: 1.0
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
Content-Disposition: inline
Carol,
In the grammar course I teach for pre-service English teachers, I make specific mention of them.
If there is one grammar Hartwell leaves out, it is one that describes the kind of grammar an second language learner of English needs to have.
Bob Yates, University of Central Missouri
>>> Carol Morrison <[log in to unmask]> 10/18/2007 12:30 PM >>>
Can someone tell me whether the (5) categories of grammar that Hartwell outlines (Grammar 1-Grammar 5) are commonly referred to when one speaks of teaching grammar? The article to which I am referring is "Grammar, Grammars, and the Teaching of Grammar." Until reading this article, I did not realize that grammar had been divided into those classifications. Thank you.
Carol Morrison
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: Thu, 18 Oct 2007 15:17:09 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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: Thu, 18 Oct 2007 19:12:36 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "O'Sullivan, Brian P" <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Muriel Harris uses Hartwell's classification of "grammars" in _Teaching One-on-One_, a book that is very well-regarded among Writing Center professionals (and also intended for others who teach writing at the college level).
Brian
Brian O'Sullivan, Ph.D.
Assistant Professor of English
Director of the Writing Center
St. Marys College of Maryland
Montgomery Hall 50
18952 E. Fisher Rd.
St. Marys City, Maryland
20686
240-895-4242
-----Original Message-----
From: Assembly for the Teaching of English Grammar on behalf of Carol Morrison
Sent: Thu 10/18/2007 1:30 PM
To: [log in to unmask]
Subject: Patrick Hartwell's Article
Can someone tell me whether the (5) categories of grammar that Hartwell outlines (Grammar 1-Grammar 5) are commonly referred to when one speaks of teaching grammar? The article to which I am referring is "Grammar, Grammars, and the Teaching of Grammar." Until reading this article, I did not realize that grammar had been divided into those classifications. Thank you.
Carol Morrison
Bruce Despain <[log in to unmask]> wrote:
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound mind?).
The set of symbols used as primitives and a set of rules, laws, or principles, is not unique to linguists. In fact science itself consists of this kind of model. To attack such a model is to attack science, which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in symbols. (disputable?)
The objects to be manipulated by language are combinations of the above. (disputable?)
1) What seems to be the nature of neural nets doesn't mean that no objects don't exist in the model. Indisputable is that fact that there are potentials, thresholds, charges, etc. involved. The model-theoretic framework says nothing about the reality of the objects posited. The model is no more than a metaphor for what is being modeled. 2) A fully determinate system does not come to mind when the modeling is of phenomena like the weather. There are simply too many elements in the determinate version. Even the particle theory of matter must be abandoned though it is clearly determinate. The sheer number of particles involved often becomes so great as to make the model impractical in making predictions of any but the roughest statistical kind. Certainly the determinate nature of the phenomena described ought to be paralleled by that of the model that describes it. The investigator who wants to put the former in doubt, has no need for a model with full predictive power. 3) The
number of objects and rules has been a condition since the acceptance of Occam's razor by most scientists. I would think that the simple nature of these objects and the statement of these rules in the accepted vernacular of mathematics would be another consideration.
I think that there is a likely confusion between a mathematical model and a particular model for linguistic descriptions. The model-theoretic principles of mathematics are unavoidable to any formalization. Whether a specific mathematical model actually serves to describe the phenomena it claims to can always be disputed and refuted with appropriate data. But we don't thow away the language because of what people can say with it. If the phenomena we are trying to describe are indeterminate, then it doesn't make much sense to use a model that requires determinate phenomena. But the model itself had better use a determinate framework, or it would hardly be able to explain anything (have any predictive power).
I would wonder that failures in the operation (?) of the model of language could ever be made out to be performance issues. The performance of the model would have to be faultless, in order to support itself. Maybe people expect it to make predictions of the performance variety? (Present-day minimalists are often far too broad in their expectations in this area.) You say, "The problem is not the framework itself, but rather its hegemonic status." I think that what many linguists call the model-theoretic framework is their own model for natural language. This is the area of hegemony, I believe. This then pits one camp against another based on their own modeling principles established for their own purposes, not the two elements you gave for a mathematical model in science. Certain models can in fact be shown to be faulty based on the way in which the nature of the elements and mathematical relationships posited do not match in principle the behavior of the objects being
modeled. To do so does require a bit of sophistication, which, sorry to say, I do not possess. (Cf. John Casti, Reality Rules)
Bruce
>>> "Spruiell, William C" 10/17/07 1:16 PM >>>
[Fair notice: This one?Ts almost all theory, and may be entirely stultifying, albeit in a potentially amusingly pompous way]
Bruce, Craig, et al.:
I think it?Ts important to remember in this kind of discussion that by ?oformal model,? what linguists typically mean as ?omodel within a model-theoretic framework.? Model-theoretic frameworks attempt to describe things in terms of two explicit components (I know this is repeating what you already know, but I have to lay it out on the table before doing something else with it):
· A set of object (?osymbols,? ?oprimitives?)
· A set of rules for manipulating the objects
Either implicitly or explicitly, theorists also use a simplicity metric for resolving disputes about competing ways of modeling the same thing in the same system.
There are three points about traditional model-theoretic systems that are problematic when discussing language:
(1) They assume that there are objects to be manipulated.
(2) Traditionally, the operation of the system is fully determinate
(3) Traditionally (again), the simplicity metric is expressed only in terms of number of objects and number of rules.
Point (1) is problematic because, from a philosophical position, one does not have to posit objects, and, from a biological position, the neural network that language ?oruns on? seems to be all connections, with no objects. That is, while a ?orule? might be formulated that describes the operation of the network, there are no observable objects in there being manipulated. The objects may be adduced as theoretical constructs, but the theorist then has to be very, very careful to avoid circular reasoning. Otherwise, you can end up saying that the objects must be there because that?Ts the only way your model can work, when in fact you started by choosing a kind of model that requires objects to begin with. That kind of argument is based on the initial assumption that your model is correct to start with.
Point (2) makes traditional model-theoretic systems have trouble approaching inherently indeterminate phenomena ?" the kind of thing that sociolinguists sometimes try to deal with via ?ovariable rules.? In a traditional model-theoretic system, ?ovariable rule? is an oxymoron. The standard way of dealing with the problem is to say either (a) that anything indeterminate is outside language and therefore doesn?Tt need to be modeled, or (b) there is more than one determinate system, and the speaker is switching among systems. The second option strikes me as being a bit more responsible, but still lets the analyst avoid questioning the initial assumption that the system has to be determinate.
Point (3) leads to simplicity being computed relative to the model as a static whole, not relative to the operation of the model. A version that uses two objects and three rules is automatically simpler than a version that uses five objects and nine rules, even if the ?osimpler? version requires eighty steps to model a given phenomenon instead of the twenty the second version does.
Generative grammar deals with (2) and (3) via the competence/performance dichotomy ?" if we accept the dichotomy, then variability is a performance issue (and hence irrelevant) and the operation of the model when performing a given task is, again, performance ?" and hence irrelevant. It?Ts an internally consistent position.
Here?Ts the problem I have with it: People don?Tt question it enough. It?Ts one of many, many ways one might model language, but ?oformalizing? an account usually means having to make it conform to this type of system ?" objects and rules, full determinism, and atemporal simplicity metrics. The problem is not the framework itself, but rather its hegemonic status. The metrics that would establish this framework as better than others are internal to the framework itself, and while that criticism would hold as well of any comparable framework, not consciously acknowledging it leads to thinking that a statement about the model , by virtue of the fact that it?Ts expressed in terms of the model, thereby automatically becomes a statement about language. We lose sight of the fact that, while models can reflect (or metaphorically represent) explanations, the act of modeling something ?" in and of itself ?" does not constitute explanation. A valid explanation remains valid
even if it?Ts not formalized in a particular framework, and a potentially infinite number of wildly wrong explanations can be easily formalized.
Bill Spruiell
Dept. of English
Central Michigan University
----------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
========================================================================Date: Thu, 18 Oct 2007 22:03:45 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Hadley, Tim" <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C811FC.BD3762AD"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C811FC.BD3762AD
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Carol and other ATEGers,
I wonder if I might be the "devil's advocate" in response to Carol's
statement that Hartwell's article "seems quite important." It has indeed
been granted a great deal of importance by many people since its 1985
publication, and it continues to be referred to reverentially by those
who, like Hartwell, despise(d) the teaching of grammar and wish to see
it removed from the English curriculum.
However, I think that even a cursory reading of Hartwell's 1985 article
easily reveals (1) the serious flaws in his arguments against the
teaching of grammar, and (2) the major inaccuracies in his handling of
other scholarly sources, especially those who do not agree with his
point of view. At the time the article was published, serious objections
were raised against his positions by several reputable scholars.
My point is that even though Hartwell's article has been seen by some as
one of the "definitive" statement on the "classification" of grammar and
as one of the major pillars against the teaching of grammar in the
writing classroom, its conclusions are disputed. It's long past time for
someone to write a thorough critique and refutation of Hartwell's
article.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 5:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
------_=_NextPart_001_01C811FC.BD3762AD
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Carol
and other ATEGers,
I
wonder if I might be the "devil's advocate" in response to Carol's
statement that Hartwell's article "seems quite important." It has
indeed been granted a great deal of importance by many people since its 1985
publication, and it continues to be referred to reverentially by those who,
like Hartwell, despise(d) the teaching of grammar and wish to see it removed from
the English curriculum.
However,
I think that even a cursory reading of Hartwell's 1985 article easily reveals
(1) the serious flaws in his arguments against the teaching of grammar, and (2)
the major inaccuracies in his handling of other scholarly sources, especially
those who do not agree with his point of view. At the time the article was
published, serious objections were raised against his positions by several reputable
scholars.
My
point is that even though Hartwell’s article has been seen by some as one
of the “definitive” statement on the “classification”
of grammar and as one of the major pillars against the teaching of grammar in
the writing classroom, its conclusions are disputed. It’s long past time
for someone to write a thorough critique and refutation of Hartwell’s
article.
Tim
Timothy
D. Hadley
Assistant
Professor of Professional Writing
English
Department
Missouri
State University
Springfield,
MO 65897
office
417.836.5332, fax 417.836.4226
[log in to unmask]
Editor,
ATEG Journal
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 5:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out,
it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison
<[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of
Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam
protection around
http://mail.yahoo.com
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/
------_=_NextPart_001_01C811FC.BD3762AD--
========================================================================Date: Fri, 19 Oct 2007 08:56:35 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: 'I've been through this movie before': was Patrick Hartwell's
Article
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0027_01C8122D.F3CE7000"
This is a multi-part message in MIME format.
------=_NextPart_000_0027_01C8122D.F3CE7000
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Tim (Hadley) quite rightly writes:
'My point is that even though Hartwell's article has been seen by some as one of the "definitive" statement on the "classification" of grammar and as one of the major pillars against the teaching of grammar in the writing classroom, its conclusions are disputed. It's long past time for someone to write a thorough critique and refutation of Hartwell's article.'
Hasn't this already been partly done by Thomas N. Huckin in 'A comment on 'Grammar, grammars, and the teaching of grammar' in College English, Vol 48/4, pp 397-400.
This said, however, as Bob Dylan sings, 'I've been through this movie before', in an inchoative discussion we had on the issue some weeks back, no member objected to the claim that teachers should not expect there to be a direct relationship between the learning of grammar and the quality of writing and this because they entail very different skills. In other words, the effect of learning grammar on writing ability is probably manifested on the micro- rather than the macro-level.
An example may illustrate this. Were any members to read in an essay of let's say an intermediate level student, 'Had I known about the consequences of my action, I would not have done it.', I suspect an immediate reaction to the use of inversion in place of the usual 'if' clause would be very positive particularly if it is known that this is not how the student usually speaks. Now, such an improvement in micro-style is almost certainly a result of the explicit teaching of variation of conditional expressions.
Now, such multiple micro-improvements would certainly have an overall positive effect on a student's essay writing but they would have little effect on the essentals of essay-writing by native speakers.
Isn't this something of a no-brainer?
However, see Bill McCleary's recent detailed account of his teaching and his implicit claim that his detailed and repeated correction of grammatical errors resulted in overall improvement in writing skills. However, I leave it to him to clarify exactly what his claim is.
Ron Sheen
----- Original Message -----
From: Hadley, Tim
To: [log in to unmask]
Sent: Thursday, October 18, 2007 8:03 PM
Subject: Re: Patrick Hartwell's Article
Carol and other ATEGers,
I wonder if I might be the "devil's advocate" in response to Carol's statement that Hartwell's article "seems quite important." It has indeed been granted a great deal of importance by many people since its 1985 publication, and it continues to be referred to reverentially by those who, like Hartwell, despise(d) the teaching of grammar and wish to see it removed from the English curriculum.
However, I think that even a cursory reading of Hartwell's 1985 article easily reveals (1) the serious flaws in his arguments against the teaching of grammar, and (2) the major inaccuracies in his handling of other scholarly sources, especially those who do not agree with his point of view. At the time the article was published, serious objections were raised against his positions by several reputable scholars.
My point is that even though Hartwell's article has been seen by some as one of the "definitive" statement on the "classification" of grammar and as one of the major pillars against the teaching of grammar in the writing classroom, its conclusions are disputed. It's long past time for someone to write a thorough critique and refutation of Hartwell's article.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 5:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
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/
------=_NextPart_000_0027_01C8122D.F3CE7000
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Tim (Hadley) quite rightly writes:
'My point
is that even though Hartwells article has been seen by some as one of the
definitive statement on the classification of grammar and as one of the
major pillars against the teaching of grammar in the writing classroom, its
conclusions are disputed. Its long past time for someone to write a
thorough critique and refutation of Hartwells article.'
Hasn't
this already been partly done by Thomas N. Huckin in 'A comment on
'Grammar, grammars, and the teaching of grammar' in College English, Vol
48/4, pp 397-400.
This said,
however, as Bob Dylan sings, 'I've been through this movie before', in an
inchoative discussion we had on the issue some weeks back, no member
objected to the claim that teachers should not expect there to be a direct
relationship between the learning of grammar and the quality of writing and
this because they entail very different skills. In other words,
the effect of learning grammar on writing ability is probably
manifested on the micro- rather than the macro-level.
An example may
illustrate this. Were any members to read in an essay of let's
say an intermediate level student, 'Had I known about the consequences
of my action, I would not have done it.', I suspect an immediate reaction to
the use of inversion in place of the usual 'if' clause would be very
positive particularly if it is known that this is not how the student
usually speaks. Now, such an improvement in micro-style is almost
certainly a result of the explicit teaching of variation of conditional
expressions.
Now, such
multiple micro-improvements would certainly have an overall positive effect
on a student's essay writing but they would have little effect on the
essentals of essay-writing by native speakers.
Isn't this
something of a no-brainer?
However, see
Bill McCleary's recent detailed account of his teaching and his implicit
claim that his detailed and repeated correction of grammatical errors
resulted in overall improvement in writing skills. However, I leave it
to him to clarify exactly what his claim is.
Ron
Sheen
----- Original Message -----
Sent: Thursday, October 18, 2007 8:03
PM
Subject: Re: Patrick Hartwell's
Article
Carol and other
ATEGers,
I wonder if I
might be the "devil's advocate" in response to Carol's statement that
Hartwell's article "seems quite important." It has indeed been granted a
great deal of importance by many people since its 1985 publication, and it
continues to be referred to reverentially by those who, like Hartwell,
despise(d) the teaching of grammar and wish to see it removed from the
English curriculum.
However, I
think that even a cursory reading of Hartwell's 1985 article easily reveals
(1) the serious flaws in his arguments against the teaching of grammar, and
(2) the major inaccuracies in his handling of other scholarly sources,
especially those who do not agree with his point of view. At the time the
article was published, serious objections were raised against his positions
by several reputable scholars.
My point is
that even though Hartwells article has been seen by some as one of the
definitive statement on the classification of grammar and as one of the
major pillars against the teaching of grammar in the writing classroom, its
conclusions are disputed. Its long past time for someone to write a
thorough critique and refutation of Hartwells
article.
Tim
Timothy D.
Hadley
Assistant
Professor of Professional Writing
English
Department
Missouri State
University
Springfield, MO
65897
office
417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG
Journal
-----Original Message-----
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of
Carol Morrison
Sent: Thursday, October 18, 2007 5:17 PM
To:
[log in to unmask]
Subject: Re: Patrick Hartwell's
Article
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/
------=_NextPart_000_0027_01C8122D.F3CE7000--
========================================================================Date: Thu, 18 Oct 2007 18:32:21 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: Rules ad nausiam
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C811D6.9F4FF25A"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C811D6.9F4FF25A
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Dear All:
I tried to post the message clipped below at around 2:30 p.m. today, but
as far as I can tell, it didn't make it - It doesn't show up on my list
and I never got a receipt note. This may simply be a case of the
internet exercising aesthetic judgment, but in case it's accidental, I'm
trying again.
One addition - I'd like to make it clear that what I'm kvetching about
are three specific *characteristics* of some model-theoretic frameworks.
Many frameworks don't have full determinacy or atemporal metrics - but a
lot of the ones in linguistics do, and those are the ones I'm talking
about.
__
Bruce,
Science does not, in fact, depend on that kind of model. Quite a number
of scientific theories are couched in terms of such models, but that's
not why they're scientific - rather, it's because they make predictions
that can be falsified by reference to mutually observable phenomena.
Conflating that kind of model with science itself is precisely the kind
of thing I was whinging about.
We don't even have to go far afield to find scientific theories (or at
least, theories as, or more widely recognized as such, than those in
linguistics) that don't use models with the three characteristics I was
discussing. Biology, by and large, doesn't use atemporal simplicity
metrics. The operation of a system, in real time, to perform real tasks,
is an integral part of biological models. If a system with fewer rules
and fewer primitives nevertheless requires far more steps to achieve a
particular goal than another system, its inefficiency counts for at
least as much against it as its simplicity (in terms of an atemporal
metric) counts for it.
I would also argue that neural networks do not "use" objects in the
sense that a standard grammatical model uses a symbol like "noun,"
although I did not make enough of a distinction in my original post.
You're certainly right that people talk about neural networks in terms
of objects (nodes) and their properties (activation thresholds, etc.).
However, they're not talking about language when they do that. The nodes
and thresholds are not within the domain itself that the network is
modeling. In an "objects and rules" model, the objects are themselves
part of the "content" the system is modeling; for example, "noun," or
a value like "+N," in a standard grammatical model is considered to be
part of language itself. In a neural network model of language,
"threshold value" is not considered to be a linguistic phenomenon being
modeled, but rather part of the description of the system by which a
linguistic phenomenon is modeled. So, you're entirely right that you can
consider neural networks to have objects, but those are transparently
presented as features of the model not features of language. Saying
something about a threshold value is saying something about the device
language is conjectured to be running on, not saying something about
language. While the network can be described in terms of objects and
rules, the network itself is not manipulating objects when it operates.
There's no sense in which a neural network model of language has to
presuppose objects as part of language.
Bill Spruiell
Dept. of English
Central Michigan University.
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Bruce Despain
Sent: Wednesday, October 17, 2007 5:18 PM
To: [log in to unmask]
Subject: Re: Rules ad nauseam
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound
mind?).
The set of symbols used as primitives and a set of rules, laws, or
principles, is not unique to linguists. In fact science itself consists
of this kind of model. To attack such a model is to attack science,
which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in
symbols. (disputable?)
The objects to be manipulated by language are combinations of the above.
(disputable?)
1) What seems to be the nature of neural nets doesn't mean that no
objects don't exist in the model. Indisputable is that fact that there
are potentials, thresholds, charges, etc. involved. The model-theoretic
framework says nothing about the reality of the objects posited. The
model is no more than a metaphor for what is being modeled. 2) A fully
determinate system does not come to mind when the modeling is of
phenomena like the weather. There are simply too many elements in the
determinate version. Even the particle theory of matter must be
abandoned though it is clearly determinate. The sheer number of
particles involved often becomes so great as to make the model
impractical in making predictions of any but the roughest statistical
kind. Certainly the determinate nature of the phenomena described ought
to be paralleled by that of the model that describes it. The
investigator who wants to put the former in doubt, has no need for a
model with full predictive power. 3) The number of objects and rules
has been a condition since the acceptance of Occam's razor by most
scientists. I would think that the simple nature of these objects and
the statement of these rules in the accepted vernacular of mathematics
would be another consideration.
I think that there is a likely confusion between a mathematical model
and a particular model for linguistic descriptions. The model-theoretic
principles of mathematics are unavoidable to any formalization. Whether
a specific mathematical model actually serves to describe the phenomena
it claims to can always be disputed and refuted with appropriate data.
But we don't thow away the language because of what people can say with
it. If the phenomena we are trying to describe are indeterminate, then
it doesn't make much sense to use a model that requires determinate
phenomena. But the model itself had better use a determinate framework,
or it would hardly be able to explain anything (have any predictive
power).
I would wonder that failures in the operation (?) of the model of
language could ever be made out to be performance issues. The
performance of the model would have to be faultless, in order to support
itself. Maybe people expect it to make predictions of the performance
variety? (Present-day minimalists are often far too broad in their
expectations in this area.) You say, "The problem is not the framework
itself, but rather its hegemonic status." I think that what many
linguists call the model-theoretic framework is their own model for
natural language. This is the area of hegemony, I believe. This then
pits one camp against another based on their own modeling principles
established for their own purposes, not the two elements you gave for a
mathematical model in science. Certain models can in fact be shown to
be faulty based on the way in which the nature of the elements and
mathematical relationships posited do not match in principle the
behavior of the objects being modeled. To do so does require a bit of
sophistication, which, sorry to say, I do not possess. (Cf. John Casti,
Reality Rules)
Bruce
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/
------_=_NextPart_001_01C811D6.9F4FF25A
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Dear All:
I tried to post the message clipped below at around 2:30
p.m. today, but as far as I can tell, it didn’t make it – It doesn’t
show up on my list and I never got a receipt note. This may simply be a case of
the internet exercising aesthetic judgment, but in case it’s accidental,
I’m trying again.
One addition – I’d like to make it clear that
what I’m kvetching about are three specific *characteristics* of
some model-theoretic frameworks. Many frameworks don’t have full
determinacy or atemporal metrics – but a lot of the ones in linguistics
do, and those are the ones I’m talking about.
__
Bruce,
Science does not, in
fact, depend on that kind of model. Quite a number of scientific theories are
couched in terms of such models, but that’s not why they’re
scientific – rather, it’s because they make predictions that can be
falsified by reference to mutually observable phenomena. Conflating that
kind of model with science itself is precisely the kind of thing I was whinging
about.
We don’t even have to go
far afield to find scientific theories (or at least, theories as, or more
widely recognized as such, than those in linguistics) that don’t use
models with the three characteristics I was discussing. Biology, by and large,
doesn’t use atemporal simplicity metrics. The operation of a
system, in real time, to perform real tasks, is an integral part of biological
models. If a system with fewer rules and fewer primitives nevertheless requires
far more steps to achieve a particular goal than another system, its
inefficiency counts for at least as much against it as its simplicity (in terms
of an atemporal metric) counts for it.
I would also argue that neural
networks do not “use” objects in the sense that a standard
grammatical model uses a symbol like “noun,” although I did not
make enough of a distinction in my original post. You’re certainly right
that people talk about neural networks in terms of objects (nodes) and their
properties (activation thresholds, etc.). However, they’re not talking
about language when they do that. The nodes and thresholds are not
within the domain itself that the network is modeling. In an “objects and
rules” model, the objects are themselves part of the
“content” the system is modeling; for example,
“noun,” or a value like “+N,” in a standard
grammatical model is considered to be part of language itself. In a
neural network model of language, “threshold value” is not considered
to be a linguistic phenomenon being modeled, but rather part of the description
of the system by which a linguistic phenomenon is modeled. So,
you’re entirely right that you can consider neural networks to have
objects, but those are transparently presented as features of the model
not features of language. Saying something about a threshold
value is saying something about the device language is conjectured to be
running on, not saying something about language. While the network can be
described in terms of objects and rules, the network itself is not
manipulating objects when it operates. There’s no sense in which a
neural network model of language has to presuppose objects as part of
language.
Bill Spruiell
Dept. of English
Central Michigan University.
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Bruce
Despain
Sent: Wednesday, October 17, 2007 5:18 PM
To: [log in to unmask]
Subject: Re: Rules ad nauseam
Bill,
Thanks
for the notice, though I was stultified (proved to be of unsound mind?).
The
set of symbols used as primitives and a set of rules, laws, or principles, is
not unique to linguists. In fact science itself consists of this
kind of model. To attack such a model is to attack science, which has a much
longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The
objects to be manipulated by language are meanings. (disputable?)
The
objects to be manipulated by language are signs written down in symbols.
(disputable?)
The
objects to be manipulated by language are combinations of the above.
(disputable?)
1)
What seems to be the nature of neural nets doesn't mean that no objects
don't exist in the model. Indisputable is that fact that there
are potentials, thresholds, charges, etc.
involved. The model-theoretic framework says nothing about the
reality of the objects posited. The model is no more than a
metaphor for what is being modeled. 2) A fully determinate system does
not come to mind when the modeling is of phenomena like the weather.
There are simply too many elements in the determinate version. Even the
particle theory of matter must be abandoned though it is clearly
determinate. The sheer number of particles involved often becomes so
great as to make the model impractical in making predictions of any but
the roughest statistical kind. Certainly the determinate nature of the
phenomena described ought to be paralleled by that of the model that describes
it. The investigator who wants to put the former in doubt, has
no need for a model with full predictive power. 3) The
number of objects and rules has been a condition since the acceptance of
Occam's razor by most scientists. I would think that the simple nature of
these objects and the statement of these rules in the accepted vernacular of
mathematics would be another consideration.
I
think that there is a likely confusion between a mathematical model and a
particular model for linguistic descriptions. The model-theoretic
principles of mathematics are unavoidable to any formalization. Whether a
specific mathematical model actually serves to describe the phenomena it claims
to can always be disputed and refuted with appropriate data. But we don't
thow away the language because of what people can say with it. If the
phenomena we are trying to describe are indeterminate, then it doesn't make
much sense to use a model that requires determinate phenomena. But
the model itself had better use a determinate framework, or it would
hardly be able to explain anything (have any predictive power).
I
would wonder that failures in the operation (?) of the model of language could
ever be made out to be performance issues. The performance of the model
would have to be faultless, in order to support itself. Maybe people
expect it to make predictions of the performance variety? (Present-day
minimalists are often far too broad in their expectations in this
area.) You say, "The problem is not the framework itself, but rather
its hegemonic status." I think that what many linguists call the
model-theoretic framework is their own model for natural language. This
is the area of hegemony, I believe. This then pits one camp against
another based on their own modeling principles established for their own
purposes, not the two elements you gave for a mathematical model in
science. Certain models can in fact be shown to be faulty based on the
way in which the nature of the elements and mathematical relationships posited do
not match in principle the behavior of the objects being modeled. To
do so does require a bit of sophistication, which, sorry to say, I do not
possess. (Cf. John Casti, Reality Rules)
Bruce
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/
------_=_NextPart_001_01C811D6.9F4FF25A--
========================================================================Date: Fri, 19 Oct 2007 07:56:27 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: Rules ad nausiam
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Fri, 19 Oct 2007 10:18:59 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_72564448-26b6-441f-b69f-b8b62c5189bc_"
MIME-Version: 1.0
--_72564448-26b6-441f-b69f-b8b62c5189bc_
Content-Type: text/plain; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
I thought that Martha did that - the problem as I understand it is not the quality of the refutation, it's the willingness of people to listen to it.
Geoff Layton
Its long past time for someone to write a thorough critique and refutation of Hartwells article.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
-----Original Message-----From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol MorrisonSent: Thursday, October 18, 2007 5:17 PMTo: [log in to unmask]: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
_________________________________________________________________
Boo!Scare away worms, viruses and so much more! Try Windows Live OneCare!
http://onecare.live.com/standard/en-us/purchase/trial.aspx?s_cid=wl_hotmailnews
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/
--_72564448-26b6-441f-b69f-b8b62c5189bc_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
I thought that Martha did that - the problem as I understand it is not the quality of the refutation, it's the willingness of people to listen to it.
Geoff Layton
Its long past time for someone to write a thorough critique and refutation of Hartwells article.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 5:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
Boo!Scare away worms, viruses and so much more! Try Windows Live OneCare! Try now!
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/
--_72564448-26b6-441f-b69f-b8b62c5189bc_--
========================================================================Date: Fri, 19 Oct 2007 09:17:40 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Castilleja, Janet" <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I currently teach a grammar class for prospective teachers. I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
========================================================================Date: Fri, 19 Oct 2007 11:13:17 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Fri, 19 Oct 2007 11:55:26 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: john whicker <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0055_01C81246.F04E8EB0"
This is a multi-part message in MIME format.
------=_NextPart_000_0055_01C81246.F04E8EB0
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Janet,
Thank you for the links; I found them very interesting if somewhat disheartening.
The most intriguing aspect of the grammar study is that two out of the three studies they found to be worth mentioning were 30 + years old (The (in)famous Elley study and the less well known Bateman and Zidonis study). The third study (Fogel and Ehri, which received the highest quality rating) was from 2000 gives some indication that teaching grammar may help improve writing (something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study they themselves rate higher in quality than either of the others as well as the minimal positive results found in the Bateman study as inconsequential, they choose to conclude that "there is no high quality evidence to counter the prevailing belief that the teaching of the principles underlying and informing word order or 'syntax' has virtually no influence on the writing quality or accuracy of 5 to 16 year-olds." It seems to me, based on the fact that they could find only three studies worth mentioning and two of those showed some positive if not conclusive indications that grammar instruction might improve writing, that the researchers should have concluded that there is no conclusive "high quality evidence" to SUPPORT the prevailing belief that the teaching of grammar has no influence on the writing quality either. The real implications of this research seems to be that there is an incredible dearth of quality evidence on the question. Rather than acknowledging this, the researchers choose to do as Elley and Braddock and so many others have done before and make the ridiculous assumption that a lack of evidence to support teaching grammar proves that it is ineffective. If such conclusions are taken as valid, then the opposite assumption can also be made: the lack of high quality evidence to support the prevailing belief of the anti-grammar crowd is evidence that teaching grammar does improve writing. This assumption might even be the more rational considering how many researchers have tried and failed to put the final nail into grammar's coffin. The sheer volume of bad studies, and the very questionable nature of even those considered to have "high to medium" or "medium to high" quality should hint at some positive aspect of the teaching of grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but they follow the same logic as the continued argument that if there is no high quality evidence showing improvement then no improvement occurs; having no conclusive either way is not evidence against. The real implications of this research is that quality research needs to be conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same conclusions made thirty years ago, and will likely be treated in the same way.
At the risk of being clich, "the more things change the more they stay the same".
John Whicker
Utah Valley State College
----- Original Message -----
From: Castilleja, Janet
To: [log in to unmask]
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective teachers. I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
------=_NextPart_000_0055_01C81246.F04E8EB0
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Janet,
Thank you for the links; I found them very interesting if somewhat
disheartening.
The most intriguing aspect of the grammar study is that two out of the
three studies they found to be worth mentioning were 30 + years old (The
(in)famous Elley study and the less well known Bateman and Zidonis study). The
third study (Fogel and Ehri, which received the highest quality rating) was from
2000 gives some indication that teaching grammar may help improve writing
(something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study they
themselves rate higher in quality than either of the others as well as the
minimal positive results found in the Bateman study as inconsequential, they
choose to conclude that "there is no high quality evidence to counter the
prevailing belief that the teaching of the principles underlying and informing
word order or syntax has virtually no influence on the writing quality or
accuracy of 5 to 16 year-olds." It seems to me, based on the fact that they
could find only three studies worth mentioning and two of those showed some
positive if not conclusive indications that grammar instruction might improve
writing, that the researchers should have concluded that there is no conclusive
"high quality evidence" to SUPPORT the prevailing belief that
the teaching of grammar has no influence on the writing quality either. The real
implications of this research seems to be that there is an incredible dearth of
quality evidence on the question. Rather than acknowledging this, the
researchers choose to do as Elley and Braddock and so many others have done
before and make the ridiculous assumption that a lack of evidence to support
teaching grammar proves that it is ineffective. If such conclusions are taken as
valid, then the opposite assumption can also be made: the lack of high quality
evidence to support the prevailing belief of the anti-grammar crowd is evidence
that teaching grammar does improve writing. This assumption might even be the
more rational considering how many researchers have tried and failed to put the
final nail into grammar's coffin. The sheer volume of bad studies, and the very
questionable nature of even those considered to have "high to medium" or "medium
to high" quality should hint at some positive aspect of the teaching of
grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but they follow
the same logic as the continued argument that if there is no high
quality evidence showing improvement then no improvement
occurs; having no conclusive either way is not evidence against. The
real implications of this research is that quality research needs to be
conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same conclusions
made thirty years ago, and will likely be treated in the same way.
At the risk of being clich, "the more things change the more they stay the
same".
John Whicker
Utah Valley State College
----- Original Message -----
Sent: Friday, October 19, 2007 10:17
AM
Subject: Re: Patrick Hartwell's
Article
I currently teach a grammar class for prospective
teachers. I always
have them read the Hartwell article, which I
believe I first read around
1985 or 86.
I would encourage
anyone interested in a synthesis of research into the
effect of
grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The
EPPI Centre "conducts systematic reviews of research evidence across
a
range of topics and works with a large number of funders" according
to
their website. What they are trying to do is influence public
policy by
studying research that has been done in a number of areas,
including the
teaching of English, to determine what the research actually
shows.
Their question is "what has been shown to work?" I'm surprised
more
people in the US aren't aware of this group.
Janet
Castilleja
Toppenish WA
-----Original Message-----
From:
Assembly for the Teaching of English
Grammar
[mailto:[log in to unmask]] On Behalf Of Carol
Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject:
Re: Patrick Hartwell's Article
Thank you. I am only halfway through his
article, but
it seems quite important. I currently give formal
grammar
instruction to four freshman sections of basic
writing (at the most basic
level) and I am trying to
figure out why so few of the other
composition
teachers do this. I am sure that there is value in it,
but I
suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
>
Carol,
>
> In the grammar course I teach for pre-service
>
English teachers, I make specific mention of them.
>
> If
there is one grammar Hartwell leaves out, it is
> one that describes the
kind of grammar an second
> language learner of English needs to
have.
>
> Bob Yates, University of Central
Missouri
>
> >>> Carol Morrison <[log in to unmask]>
>
10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5)
categories of
> grammar that Hartwell outlines (Grammar 1-Grammar
5)
> are commonly referred to when one speaks of teaching
>
grammar? The article to which I am referring is
> "Grammar, Grammars,
and the Teaching of Grammar."
> Until reading this article, I did not
realize that
> grammar had been divided into those
classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You
Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection
around
http://mail.yahoo.com
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/
------=_NextPart_000_0055_01C81246.F04E8EB0--
========================================================================Date: Fri, 19 Oct 2007 22:03:16 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Ronald Sheen <[log in to unmask]>
Subject: So much for free speech
MIME-Version: 1.0
Content-Type: text/plain; format=flowed; charset="iso-8859-1";
reply-type=original
Content-Transfer-Encoding: 7bit
It is perhaps of some interest to this List that we recently engaged in a
civilised debate on the Bell Curve conclusions on differential ethnic
intelligence levels without condemning any of us to the gallows, so to
speak; yet, Dr. James Watson, after being vilified in the world press for
stating one of the conclusions akin to those of The Bell Curve drawn from
his research, has now been suspended from his research position..
Similarly, Lawrence Summers of Harvard recently lost his job for stating
that women compared to men were ill-suited to the hard sciences - a
conclusion supported by some research findings.
The lesson I suppose might be that no matter how well scientifically-founded
a conclusion might be, it is unacceptable if it is not politically correct.
So much for free speech.
Ron Sheen
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: Fri, 19 Oct 2007 12:21:17 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: 8bit
Thank you. Those reports are interesting. I find this
part especially intriguing:
"Taking into account the results and conclusions of
the accompanying in-depth review on the teaching of
formal grammar the main implication for policy of the
current review is that the National Curriculum in
England and accompanying guidance needs to be revised
to take into account the findings of research: that
the teaching of formal grammar (and its derivatives)
is ineffective; and the teaching of sentence combining
is one (of probably a number of) method(s) that is
effective."
Because I do a combination of what many would term
"skills/drills" exercises, lessons in grammar which
are unit specific (fragments, run-ons, comma
splices,verb problems, adjectives & adverbs, and
more), and contextually rich grammar exercises that
use the students' own essays, I am wondering what the
results of this type of study would prove. I believe
that a combination of approaches is useful when
teaching grammar, and never under the pretense that
this teaching is displacing other "more important"
aspects of teaching writing. I think of grammar
instruction as an integral addition to a writing
curriculum that is richly diverse.
--- "Castilleja, Janet" <[log in to unmask]>
wrote:
> I currently teach a grammar class for prospective
> teachers. I always
> have them read the Hartwell article, which I believe
> I first read around
> 1985 or 86.
>
> I would encourage anyone interested in a synthesis
> of research into the
> effect of grammar-teaching on student writing to
> read these reports:
>
> http://eppi.ioe.ac.uk/cms/Default.aspx?tabid"9
>
> http://eppi.ioe.ac.uk/cms/Default.aspx?tabid#2
>
> The EPPI Centre "conducts systematic reviews of
> research evidence across
> a range of topics and works with a large number of
> funders" according to
> their website. What they are trying to do is
> influence public policy by
> studying research that has been done in a number of
> areas, including the
> teaching of English, to determine what the research
> actually shows.
> Their question is "what has been shown to work?"
> I'm surprised more
> people in the US aren't aware of this group.
>
> Janet Castilleja
> Toppenish WA
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Carol
> Morrison
> Sent: Thursday, October 18, 2007 3:17 PM
> To: [log in to unmask]
> Subject: Re: Patrick Hartwell's Article
>
> Thank you. I am only halfway through his article,
> but
> it seems quite important. I currently give formal
> grammar instruction to four freshman sections of
> basic
> writing (at the most basic level) and I am trying to
> figure out why so few of the other composition
> teachers do this. I am sure that there is value in
> it,
> but I suppose that this needs to be proved.
> CLM
> --- Bob Yates <[log in to unmask]> wrote:
>
> > Carol,
> >
> > In the grammar course I teach for pre-service
> > English teachers, I make specific mention of them.
>
> >
> > If there is one grammar Hartwell leaves out, it
> is
> > one that describes the kind of grammar an second
> > language learner of English needs to have.
> >
> > Bob Yates, University of Central Missouri
> >
> > >>> Carol Morrison <[log in to unmask]>
> > 10/18/2007 12:30 PM >>>
> > Can someone tell me whether the (5) categories of
> > grammar that Hartwell outlines (Grammar 1-Grammar
> 5)
> > are commonly referred to when one speaks of
> teaching
> > grammar? The article to which I am referring is
> > "Grammar, Grammars, and the Teaching of Grammar."
> > Until reading this article, I did not realize that
> > grammar had been divided into those
> classifications.
> > Thank you.
> >
> > Carol Morrison
> >
> > 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/
> >
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam
> protection around
> http://mail.yahoo.com
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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: Fri, 19 Oct 2007 16:18:03 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: Rules ad nausiam
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C8128D.33B8E044"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C8128D.33B8E044
Content-Type: text/plain;
charset="UTF-8"
Content-Transfer-Encoding: base64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------_=_NextPart_001_01C8128D.33B8E044
Content-Type: text/html;
charset="UTF-8"
Content-Transfer-Encoding: base64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------_=_NextPart_001_01C8128D.33B8E044--
========================================================================Date: Fri, 19 Oct 2007 15:45:21 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Hadley, Tim" <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C81291.020CD4DD"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C81291.020CD4DD
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
John and others,
John has "hit the nail on the head" with this statement:
>The real implications of this research seems to be that there is an incredible dearth of quality evidence on the question. Rather than acknowledging this, the researchers choose to do as Elley and Braddock and so many others have done before and make the ridiculous assumption that a lack of evidence to support teaching grammar proves that it is ineffective. If such conclusions are taken as valid, then the opposite assumption can also be made: the lack of high quality evidence to support the prevailing belief of the anti-grammar crowd is evidence that teaching grammar does improve writing.
I wish everyone could read this statement. It summarizes the essence of the overwhelming a priori bias that existed against grammar teaching since at least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha had refuted Hartwell's article. Actually, Martha's excellent article came out in 1981-"Closing the Books on Alchemy," CCC 32 (1981): 139-151-and was aimed primarily at the earlier (1963) Braddock report.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of john whicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Janet,
Thank you for the links; I found them very interesting if somewhat disheartening.
The most intriguing aspect of the grammar study is that two out of the three studies they found to be worth mentioning were 30 + years old (The (in)famous Elley study and the less well known Bateman and Zidonis study). The third study (Fogel and Ehri, which received the highest quality rating) was from 2000 gives some indication that teaching grammar may help improve writing (something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study they themselves rate higher in quality than either of the others as well as the minimal positive results found in the Bateman study as inconsequential, they choose to conclude that "there is no high quality evidence to counter the prevailing belief that the teaching of the principles underlying and informing word order or 'syntax' has virtually no influence on the writing quality or accuracy of 5 to 16 year-olds." It seems to me, based on the fact that they could find only three studies worth mentioning and two of those showed some positive if not conclusive indications that grammar instruction might improve writing, that the researchers should have concluded that there is no conclusive "high quality evidence" to SUPPORT the prevailing belief that the teaching of grammar has no influence on the writing quality either. The real implications of this research seems to be that there is an incredible dearth of quality evidence on the question. Rather than acknowledging this, the researchers choose to do as Elley and Braddock and so many others have done before and make the ridiculous assumption that a lack of evidence to support teaching grammar proves that it is ineffective. If such conclusions are taken as valid, then the opposite assumption can also be made: the lack of high quality evidence to support the prevailing belief of the anti-grammar crowd is evidence that teaching grammar does improve writing. This assumption might even be the more rational considering how many researchers have tried and failed to put the final nail into grammar's coffin. The sheer volume of bad studies, and the very questionable nature of even those considered to have "high to medium" or "medium to high" quality should hint at some positive aspect of the teaching of grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but they follow the same logic as the continued argument that if there is no high quality evidence showing improvement then no improvement occurs; having no conclusive either way is not evidence against. The real implications of this research is that quality research needs to be conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same conclusions made thirty years ago, and will likely be treated in the same way.
At the risk of being clich, "the more things change the more they stay the same".
John Whicker
Utah Valley State College
----- Original Message -----
From: Castilleja, Janet
To: [log in to unmask]
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective teachers. I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
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/
------_=_NextPart_001_01C81291.020CD4DD
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
John and others,
John has “hit the nail on the head” with this
statement:
>The real implications of this research seems to be that there
is an incredible dearth of quality evidence on the question. Rather than acknowledging
this, the researchers choose to do as Elley and Braddock and so many others
have done before and make the ridiculous assumption that a lack of evidence to
support teaching grammar proves that it is ineffective. If such conclusions are
taken as valid, then the opposite assumption can also be made: the lack of high
quality evidence to support the prevailing belief of the anti-grammar crowd is
evidence that teaching grammar does improve writing.
I wish everyone could read this statement. It summarizes the
essence of the overwhelming a priori bias that existed against grammar
teaching since at least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha had
refuted Hartwell’s article. Actually, Martha’s excellent article
came out in 1981—“Closing the Books on Alchemy," CCC 32 (1981):
139–151—and was aimed primarily at the earlier (1963) Braddock
report.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of john
whicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you for the links; I found them very interesting if somewhat
disheartening.
The most intriguing aspect of the grammar study is that two out of
the three studies they found to be worth mentioning were 30 + years old (The
(in)famous Elley study and the less well known Bateman and Zidonis study). The
third study (Fogel and Ehri, which received the highest quality rating) was
from 2000 gives some indication that teaching grammar may help improve writing
(something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study
they themselves rate higher in quality than either of the others as well as the
minimal positive results found in the Bateman study as inconsequential, they
choose to conclude that "there is no high quality evidence to counter the
prevailing belief that the teaching of the principles underlying and informing
word order or ‘syntax’ has virtually no influence on the writing
quality or accuracy of 5 to 16 year-olds." It seems to me, based on the
fact that they could find only three studies worth mentioning and two of those
showed some positive if not conclusive indications that grammar instruction
might improve writing, that the researchers should have concluded that there is
no conclusive "high quality evidence" to SUPPORT the prevailing
belief that the teaching of grammar has no influence on the writing quality
either. The real implications of this research seems to be that there is an
incredible dearth of quality evidence on the question. Rather than
acknowledging this, the researchers choose to do as Elley and Braddock and so
many others have done before and make the ridiculous assumption that a lack of
evidence to support teaching grammar proves that it is ineffective. If such
conclusions are taken as valid, then the opposite assumption can also be made:
the lack of high quality evidence to support the prevailing belief of the
anti-grammar crowd is evidence that teaching grammar does improve writing. This
assumption might even be the more rational considering how many researchers
have tried and failed to put the final nail into grammar's coffin. The sheer
volume of bad studies, and the very questionable nature of even those
considered to have "high to medium" or "medium to
high" quality should hint at some positive aspect of the teaching of
grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but
they follow the same logic as the continued argument that if there is no
high quality evidence showing improvement then no improvement
occurs; having no conclusive either way is not evidence against. The
real implications of this research is that quality research needs to be
conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same
conclusions made thirty years ago, and will likely be treated in the same way.
At the risk of being clich, "the more things change the more
they stay the same".
Utah Valley State College
----- Original Message -----
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective teachers.
I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised
more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
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/
------_=_NextPart_001_01C81291.020CD4DD--
========================================================================Date: Fri, 19 Oct 2007 14:09:17 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Castilleja, Janet" <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C81294.4F755E89"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C81294.4F755E89
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Yes - and the Hartwell article discusses Martha's article.
Janet
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Hadley, Tim
Sent: Friday, October 19, 2007 1:45 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
John and others,
John has "hit the nail on the head" with this statement:
>The real implications of this research seems to be that there is an incredible dearth of quality evidence on the question. Rather than acknowledging this, the researchers choose to do as Elley and Braddock and so many others have done before and make the ridiculous assumption that a lack of evidence to support teaching grammar proves that it is ineffective. If such conclusions are taken as valid, then the opposite assumption can also be made: the lack of high quality evidence to support the prevailing belief of the anti-grammar crowd is evidence that teaching grammar does improve writing.
I wish everyone could read this statement. It summarizes the essence of the overwhelming a priori bias that existed against grammar teaching since at least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha had refuted Hartwell's article. Actually, Martha's excellent article came out in 1981-"Closing the Books on Alchemy," CCC 32 (1981): 139-151-and was aimed primarily at the earlier (1963) Braddock report.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of john whicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Janet,
Thank you for the links; I found them very interesting if somewhat disheartening.
The most intriguing aspect of the grammar study is that two out of the three studies they found to be worth mentioning were 30 + years old (The (in)famous Elley study and the less well known Bateman and Zidonis study). The third study (Fogel and Ehri, which received the highest quality rating) was from 2000 gives some indication that teaching grammar may help improve writing (something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study they themselves rate higher in quality than either of the others as well as the minimal positive results found in the Bateman study as inconsequential, they choose to conclude that "there is no high quality evidence to counter the prevailing belief that the teaching of the principles underlying and informing word order or 'syntax' has virtually no influence on the writing quality or accuracy of 5 to 16 year-olds." It seems to me, based on the fact that they could find only three studies worth mentioning and two of those showed some positive if not conclusive indications that grammar instruction might improve writing, that the researchers should have concluded that there is no conclusive "high quality evidence" to SUPPORT the prevailing belief that the teaching of grammar has no influence on the writing quality either. The real implications of this research seems to be that there is an incredible dearth of quality evidence on the question. Rather than acknowledging this, the researchers choose to do as Elley and Braddock and so many others have done before and make the ridiculous assumption that a lack of evidence to support teaching grammar proves that it is ineffective. If such conclusions are taken as valid, then the opposite assumption can also be made: the lack of high quality evidence to support the prevailing belief of the anti-grammar crowd is evidence that teaching grammar does improve writing. This assumption might even be the more rational considering how many researchers have tried and failed to put the final nail into grammar's coffin. The sheer volume of bad studies, and the very questionable nature of even those considered to have "high to medium" or "medium to high" quality should hint at some positive aspect of the teaching of grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but they follow the same logic as the continued argument that if there is no high quality evidence showing improvement then no improvement occurs; having no conclusive either way is not evidence against. The real implications of this research is that quality research needs to be conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same conclusions made thirty years ago, and will likely be treated in the same way.
At the risk of being clich, "the more things change the more they stay the same".
John Whicker
Utah Valley State College
----- Original Message -----
From: Castilleja, Janet
To: [log in to unmask]
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective teachers. I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
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/
------_=_NextPart_001_01C81294.4F755E89
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Yes – and the Hartwell article
discusses Martha’s article.
Janet
-----Original Message-----
From: Assembly for the Teaching of
English Grammar [mailto:[log in to unmask]] On Behalf Of Hadley, Tim
Sent: Friday, October 19, 2007
1:45 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's
Article
John
and others,
John
has “hit the nail on the head” with this statement:
>The
real implications of this research seems to be that there is an incredible
dearth of quality evidence on the question. Rather than acknowledging this, the
researchers choose to do as Elley and Braddock and so many others have done
before and make the ridiculous assumption that a lack of evidence to support
teaching grammar proves that it is ineffective. If such conclusions are taken
as valid, then the opposite assumption can also be made: the lack of high
quality evidence to support the prevailing belief of the anti-grammar crowd is
evidence that teaching grammar does improve writing.
I
wish everyone could read this statement. It summarizes the essence of the
overwhelming a priori bias that
existed against grammar teaching since at least 1945 at high policy-making
levels.
Quick
note: Earlier Geoff said that he thought Martha had refuted Hartwell’s
article. Actually, Martha’s excellent article came out in
1981—“Closing the Books on Alchemy," CCC 32 (1981): 139–151—and was
aimed primarily at the earlier (1963) Braddock report.
Tim
Timothy
D. Hadley
Assistant
Professor of Professional Writing
English
Department
Missouri
State University
Springfield,
MO 65897
office
417.836.5332, fax 417.836.4226
[log in to unmask]
Editor,
ATEG Journal
From: Assembly
for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of john whicker
Sent: Friday, October 19, 2007
12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's
Article
Thank
you for the links; I found them very interesting if somewhat disheartening.
The
most intriguing aspect of the grammar study is that two out of the three
studies they found to be worth mentioning were 30 + years old (The (in)famous
Elley study and the less well known Bateman and Zidonis study). The third study
(Fogel and Ehri, which received the highest quality rating) was from 2000 gives
some indication that teaching grammar may help improve writing (something
strangely dismissed and downplayed by the researchers).
The
disheartening aspect of the study is that, ignoring the study they themselves
rate higher in quality than either of the others as well as the minimal
positive results found in the Bateman study as inconsequential, they choose to
conclude that "there is no high quality evidence to counter the prevailing
belief that the teaching of the principles underlying and informing word order
or ‘syntax’ has virtually no influence on the writing quality or
accuracy of 5 to 16 year-olds." It seems to me, based on the fact that
they could find only three studies worth mentioning and two of those showed
some positive if not conclusive indications that grammar instruction might
improve writing, that the researchers should have concluded that there is no
conclusive "high quality evidence" to SUPPORT the prevailing
belief that the teaching of grammar has no influence on the writing quality
either. The real implications of this research seems to be that there is an
incredible dearth of quality evidence on the question. Rather than
acknowledging this, the researchers choose to do as Elley and Braddock and so
many others have done before and make the ridiculous assumption that a lack of
evidence to support teaching grammar proves that it is ineffective. If such
conclusions are taken as valid, then the opposite assumption can also be made:
the lack of high quality evidence to support the prevailing belief of the
anti-grammar crowd is evidence that teaching grammar does improve writing. This
assumption might even be the more rational considering how many researchers
have tried and failed to put the final nail into grammar's coffin. The sheer
volume of bad studies, and the very questionable nature of even those
considered to have "high to medium" or "medium to
high" quality should hint at some positive aspect of the teaching of
grammar that resists all efforts to banish it completely.
These
of course are far from good reasons to teach grammar, but they follow the same
logic as the continued argument that if there is no high
quality evidence showing improvement then no improvement
occurs; having no conclusive either way is not evidence against. The
real implications of this research is that quality research needs to be
conducted less we continue to simply rehash old and questionable studies.
The
findings on sentence combining also simply come to the same conclusions made
thirty years ago, and will likely be treated in the same way.
At
the risk of being clich, "the more things change the more they stay the
same".
Utah
Valley State College
-----
Original Message -----
Sent: Friday, October 19,
2007 10:17 AM
Subject: Re:
Patrick Hartwell's Article
I
currently teach a grammar class for prospective teachers. I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised
more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
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/
------_=_NextPart_001_01C81294.4F755E89--
========================================================================Date: Fri, 19 Oct 2007 15:11:59 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: Rules ad nausiam
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Fri, 19 Oct 2007 20:21:28 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Bruce D. Despain" <[log in to unmask]>
Subject: Re: Rules ad nausiam
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_004A_01C8128D.A16E7AC0"
This is a multi-part message in MIME format.
------=_NextPart_000_004A_01C8128D.A16E7AC0
Content-Type: text/plain;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Maybe I should have given a language example in contrasting the algorithmic and table approaches to solving a mapping (modeling) problem. The single syllable gradable adjectives in English add an -er to form their comparative. The multiple syllable gradable adjectives use the degree adverb "more" to express the same thing. There are also certain two syllable adjectives ending in -y, -ow, or -le which might use either means. Some of these optionally change rules when there are additional syllables, e.g., tidy, tidier; untidy, untidier, or more untidy (= less tidy). But there are a small number of gradable adjectives that form no comparative, e.g., "little," for which people prefer to use "small" instead, and "good" where "better is always preferred (also: far, farther or further). Then the single syllable gradable adjectives that use "more": like, real. Clearly the algorithm (rule) is elegant, but the table can't be easily avoided where suppletion or an exception is involved.
The above explication of a "rule" in English is not conducive to exceptionless (invariant?) formulation by its very nature. What would be invariant would be the means by which it would be formalized. We would have to set up a consistent set of features that categorized adjectives, classified some of them as gradable, and registered their syllable count and the semi-vowel--like nature of their second syllable. A rule formulated in these kinds of terms would still need to allow certain exceptions as noted above. Perhaps "like" could be reclassified as a conjunction or preposition, but still be gradable(??). Suppletion would have to be described by other kinds of overriding rules that allowed certain items to take the place of others in a final seemingly unavoidable ad hoc fashion. (An different algorithm for each item in a table is hardly simpler than the table itself as the solution. The paradigms of traditional grammar are no more than tables from which the student is expected to deduce rules to derive similar forms for items of the same class.)
These are just some ideas that may shed light on the mechanics, if not the philosophy of modeling. I think the method used to describe the phenomena is not as important as the consistency and coherence of the formalization.
Bruce
----- Original Message -----
From: Bruce Despain
To: [log in to unmask]
Sent: Friday, October 19, 2007 3:11 PM
Subject: Re: Rules ad nausiam
Bill,
Thank your for clarifying your stance on models. I do want to poin out that it is entirely possible for a model to be capable of modeling itself. It only needs to contain the objects and relationships that will allow it to. Goedel needed this realization when he proved his incompleteness theorem in mathematics. But maybe we could say that he has reified in some sense numbers themselves. I suppose this is the argument that still keeps two camps of mathematicians at loggerheads: the constructionists maintain that a proof is not a proof if it requires a mapping (model) that is infinite. . . .
Your division between temporal and atemporal sounds to me like what I've come to call the algorithmic solution vs. the table solution. In programming we often have the choice, and we make it on empirical grounds. Sometimes it is easier to write a routine to change one expression to another -- say change a given date on one calendar to the corresponding date on another. At other times, its better to look it up in a table, say when the relationship is arbitrary, like Christmas and Dec 25. Both ways are often available.
I've got to go now, Bill, but I'll get back to this if it has been helpful.
Bruce
>>> "Spruiell, William C" <[log in to unmask]> 10/19/07 2:18 PM >>>
Bruce,
I think it’s important to distinguish between models in general and the kinds of models that exhibit the set of three characteristics I was discussing earlier. I don’t disagree that much about models in general; we have to approach things via analogies, and having a clear analogy is much better than having a vague one. I have not argued that we can do without models, and you’ve pointed out a crucial weakness with the way I initially phrased my first characteristic – I didn’t distinguish between the metalanguage and what it was describing in that. What I was trying to argue against with that point was the idea that, since the model has to use objects and rules as part of its metalanguage, what it’s describing does too – in other words, the reification you rightly caution against. I’ve encountered that kind of reification often enough that I think I’ve developed a knee-jerk reaction whenever “symbols” or “primitives” come up. As long as they’re viewed as features of the metalanguage only, I have no trouble with them. If someone tries to tell me that human DNA encodes for “+/- N,” I break out in hives.
Those other two characteristics, however, I think should still be in play. I keep focusing on what I’m calling “atemporal” and “temporal” simplicity metrics mainly because I think it’s one useful way to go about approaching the difference between functionalist approaches and some (but not all) formalist ones. I started thinking about it when doing background research on psycholinguistic studies of lexical storage (this is going to repeat some stuff from a post a while back, but I need it for context). There was a tug of war for awhile between proponents of the idea that complex words were stored as single units, and those who thought they were stored as separate morphemes and assembled via rules. Over time, the research seemed to show a kind of “pox on both your houses” result: people appeared to use both kinds of storage, even for the same words, and use whichever was best suited for the task they were asked to do. From the standpoint of the traditional “rules and objects” simplicity metric, which views the system as a static entity divorced from actual processing, that was a hopelessly messy result. But from another standpoint, it was simpler. Given a range of tasks in real time, dual storage allows the subject to use whichever representation allows the task to be accomplished with the least processing. And there’s no a priori reason why processing considerations can’t be part of a simplicity metric – in fact, the really squirrely thing about the use of simplicity metrics in most linguistic theory is that the theorists don’t really discuss them, at least not to the point where they try to tackle the issue of why one simplicity metric might be better than another. Occam’s Razor simply says you shouldn’t posit more stuff than you need to explain what you’re trying to explain – it doesn’t limit what counts as valid stuff (unless you take it strictly in its original medieval form, in which case rules don’t count either). And if you do incorporate things like processing into your simplicity metric, then there went the competence/performance distinction in its usual sense. Functionalists usually claim that processing and suitedness-to-task considerations in part determine the form of language, so temporal metrics fit nicely with functionalism. I should point out here that I’m not arguing that atemporal metrics are invalid – in fact, I’m not sure there’s a way to go about arguing conclusively that either type is valid or invalid. However, I think there is a problem if one makes an argument using an atemporal metric against a theory that uses a temporal one – or vice versa.
The third characteristic I mentioned, the explicit or implicit claim that rules are invariant, creates some related issues. It’s part of the conceptual underpinnings of the competence/performance dichotomy, and again, functionalists, in general, do not see that as a strict dichotomy – performance, in real time, to accomplish real tasks, partly structures competence. Going further, though, models in which variance is incorporated as an inherent feature are hard to assess mathematically in some ways (my knowledge may be too dated here, but that has been the case in the past, at least); since many formalists determine the value of a model partly on the basis of whether it’s mathematically evaluable, inherently variable models always lose in those terms. But if language really is fundamentally variable, then a nicely mathematically evaluable model of a determinate system is….a well-behaved wrong model. If we had accurate observations of planetary movements, but we did not yet have the mathematics to deal with complex orbits and ellipses, Ptolemaic astronomy would still be wrong. It’s one thing to require perfectly circular orbits when the only observations you have seem to indicate they are circular, but it’s another thing entirely when you know they’re not but demand they be anyway. Some of the work on “learnability theory” (in Gold’s sense) that has been used to criticize functionalist accounts seemed to operate along these lines – “it’s not modellable in a mathematically evaluable way, so it’s not as good.”
Bill Spruiell
Dept. of English
Central Michigan University
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Bruce Despain
Sent: Friday, October 19, 2007 9:56 AM
To: [log in to unmask]
Subject: Re: Rules ad nausiam
Bill,
You must remind yourself of the distinction between a language and a meta-language used to model it. Science does in fact depend on a model of the most primitive kind. It is modeling itself. There are symbols made to represent phenomena. There are beginning (primitive) symbols and there is a path defined by which to come up with derived expressions. These expressions must be true to the phenomena symbolized and hence falsifiable. I believe that the idea of model can be used to apply to the workings of science itself, to the workings of language, to the workings of anything that can be isolated as phenomenal in nature. This is made abundantly clear in the work of John Casti, whom I referred to in my last post.
The statement that "noun" or the use of "+N" being part of language itself is confusing to me. Words, sounds, meanings are usually considered to be the stuff of language. These descriptive terms used to refer to elements of language have to be part of a metalanguage. Their applications are not confined to English, just their expressional form. Most people would admit that "+N" is not an element of the English language. Try using it in a sentence without the quote marks around it. It doesn't work for me. True the "+" and the "N" are familiar parts of Engish, but symbols in different derived systems. This expression "+N" denotes an object of a mathematical nature. The plus sign signifies the positive value of a binary functor. It contrasts with a "-N" that characterizes the opposite attribute that must occur with "+V" (in some models).
There is indeed a sense in which a neural network model of language has to presuppose objects as part of language. It has to do with the concept of an object. The object may well be the phenomena being observed and described by the model. In this sense it has to be part of language; the model requires it. The model has other objects that it uses in the description (symbols, expressions) that are not part of the language being described. The word "object" in a trivial sense is part of the English language. Linguistic investigators, in the process of making observations, abstract the phenomena from nature. This allows them to make the phenomena part of their primitive set to be symbolized as what they choose to refer to as objects. Certainly this process makes them neither real nor concrete. But it does bring them to a part of consciousness that allows them to be treated in similar ways. Here again we must be careful not to let the metaphor of language reify them beyond the confines of the model. Maybe this is the problem that you were getting at.
Bruce
>>> "Spruiell, William C" <[log in to unmask]> 10/18/07 4:32 PM >>>
Dear All:
I tried to post the message clipped below at around 2:30 p.m. today, but as far as I can tell, it didn’t make it – It doesn’t show up on my list and I never got a receipt note. This may simply be a case of the internet exercising aesthetic judgment, but in case it’s accidental, I’m trying again.
One addition – I’d like to make it clear that what I’m kvetching about are three specific *characteristics* of some model-theoretic frameworks. Many frameworks don’t have full determinacy or atemporal metrics – but a lot of the ones in linguistics do, and those are the ones I’m talking about.
__
Bruce,
Science does not, in fact, depend on that kind of model. Quite a number of scientific theories are couched in terms of such models, but that’s not why they’re scientific – rather, it’s because they make predictions that can be falsified by reference to mutually observable phenomena. Conflating that kind of model with science itself is precisely the kind of thing I was whinging about.
We don’t even have to go far afield to find scientific theories (or at least, theories as, or more widely recognized as such, than those in linguistics) that don’t use models with the three characteristics I was discussing. Biology, by and large, doesn’t use atemporal simplicity metrics. The operation of a system, in real time, to perform real tasks, is an integral part of biological models. If a system with fewer rules and fewer primitives nevertheless requires far more steps to achieve a particular goal than another system, its inefficiency counts for at least as much against it as its simplicity (in terms of an atemporal metric) counts for it.
I would also argue that neural networks do not “use” objects in the sense that a standard grammatical model uses a symbol like “noun,” although I did not make enough of a distinction in my original post. You’re certainly right that people talk about neural networks in terms of objects (nodes) and their properties (activation thresholds, etc.). However, they’re not talking about language when they do that. The nodes and thresholds are not within the domain itself that the network is modeling. In an “objects and rules” model, the objects are themselves part of the “content” the system is modeling; for example, “noun,” or a value like “+N,” in a standard grammatical model is considered to be part of language itself. In a neural network model of language, “threshold value” is not considered to be a linguistic phenomenon being modeled, but rather part of the description of the system by which a linguistic phenomenon is modeled. So, you’re entirely right that you can consider neural networks to have objects, but those are transparently presented as features of the model not features of language. Saying something about a threshold value is saying something about the device language is conjectured to be running on, not saying something about language. While the network can be described in terms of objects and rules, the network itself is not manipulating objects when it operates. There’s no sense in which a neural network model of language has to presuppose objects as part of language.
Bill Spruiell
Dept. of English
Central Michigan University.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Bruce Despain
Sent: Wednesday, October 17, 2007 5:18 PM
To: [log in to unmask]
Subject: Re: Rules ad nauseam
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound mind?).
The set of symbols used as primitives and a set of rules, laws, or principles, is not unique to linguists. In fact science itself consists of this kind of model. To attack such a model is to attack science, which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in symbols. (disputable?)
The objects to be manipulated by language are combinations of the above. (disputable?)
1) What seems to be the nature of neural nets doesn't mean that no objects don't exist in the model. Indisputable is that fact that there are potentials, thresholds, charges, etc. involved. The model-theoretic framework says nothing about the reality of the objects posited. The model is no more than a metaphor for what is being modeled. 2) A fully determinate system does not come to mind when the modeling is of phenomena like the weather. There are simply too many elements in the determinate version. Even the particle theory of matter must be abandoned though it is clearly determinate. The sheer number of particles involved often becomes so great as to make the model impractical in making predictions of any but the roughest statistical kind. Certainly the determinate nature of the phenomena described ought to be paralleled by that of the model that describes it. The investigator who wants to put the former in doubt, has no need for a model with full predictive power. 3) The number of objects and rules has been a condition since the acceptance of Occam's razor by most scientists. I would think that the simple nature of these objects and the statement of these rules in the accepted vernacular of mathematics would be another consideration.
I think that there is a likely confusion between a mathematical model and a particular model for linguistic descriptions. The model-theoretic principles of mathematics are unavoidable to any formalization. Whether a specific mathematical model actually serves to describe the phenomena it claims to can always be disputed and refuted with appropriate data. But we don't thow away the language because of what people can say with it. If the phenomena we are trying to describe are indeterminate, then it doesn't make much sense to use a model that requires determinate phenomena. But the model itself had better use a determinate framework, or it would hardly be able to explain anything (have any predictive power).
I would wonder that failures in the operation (?) of the model of language could ever be made out to be performance issues. The performance of the model would have to be faultless, in order to support itself. Maybe people expect it to make predictions of the performance variety? (Present-day minimalists are often far too broad in their expectations in this area.) You say, "The problem is not the framework itself, but rather its hegemonic status." I think that what many linguists call the model-theoretic framework is their own model for natural language. This is the area of hegemony, I believe. This then pits one camp against another based on their own modeling principles established for their own purposes, not the two elements you gave for a mathematical model in science. Certain models can in fact be shown to be faulty based on the way in which the nature of the elements and mathematical relationships posited do not match in principle the behavior of the objects being modeled. To do so does require a bit of sophistication, which, sorry to say, I do not possess. (Cf. John Casti, Reality Rules)
Bruce
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/
------------------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
------------------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
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/
------=_NextPart_000_004A_01C8128D.A16E7AC0
Content-Type: text/html;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Maybe I should have given a language example in
contrasting the algorithmic and table approaches to solving a mapping (modeling)
problem. The single syllable gradable adjectives in English add an -er to
form their comparative. The multiple syllable gradable adjectives use the
degree adverb "more" to express the same thing. There are
also certain two syllable adjectives ending in -y, -ow, or
-le which might use either means. Some of these optionally change
rules when there are additional syllables, e.g., tidy, tidier; untidy, untidier,
or more untidy (= less tidy). But there are a small number of gradable
adjectives that form no comparative, e.g., "little," for which people prefer to
use "small" instead, and "good" where "better is always preferred (also:
far, farther or further). Then the single syllable gradable adjectives
that use "more": like, real. Clearly the algorithm (rule) is elegant,
but the table can't be easily avoided where suppletion or an exception is
involved.
The above explication of a "rule" in English is not
conducive to exceptionless (invariant?) formulation by its very nature.
What would be invariant would be the means by which it would be
formalized. We would have to set up a consistent set of features that
categorized adjectives, classified some of them as gradable, and registered
their syllable count and the semi-vowel--like nature of their second
syllable. A rule formulated in these kinds of terms would still need
to allow certain exceptions as noted above. Perhaps "like" could
be reclassified as a conjunction or preposition, but still be
gradable(??). Suppletion would have to be described by other
kinds of overriding rules that allowed certain items to take the place of others
in a final seemingly unavoidable ad hoc fashion. (An different algorithm
for each item in a table is hardly simpler than the table itself as
the solution. The paradigms of traditional grammar are no more than
tables from which the student is expected to deduce rules to derive similar
forms for items of the same class.)
These are just some ideas that may shed light on the
mechanics, if not the philosophy of modeling. I think the method used to
describe the phenomena is not as important as the consistency and coherence of
the formalization.
Bruce
----- Original Message -----
Sent: Friday, October 19, 2007 3:11
PM
Subject: Re: Rules ad nausiam
Bill,
Thank your for clarifying your stance on models. I do want to poin
out that it is entirely possible for a model to be capable of modeling
itself. It only needs to contain the objects and relationships that will
allow it to. Goedel needed this realization when he proved his
incompleteness theorem in mathematics. But maybe we could say that he
has reified in some sense numbers themselves. I suppose this is the
argument that still keeps two camps of mathematicians at loggerheads:
the constructionists maintain that a proof is not a proof if it requires
a mapping (model) that is infinite. . . .
Your division between temporal and atemporal sounds to me like what I've
come to call the algorithmic solution vs. the table solution. In
programming we often have the choice, and we make it on empirical
grounds. Sometimes it is easier to write a routine to change one
expression to another -- say change a given date on one calendar to the
corresponding date on another. At other times, its better to look it up
in a table, say when the relationship is arbitrary, like Christmas and Dec
25. Both ways are often available.
I've got to go now, Bill, but I'll get back to this if it has been
helpful.
Bruce
Bruce,
I think it’s important to
distinguish between models in general and the kinds of models that exhibit the
set of three characteristics I was discussing earlier. I don’t disagree that
much about models in general; we have to approach things via analogies, and
having a clear analogy is much better than having a vague one. I have
not argued that we can do without models, and you’ve pointed out a crucial
weakness with the way I initially phrased my first characteristic – I
didn’t distinguish between the metalanguage and what it was describing
in that. What I was trying to argue against with that point was the idea that,
since the model has to use objects and rules as part of its metalanguage, what
it’s describing does too – in other words, the reification you rightly caution
against. I’ve encountered that kind of reification often enough that I think
I’ve developed a knee-jerk reaction whenever “symbols” or “primitives” come
up. As long as they’re viewed as features of the metalanguage only, I have no
trouble with them. If someone tries to tell me that human DNA encodes for “+/-
N,” I break out in hives.
Those other two
characteristics, however, I think should still be in play. I keep focusing on
what I’m calling “atemporal” and “temporal” simplicity metrics mainly because
I think it’s one useful way to go about approaching the difference
between functionalist approaches and some (but not all) formalist ones.
I started thinking about it when doing background research on
psycholinguistic studies of lexical storage (this is going to repeat some
stuff from a post a while back, but I need it for context). There was a tug of
war for awhile between proponents of the idea that complex words were stored
as single units, and those who thought they were stored as separate morphemes
and assembled via rules. Over time, the research seemed to show a kind of “pox
on both your houses” result: people appeared to use both kinds of
storage, even for the same words, and use whichever was best suited for the
task they were asked to do. From the standpoint of the traditional “rules and
objects” simplicity metric, which views the system as a static entity divorced
from actual processing, that was a hopelessly messy result. But from another
standpoint, it was simpler. Given a range of tasks in real time, dual
storage allows the subject to use whichever representation allows the task to
be accomplished with the least processing. And there’s no a priori
reason why processing considerations can’t be part of a simplicity metric – in
fact, the really squirrely thing about the use of simplicity metrics in most
linguistic theory is that the theorists don’t really discuss them, at least
not to the point where they try to tackle the issue of why one simplicity
metric might be better than another. Occam’s Razor simply says you shouldn’t
posit more stuff than you need to explain what you’re trying to explain – it
doesn’t limit what counts as valid stuff (unless you take it strictly in its
original medieval form, in which case rules don’t count either). And if you
do incorporate things like processing into your simplicity metric, then
there went the competence/performance distinction in its usual sense.
Functionalists usually claim that processing and suitedness-to-task
considerations in part determine the form of language, so
temporal metrics fit nicely with functionalism. I should point out here
that I’m not arguing that atemporal metrics are invalid – in fact, I’m not
sure there’s a way to go about arguing conclusively that either type is valid
or invalid. However, I think there is a problem if one makes an argument using
an atemporal metric against a theory that uses a temporal one – or vice versa.
The third characteristic I
mentioned, the explicit or implicit claim that rules are invariant,
creates some related issues. It’s part of the conceptual underpinnings
of the competence/performance dichotomy, and again, functionalists, in
general, do not see that as a strict dichotomy – performance, in real time, to
accomplish real tasks, partly structures competence. Going further, though,
models in which variance is incorporated as an inherent feature are
hard to assess mathematically in some ways (my knowledge may be too dated
here, but that has been the case in the past, at least); since many formalists
determine the value of a model partly on the basis of whether it’s
mathematically evaluable, inherently variable models always lose in those
terms. But if language really is fundamentally variable, then a nicely
mathematically evaluable model of a determinate system is….a well-behaved
wrong model. If we had accurate observations of planetary movements,
but we did not yet have the mathematics to deal with complex orbits and
ellipses, Ptolemaic astronomy would still be wrong. It’s one thing to require
perfectly circular orbits when the only observations you have seem to indicate
they are circular, but it’s another thing entirely when you know
they’re not but demand they be anyway. Some of the work on “learnability
theory” (in Gold’s sense) that has been used to criticize functionalist
accounts seemed to operate along these lines – “it’s not modellable in a
mathematically evaluable way, so it’s not as good.”
Bill
Spruiell
Dept. of English
Central
Michigan University
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of
Bruce Despain
Sent: Friday, October 19, 2007 9:56
AM
To: [log in to unmask]
Subject: Re: Rules ad
nausiam
You must remind
yourself of the distinction between a language and a meta-language used to
model it. Science does in fact depend on a model of the most primitive
kind. It is modeling itself. There are symbols made to
represent phenomena. There are beginning (primitive) symbols and there
is a path defined by which to come up with derived expressions. These
expressions must be true to the phenomena symbolized and hence
falsifiable. I believe that the idea of model can be used to apply to
the workings of science itself, to the workings of language, to the
workings of anything that can be isolated as phenomenal in nature. This
is made abundantly clear in the work of John Casti, whom I referred to in my
last post.
The statement that
"noun" or the use of "+N" being part of language itself is confusing to
me. Words, sounds, meanings are usually considered to be the
stuff of language. These descriptive terms used to refer to elements of
language have to be part of a metalanguage. Their applications are
not confined to English, just their expressional form. Most
people would admit that "+N" is not an element of the English language.
Try using it in a sentence without the quote marks around it. It doesn't
work for me. True the "+" and the "N" are familiar parts of Engish, but
symbols in different derived systems. This expression "+N" denotes an
object of a mathematical nature. The plus sign signifies the positive
value of a binary functor. It contrasts with a "-N" that
characterizes the opposite attribute that must occur with "+V" (in some
models).
There
is indeed a sense in which a neural network model of language has to
presuppose objects as part of language. It
has to do with the concept of an object. The object may well be the
phenomena being observed and described by the model. In this sense
it has to be part of language; the model requires
it. The model has other objects that it uses in the
description (symbols, expressions) that are not part of the language
being described. The word "object" in a trivial sense is part of the
English language. Linguistic investigators, in the process of making
observations, abstract the phenomena from nature. This allows them to make the
phenomena part of their primitive set to be symbolized as what they choose to
refer to as objects. Certainly this process makes them neither real
nor concrete. But it does bring them to a part of consciousness that
allows them to be treated in similar ways. Here again we must be careful
not to let the metaphor of language reify them beyond the confines of the
model. Maybe this is the problem that you were getting at.
Dear All:
I tried to post the message
clipped below at around 2:30 p.m. today, but as far as I can tell, it didn’t
make it – It doesn’t show up on my list and I never got a receipt note. This
may simply be a case of the internet exercising aesthetic judgment, but in
case it’s accidental, I’m trying again.
One addition – I’d like to make
it clear that what I’m kvetching about are three specific
*characteristics* of some model-theoretic frameworks. Many frameworks
don’t have full determinacy or atemporal metrics – but a lot of the ones in
linguistics do, and those are the ones I’m talking about.
__
Bruce,
Science does not, in
fact, depend on that kind of model. Quite a number of scientific theories are
couched in terms of such models, but that’s not why they’re scientific –
rather, it’s because they make predictions that can be falsified by reference
to mutually observable phenomena. Conflating that kind of model with
science itself is precisely the kind of thing I was whinging
about.
We don’t even have to go far
afield to find scientific theories (or at least, theories as, or more widely
recognized as such, than those in linguistics) that don’t use models with the
three characteristics I was discussing. Biology, by and large, doesn’t use
atemporal simplicity metrics. The operation of a system, in real time,
to perform real tasks, is an integral part of biological models. If a system
with fewer rules and fewer primitives nevertheless requires far more steps to
achieve a particular goal than another system, its inefficiency counts for at
least as much against it as its simplicity (in terms of an atemporal metric)
counts for it.
I would also argue that neural
networks do not “use” objects in the sense that a standard grammatical model
uses a symbol like “noun,” although I did not make enough of a distinction in
my original post. You’re certainly right that people talk about neural
networks in terms of objects (nodes) and their properties (activation
thresholds, etc.). However, they’re not talking about language when
they do that. The nodes and thresholds are not within the domain itself that
the network is modeling. In an “objects and rules” model, the objects are
themselves part of the “content” the system is modeling; for example,
“noun,” or a value like “+N,” in a standard grammatical model is
considered to be part of language itself. In a neural network model of
language, “threshold value” is not considered to be a linguistic phenomenon
being modeled, but rather part of the description of the system by
which a linguistic phenomenon is modeled. So, you’re entirely right that
you can consider neural networks to have objects, but those are transparently
presented as features of the model not features of language.
Saying something about a threshold value is saying something about
the device language is conjectured to be running on, not saying something
about language. While the network can be described in terms of objects and
rules, the network itself is not manipulating objects when it operates.
There’s no sense in which a neural network model of language has to
presuppose objects as part of language.
Bill
Spruiell
Dept. of
English
Central Michigan
University.
From:
Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Bruce Despain
Sent: Wednesday, October 17, 2007
5:18 PM
To: [log in to unmask]
Subject: Re: Rules ad
nauseam
Bill,
Thanks
for the notice, though I was stultified (proved to be of unsound
mind?).
The
set of symbols used as primitives and a set of rules, laws, or principles, is
not unique to linguists. In fact science itself consists of this
kind of model. To attack such a model is to attack science, which has a much
longer track record than any linguist or English maven.
The
objects to be manipulated by language are sounds.
(disputable?)
The
objects to be manipulated by language are meanings.
(disputable?)
The
objects to be manipulated by language are signs written down in symbols.
(disputable?)
The
objects to be manipulated by language are combinations of the above.
(disputable?)
1)
What seems to be the nature of neural nets doesn't mean that no objects
don't exist in the model. Indisputable is that fact that there
are potentials, thresholds, charges, etc.
involved. The model-theoretic framework says nothing about the
reality of the objects posited. The model is no more than a
metaphor for what is being modeled. 2) A fully determinate system does
not come to mind when the modeling is of phenomena like the weather.
There are simply too many elements in the determinate version. Even the
particle theory of matter must be abandoned though it is clearly
determinate. The sheer number of particles involved often becomes so
great as to make the model impractical in making predictions of any but
the roughest statistical kind. Certainly the determinate nature of the
phenomena described ought to be paralleled by that of the model that describes
it. The investigator who wants to put the former in doubt, has
no need for a model with full predictive power. 3) The
number of objects and rules has been a condition since the acceptance of
Occam's razor by most scientists. I would think that the simple nature
of these objects and the statement of these rules in the accepted vernacular
of mathematics would be another consideration.
I
think that there is a likely confusion between a mathematical model and a
particular model for linguistic descriptions. The model-theoretic
principles of mathematics are unavoidable to any formalization. Whether
a specific mathematical model actually serves to describe the phenomena it
claims to can always be disputed and refuted with appropriate data. But
we don't thow away the language because of what people can say with it.
If the phenomena we are trying to describe are indeterminate, then it doesn't
make much sense to use a model that requires determinate phenomena.
But the model itself had better use a determinate framework, or it would
hardly be able to explain anything (have any predictive power).
I
would wonder that failures in the operation (?) of the model of language could
ever be made out to be performance issues. The performance of the model
would have to be faultless, in order to support itself. Maybe people
expect it to make predictions of the performance variety? (Present-day
minimalists are often far too broad in their expectations in this
area.) You say, "The problem is not the framework itself, but rather its
hegemonic status." I think that what many linguists call the
model-theoretic framework is their own model for natural language. This
is the area of hegemony, I believe. This then pits one camp against
another based on their own modeling principles established for their own
purposes, not the two elements you gave for a mathematical model in
science. Certain models can in fact be shown to be faulty based on the
way in which the nature of the elements and mathematical relationships posited
do not match in principle the behavior of the objects being
modeled. To do so does require a bit of sophistication, which, sorry to
say, I do not possess. (Cf. John Casti, Reality
Rules)
Bruce
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/
NOTICE: This email
message is for the sole use of the intended recipient(s) and may contain
confidential and privileged information. Any unauthorized review, use,
disclosure or distribution is prohibited. If you are not the intended
recipient, please contact the sender by reply email and destroy all copies of
the original message.
NOTICE: This email message is for the sole use of the intended recipient(s)
and may contain confidential and privileged information. Any unauthorized
review, use, disclosure or distribution is prohibited. If you are not the
intended recipient, please contact the sender by reply email and destroy all
copies of the original message.
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/
------=_NextPart_000_004A_01C8128D.A16E7AC0--
========================================================================Date: Sat, 20 Oct 2007 05:31:38 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Bruce D. Despain" <[log in to unmask]>
Subject: Re: Suppletion in English grammars (was rules ad nauseam)
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----=_NextPart_000_0005_01C812DA.7CEF30C0"
This is a multi-part message in MIME format.
------=_NextPart_000_0005_01C812DA.7CEF30C0
Content-Type: text/plain;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Here are more interesting phenomena in English that make us question or wonder about "rules" without exception.
In describing the gradable adjectives in my last post I did not mention how to handle "tired." This was based on the fact that for me it has two syllables, enough reason to use "more." However, the Brits pronounce it with just one syllable. So for them it is exceptional, unless they are able to skip their phonetic analysis and allow it to be taken as phonemically structured as having two syllables.
There are more cases of suppletion that could be pointed out and taught in some depth, particularly for the (astute) foreign student. The Indo-European change of intervocalic -r- to -s is apparent in the plural of Latin "corpus" -- "corpora." In English we have the change (a rule) of "is" to "are" and "was" to "were" in the plural. Here we see a present tense phenomenon in a verb with past meaning. A verb in its present tense form has historically taken the place of a present tense in the paradigm. (Suppletion has also happened with the paradigmatic past tense of "go" -- "went." In this case we still have the present form of "wend" in the language, even with a new past form "wended.") In this regard we may consider also the present meaning of the past form "must." The other modal auxiliary verbs have both forms with present meaning (can, could; shall, should; will, would). This reminds me also of the plural form in "news" that has use having singular meaning: "This news is not good."
I believe that these kinds of phenomena are quite commonly taught in ESL classes, but maybe not so much in the High School setting. Is that maybe because we want to be rule based so that irregular paradigms do not have a place? How do grammar teachers (and writers) approach suppletion? With embarrassment or avoidance?
Bruce
----- Original Message -----
From: Bruce D. Despain
To: [log in to unmask]
Sent: Friday, October 19, 2007 8:21 PM
Subject: Re: Rules ad nausiam
Maybe I should have given a language example in contrasting the algorithmic and table approaches to solving a mapping (modeling) problem. The single syllable gradable adjectives in English add an -er to form their comparative. The multiple syllable gradable adjectives use the degree adverb "more" to express the same thing. There are also certain two syllable adjectives ending in -y, -ow, or -le which might use either means. Some of these optionally change rules when there are additional syllables, e.g., tidy, tidier; untidy, untidier, or more untidy (= less tidy). But there are a small number of gradable adjectives that form no comparative, e.g., "little," for which people prefer to use "small" instead, and "good" where "better is always preferred (also: far, farther or further). Then the single syllable gradable adjectives that use "more": like, real. Clearly the algorithm (rule) is elegant, but the table can't be easily avoided where suppletion or an exception is involved.
The above explication of a "rule" in English is not conducive to exceptionless (invariant?) formulation by its very nature. What would be invariant would be the means by which it would be formalized. We would have to set up a consistent set of features that categorized adjectives, classified some of them as gradable, and registered their syllable count and the semi-vowel--like nature of their second syllable. A rule formulated in these kinds of terms would still need to allow certain exceptions as noted above. Perhaps "like" could be reclassified as a conjunction or preposition, but still be gradable(??). Suppletion would have to be described by other kinds of overriding rules that allowed certain items to take the place of others in a final seemingly unavoidable ad hoc fashion. (An different algorithm for each item in a table is hardly simpler than the table itself as the solution. The paradigms of traditional grammar are no more than tables from which the student is expected to deduce rules to derive similar forms for items of the same class.)
These are just some ideas that may shed light on the mechanics, if not the philosophy of modeling. I think the method used to describe the phenomena is not as important as the consistency and coherence of the formalization.
Bruce
----- Original Message -----
From: Bruce Despain
To: [log in to unmask]
Sent: Friday, October 19, 2007 3:11 PM
Subject: Re: Rules ad nausiam
Bill,
Thank your for clarifying your stance on models. I do want to poin out that it is entirely possible for a model to be capable of modeling itself. It only needs to contain the objects and relationships that will allow it to. Goedel needed this realization when he proved his incompleteness theorem in mathematics. But maybe we could say that he has reified in some sense numbers themselves. I suppose this is the argument that still keeps two camps of mathematicians at loggerheads: the constructionists maintain that a proof is not a proof if it requires a mapping (model) that is infinite. . . .
Your division between temporal and atemporal sounds to me like what I've come to call the algorithmic solution vs. the table solution. In programming we often have the choice, and we make it on empirical grounds. Sometimes it is easier to write a routine to change one expression to another -- say change a given date on one calendar to the corresponding date on another. At other times, its better to look it up in a table, say when the relationship is arbitrary, like Christmas and Dec 25. Both ways are often available.
I've got to go now, Bill, but I'll get back to this if it has been helpful.
Bruce
>>> "Spruiell, William C" <[log in to unmask]> 10/19/07 2:18 PM >>>
Bruce,
I think it’s important to distinguish between models in general and the kinds of models that exhibit the set of three characteristics I was discussing earlier. I don’t disagree that much about models in general; we have to approach things via analogies, and having a clear analogy is much better than having a vague one. I have not argued that we can do without models, and you’ve pointed out a crucial weakness with the way I initially phrased my first characteristic – I didn’t distinguish between the metalanguage and what it was describing in that. What I was trying to argue against with that point was the idea that, since the model has to use objects and rules as part of its metalanguage, what it’s describing does too – in other words, the reification you rightly caution against. I’ve encountered that kind of reification often enough that I think I’ve developed a knee-jerk reaction whenever “symbols” or “primitives” come up. As long as they’re viewed as features of the metalanguage only, I have no trouble with them. If someone tries to tell me that human DNA encodes for “+/- N,” I break out in hives.
Those other two characteristics, however, I think should still be in play. I keep focusing on what I’m calling “atemporal” and “temporal” simplicity metrics mainly because I think it’s one useful way to go about approaching the difference between functionalist approaches and some (but not all) formalist ones. I started thinking about it when doing background research on psycholinguistic studies of lexical storage (this is going to repeat some stuff from a post a while back, but I need it for context). There was a tug of war for awhile between proponents of the idea that complex words were stored as single units, and those who thought they were stored as separate morphemes and assembled via rules. Over time, the research seemed to show a kind of “pox on both your houses” result: people appeared to use both kinds of storage, even for the same words, and use whichever was best suited for the task they were asked to do. From the standpoint of the traditional “rules and objects” simplicity metric, which views the system as a static entity divorced from actual processing, that was a hopelessly messy result. But from another standpoint, it was simpler. Given a range of tasks in real time, dual storage allows the subject to use whichever representation allows the task to be accomplished with the least processing. And there’s no a priori reason why processing considerations can’t be part of a simplicity metric – in fact, the really squirrely thing about the use of simplicity metrics in most linguistic theory is that the theorists don’t really discuss them, at least not to the point where they try to tackle the issue of why one simplicity metric might be better than another. Occam’s Razor simply says you shouldn’t posit more stuff than you need to explain what you’re trying to explain – it doesn’t limit what counts as valid stuff (unless you take it strictly in its original medieval form, in which case rules don’t count either). And if you do incorporate things like processing into your simplicity metric, then there went the competence/performance distinction in its usual sense. Functionalists usually claim that processing and suitedness-to-task considerations in part determine the form of language, so temporal metrics fit nicely with functionalism. I should point out here that I’m not arguing that atemporal metrics are invalid – in fact, I’m not sure there’s a way to go about arguing conclusively that either type is valid or invalid. However, I think there is a problem if one makes an argument using an atemporal metric against a theory that uses a temporal one – or vice versa.
The third characteristic I mentioned, the explicit or implicit claim that rules are invariant, creates some related issues. It’s part of the conceptual underpinnings of the competence/performance dichotomy, and again, functionalists, in general, do not see that as a strict dichotomy – performance, in real time, to accomplish real tasks, partly structures competence. Going further, though, models in which variance is incorporated as an inherent feature are hard to assess mathematically in some ways (my knowledge may be too dated here, but that has been the case in the past, at least); since many formalists determine the value of a model partly on the basis of whether it’s mathematically evaluable, inherently variable models always lose in those terms. But if language really is fundamentally variable, then a nicely mathematically evaluable model of a determinate system is….a well-behaved wrong model. If we had accurate observations of planetary movements, but we did not yet have the mathematics to deal with complex orbits and ellipses, Ptolemaic astronomy would still be wrong. It’s one thing to require perfectly circular orbits when the only observations you have seem to indicate they are circular, but it’s another thing entirely when you know they’re not but demand they be anyway. Some of the work on “learnability theory” (in Gold’s sense) that has been used to criticize functionalist accounts seemed to operate along these lines – “it’s not modellable in a mathematically evaluable way, so it’s not as good.”
Bill Spruiell
Dept. of English
Central Michigan University
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Bruce Despain
Sent: Friday, October 19, 2007 9:56 AM
To: [log in to unmask]
Subject: Re: Rules ad nausiam
Bill,
You must remind yourself of the distinction between a language and a meta-language used to model it. Science does in fact depend on a model of the most primitive kind. It is modeling itself. There are symbols made to represent phenomena. There are beginning (primitive) symbols and there is a path defined by which to come up with derived expressions. These expressions must be true to the phenomena symbolized and hence falsifiable. I believe that the idea of model can be used to apply to the workings of science itself, to the workings of language, to the workings of anything that can be isolated as phenomenal in nature. This is made abundantly clear in the work of John Casti, whom I referred to in my last post.
The statement that "noun" or the use of "+N" being part of language itself is confusing to me. Words, sounds, meanings are usually considered to be the stuff of language. These descriptive terms used to refer to elements of language have to be part of a metalanguage. Their applications are not confined to English, just their expressional form. Most people would admit that "+N" is not an element of the English language. Try using it in a sentence without the quote marks around it. It doesn't work for me. True the "+" and the "N" are familiar parts of Engish, but symbols in different derived systems. This expression "+N" denotes an object of a mathematical nature. The plus sign signifies the positive value of a binary functor. It contrasts with a "-N" that characterizes the opposite attribute that must occur with "+V" (in some models).
There is indeed a sense in which a neural network model of language has to presuppose objects as part of language. It has to do with the concept of an object. The object may well be the phenomena being observed and described by the model. In this sense it has to be part of language; the model requires it. The model has other objects that it uses in the description (symbols, expressions) that are not part of the language being described. The word "object" in a trivial sense is part of the English language. Linguistic investigators, in the process of making observations, abstract the phenomena from nature. This allows them to make the phenomena part of their primitive set to be symbolized as what they choose to refer to as objects. Certainly this process makes them neither real nor concrete. But it does bring them to a part of consciousness that allows them to be treated in similar ways. Here again we must be careful not to let the metaphor of language reify them beyond the confines of the model. Maybe this is the problem that you were getting at.
Bruce
>>> "Spruiell, William C" <[log in to unmask]> 10/18/07 4:32 PM >>>
Dear All:
I tried to post the message clipped below at around 2:30 p.m. today, but as far as I can tell, it didn’t make it – It doesn’t show up on my list and I never got a receipt note. This may simply be a case of the internet exercising aesthetic judgment, but in case it’s accidental, I’m trying again.
One addition – I’d like to make it clear that what I’m kvetching about are three specific *characteristics* of some model-theoretic frameworks. Many frameworks don’t have full determinacy or atemporal metrics – but a lot of the ones in linguistics do, and those are the ones I’m talking about.
__
Bruce,
Science does not, in fact, depend on that kind of model. Quite a number of scientific theories are couched in terms of such models, but that’s not why they’re scientific – rather, it’s because they make predictions that can be falsified by reference to mutually observable phenomena. Conflating that kind of model with science itself is precisely the kind of thing I was whinging about.
We don’t even have to go far afield to find scientific theories (or at least, theories as, or more widely recognized as such, than those in linguistics) that don’t use models with the three characteristics I was discussing. Biology, by and large, doesn’t use atemporal simplicity metrics. The operation of a system, in real time, to perform real tasks, is an integral part of biological models. If a system with fewer rules and fewer primitives nevertheless requires far more steps to achieve a particular goal than another system, its inefficiency counts for at least as much against it as its simplicity (in terms of an atemporal metric) counts for it.
I would also argue that neural networks do not “use” objects in the sense that a standard grammatical model uses a symbol like “noun,” although I did not make enough of a distinction in my original post. You’re certainly right that people talk about neural networks in terms of objects (nodes) and their properties (activation thresholds, etc.). However, they’re not talking about language when they do that. The nodes and thresholds are not within the domain itself that the network is modeling. In an “objects and rules” model, the objects are themselves part of the “content” the system is modeling; for example, “noun,” or a value like “+N,” in a standard grammatical model is considered to be part of language itself. In a neural network model of language, “threshold value” is not considered to be a linguistic phenomenon being modeled, but rather part of the description of the system by which a linguistic phenomenon is modeled. So, you’re entirely right that you can consider neural networks to have objects, but those are transparently presented as features of the model not features of language. Saying something about a threshold value is saying something about the device language is conjectured to be running on, not saying something about language. While the network can be described in terms of objects and rules, the network itself is not manipulating objects when it operates. There’s no sense in which a neural network model of language has to presuppose objects as part of language.
Bill Spruiell
Dept. of English
Central Michigan University.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Bruce Despain
Sent: Wednesday, October 17, 2007 5:18 PM
To: [log in to unmask]
Subject: Re: Rules ad nauseam
Bill,
Thanks for the notice, though I was stultified (proved to be of unsound mind?).
The set of symbols used as primitives and a set of rules, laws, or principles, is not unique to linguists. In fact science itself consists of this kind of model. To attack such a model is to attack science, which has a much longer track record than any linguist or English maven.
The objects to be manipulated by language are sounds. (disputable?)
The objects to be manipulated by language are meanings. (disputable?)
The objects to be manipulated by language are signs written down in symbols. (disputable?)
The objects to be manipulated by language are combinations of the above. (disputable?)
1) What seems to be the nature of neural nets doesn't mean that no objects don't exist in the model. Indisputable is that fact that there are potentials, thresholds, charges, etc. involved. The model-theoretic framework says nothing about the reality of the objects posited. The model is no more than a metaphor for what is being modeled. 2) A fully determinate system does not come to mind when the modeling is of phenomena like the weather. There are simply too many elements in the determinate version. Even the particle theory of matter must be abandoned though it is clearly determinate. The sheer number of particles involved often becomes so great as to make the model impractical in making predictions of any but the roughest statistical kind. Certainly the determinate nature of the phenomena described ought to be paralleled by that of the model that describes it. The investigator who wants to put the former in doubt, has no need for a model with full predictive power. 3) The number of objects and rules has been a condition since the acceptance of Occam's razor by most scientists. I would think that the simple nature of these objects and the statement of these rules in the accepted vernacular of mathematics would be another consideration.
I think that there is a likely confusion between a mathematical model and a particular model for linguistic descriptions. The model-theoretic principles of mathematics are unavoidable to any formalization. Whether a specific mathematical model actually serves to describe the phenomena it claims to can always be disputed and refuted with appropriate data. But we don't thow away the language because of what people can say with it. If the phenomena we are trying to describe are indeterminate, then it doesn't make much sense to use a model that requires determinate phenomena. But the model itself had better use a determinate framework, or it would hardly be able to explain anything (have any predictive power).
I would wonder that failures in the operation (?) of the model of language could ever be made out to be performance issues. The performance of the model would have to be faultless, in order to support itself. Maybe people expect it to make predictions of the performance variety? (Present-day minimalists are often far too broad in their expectations in this area.) You say, "The problem is not the framework itself, but rather its hegemonic status." I think that what many linguists call the model-theoretic framework is their own model for natural language. This is the area of hegemony, I believe. This then pits one camp against another based on their own modeling principles established for their own purposes, not the two elements you gave for a mathematical model in science. Certain models can in fact be shown to be faulty based on the way in which the nature of the elements and mathematical relationships posited do not match in principle the behavior of the objects being modeled. To do so does require a bit of sophistication, which, sorry to say, I do not possess. (Cf. John Casti, Reality Rules)
Bruce
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/
----------------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
----------------------------------------------------------------------------
NOTICE: This email message is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message.
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/
------=_NextPart_000_0005_01C812DA.7CEF30C0
Content-Type: text/html;
charset="utf-8"
Content-Transfer-Encoding: quoted-printable
Here are more interesting phenomena in English that make
us question or wonder about "rules" without exception.
In describing the gradable adjectives in my last post I
did not mention how to handle "tired." This was based on the fact that for
me it has two syllables, enough reason to use "more." However, the Brits
pronounce it with just one syllable. So for them it is exceptional, unless
they are able to skip their phonetic analysis and allow it to be taken as
phonemically structured as having two syllables.
There are more cases of suppletion that could be pointed
out and taught in some depth, particularly for the (astute) foreign
student. The Indo-European change of intervocalic -r- to -s is
apparent in the plural of Latin "corpus" -- "corpora." In English we have
the change (a rule) of "is" to "are" and "was" to "were" in the plural.
Here we see a present tense phenomenon in a verb with past meaning. A verb
in its present tense form has historically taken the place of a present tense in
the paradigm. (Suppletion has also happened with the paradigmatic past
tense of "go" -- "went." In this case we still have the present form of
"wend" in the language, even with a new past form "wended.") In this
regard we may consider also the present meaning of the past form
"must." The other modal auxiliary verbs have both forms with present
meaning (can, could; shall, should; will, would). This reminds me also of
the plural form in "news" that has use having singular meaning: "This
news is not good."
I believe that these kinds of phenomena are quite commonly
taught in ESL classes, but maybe not so much in the High School setting.
Is that maybe because we want to be rule based so that irregular paradigms do
not have a place? How do grammar teachers (and writers) approach
suppletion? With embarrassment or avoidance?
Bruce
----- Original Message -----
Sent: Friday, October 19, 2007 8:21
PM
Subject: Re: Rules ad nausiam
Maybe I should have given a language example in
contrasting the algorithmic and table approaches to solving a mapping
(modeling) problem. The single syllable gradable adjectives in English
add an -er to form their comparative. The multiple syllable gradable
adjectives use the degree adverb "more" to express the same thing.
There are also certain two syllable adjectives ending in -y,
-ow, or -le which might use either means. Some of these
optionally change rules when there are additional syllables, e.g., tidy,
tidier; untidy, untidier, or more untidy (= less tidy). But there are a
small number of gradable adjectives that form no comparative, e.g., "little,"
for which people prefer to use "small" instead, and "good" where "better
is always preferred (also: far, farther or further). Then the single
syllable gradable adjectives that use "more": like, real. Clearly the
algorithm (rule) is elegant, but the table can't be easily avoided where
suppletion or an exception is involved.
The above explication of a "rule" in English is not
conducive to exceptionless (invariant?) formulation by its very nature.
What would be invariant would be the means by which it would be
formalized. We would have to set up a consistent set of features that
categorized adjectives, classified some of them as gradable, and registered
their syllable count and the semi-vowel--like nature of their second
syllable. A rule formulated in these kinds of terms would still
need to allow certain exceptions as noted above. Perhaps "like"
could be reclassified as a conjunction or preposition, but still be
gradable(??). Suppletion would have to be described by other
kinds of overriding rules that allowed certain items to take the place of
others in a final seemingly unavoidable ad hoc fashion. (An different
algorithm for each item in a table is hardly simpler than the table
itself as the solution. The paradigms of traditional grammar are no
more than tables from which the student is expected to deduce rules to derive
similar forms for items of the same class.)
These are just some ideas that may shed light on the
mechanics, if not the philosophy of modeling. I think the method used to
describe the phenomena is not as important as the consistency and coherence of
the formalization.
Bruce
----- Original Message -----
Sent: Friday, October 19, 2007 3:11
PM
Subject: Re: Rules ad nausiam
Bill,
Thank your for clarifying your stance on models. I do want to
poin out that it is entirely possible for a model to be capable of modeling
itself. It only needs to contain the objects and relationships that
will allow it to. Goedel needed this realization when
he proved his incompleteness theorem in mathematics. But
maybe we could say that he has reified in some sense numbers
themselves. I suppose this is the argument that still keeps two
camps of mathematicians at loggerheads: the constructionists maintain
that a proof is not a proof if it requires a mapping (model) that
is infinite. . . .
Your division between temporal and atemporal sounds to me like what
I've come to call the algorithmic solution vs. the table solution. In
programming we often have the choice, and we make it on empirical
grounds. Sometimes it is easier to write a routine to change one
expression to another -- say change a given date on one calendar to the
corresponding date on another. At other times, its better to look it
up in a table, say when the relationship is arbitrary, like Christmas and
Dec 25. Both ways are often available.
I've got to go now, Bill, but I'll get back to this if it has been
helpful.
Bruce
Bruce,
I think it’s important to
distinguish between models in general and the kinds of models that exhibit
the set of three characteristics I was discussing earlier. I don’t disagree
that much about models in general; we have to approach things via analogies,
and having a clear analogy is much better than having a vague one. I
have not argued that we can do without models, and you’ve pointed out a
crucial weakness with the way I initially phrased my first characteristic –
I didn’t distinguish between the metalanguage and what it was
describing in that. What I was trying to argue against with that point was
the idea that, since the model has to use objects and rules as part of its
metalanguage, what it’s describing does too – in other words, the
reification you rightly caution against. I’ve encountered that kind of
reification often enough that I think I’ve developed a knee-jerk reaction
whenever “symbols” or “primitives” come up. As long as they’re viewed as
features of the metalanguage only, I have no trouble with them. If someone
tries to tell me that human DNA encodes for “+/- N,” I break out in
hives.
Those other two
characteristics, however, I think should still be in play. I keep focusing
on what I’m calling “atemporal” and “temporal” simplicity metrics mainly
because I think it’s one useful way to go about approaching the
difference between functionalist approaches and some (but not all) formalist
ones. I started thinking about it when doing background research on
psycholinguistic studies of lexical storage (this is going to repeat some
stuff from a post a while back, but I need it for context). There was a tug
of war for awhile between proponents of the idea that complex words were
stored as single units, and those who thought they were stored as separate
morphemes and assembled via rules. Over time, the research seemed to show a
kind of “pox on both your houses” result: people appeared to use both
kinds of storage, even for the same words, and use whichever was best suited
for the task they were asked to do. From the standpoint of the traditional
“rules and objects” simplicity metric, which views the system as a static
entity divorced from actual processing, that was a hopelessly messy result.
But from another standpoint, it was simpler. Given a range of tasks
in real time, dual storage allows the subject to use whichever
representation allows the task to be accomplished with the least processing.
And there’s no a priori reason why processing considerations can’t be
part of a simplicity metric – in fact, the really squirrely thing about the
use of simplicity metrics in most linguistic theory is that the theorists
don’t really discuss them, at least not to the point where they try to
tackle the issue of why one simplicity metric might be better than another.
Occam’s Razor simply says you shouldn’t posit more stuff than you need to
explain what you’re trying to explain – it doesn’t limit what counts as
valid stuff (unless you take it strictly in its original medieval form, in
which case rules don’t count either). And if you do incorporate
things like processing into your simplicity metric, then there went the
competence/performance distinction in its usual sense. Functionalists
usually claim that processing and suitedness-to-task considerations in part
determine the form of language, so temporal metrics fit nicely
with functionalism. I should point out here that I’m not arguing that
atemporal metrics are invalid – in fact, I’m not sure there’s a way to go
about arguing conclusively that either type is valid or invalid. However, I
think there is a problem if one makes an argument using an atemporal metric
against a theory that uses a temporal one – or vice versa.
The third characteristic I
mentioned, the explicit or implicit claim that rules are invariant,
creates some related issues. It’s part of the conceptual underpinnings
of the competence/performance dichotomy, and again, functionalists, in
general, do not see that as a strict dichotomy – performance, in real time,
to accomplish real tasks, partly structures competence. Going further,
though, models in which variance is incorporated as an inherent
feature are hard to assess mathematically in some ways (my knowledge may be
too dated here, but that has been the case in the past, at least); since
many formalists determine the value of a model partly on the basis of
whether it’s mathematically evaluable, inherently variable models always
lose in those terms. But if language really is fundamentally
variable, then a nicely mathematically evaluable model of a determinate
system is….a well-behaved wrong model. If we had accurate
observations of planetary movements, but we did not yet have the mathematics
to deal with complex orbits and ellipses, Ptolemaic astronomy would still be
wrong. It’s one thing to require perfectly circular orbits when the only
observations you have seem to indicate they are circular, but it’s
another thing entirely when you know they’re not but demand they be anyway.
Some of the work on “learnability theory” (in Gold’s sense) that has been
used to criticize functionalist accounts seemed to operate along these lines
– “it’s not modellable in a mathematically evaluable way, so it’s not as
good.”
Bill
Spruiell
Dept. of English
Central
Michigan University
From: Assembly for
the Teaching of English Grammar [mailto:[log in to unmask]] On
Behalf Of Bruce Despain
Sent: Friday, October 19, 2007 9:56
AM
To: [log in to unmask]
Subject: Re: Rules ad
nausiam
You must remind
yourself of the distinction between a language and a meta-language used to
model it. Science does in fact depend on a model of the most primitive
kind. It is modeling itself. There are symbols made to
represent phenomena. There are beginning (primitive) symbols and there
is a path defined by which to come up with derived expressions. These
expressions must be true to the phenomena symbolized and hence
falsifiable. I believe that the idea of model can be used to apply to
the workings of science itself, to the workings of language, to the
workings of anything that can be isolated as phenomenal in nature.
This is made abundantly clear in the work of John Casti, whom I referred to
in my last post.
The statement
that "noun" or the use of "+N" being part of language itself is confusing to
me. Words, sounds, meanings are usually considered to be the
stuff of language. These descriptive terms used to refer to elements
of language have to be part of a metalanguage. Their applications
are not confined to English, just their expressional
form. Most people would admit that "+N" is not an element
of the English language. Try using it in a sentence without the quote
marks around it. It doesn't work for me. True the "+" and the
"N" are familiar parts of Engish, but symbols in different derived
systems. This expression "+N" denotes an object of a mathematical
nature. The plus sign signifies the positive value of a binary
functor. It contrasts with a "-N" that characterizes the opposite
attribute that must occur with "+V" (in some models).
There
is indeed a sense in which a neural network model of language has to
presuppose objects as part of language.
It has to do with the concept of an object. The object may well be the
phenomena being observed and described by the model. In this sense
it has to be part of language; the model requires
it. The model has other objects that it uses in the
description (symbols, expressions) that are not part of the language
being described. The word "object" in a trivial sense is part of the
English language. Linguistic investigators, in the process of making
observations, abstract the phenomena from nature. This allows them to make
the phenomena part of their primitive set to be symbolized as what they
choose to refer to as objects. Certainly this process makes them
neither real nor concrete. But it does bring them to a part of
consciousness that allows them to be treated in similar ways. Here
again we must be careful not to let the metaphor of language reify them
beyond the confines of the model. Maybe this is the problem that you
were getting at.
Dear
All:
I tried to post the message
clipped below at around 2:30 p.m. today, but as far as I can tell, it didn’t
make it – It doesn’t show up on my list and I never got a receipt note. This
may simply be a case of the internet exercising aesthetic judgment, but in
case it’s accidental, I’m trying again.
One addition – I’d like to
make it clear that what I’m kvetching about are three specific
*characteristics* of some model-theoretic frameworks. Many frameworks
don’t have full determinacy or atemporal metrics – but a lot of the ones in
linguistics do, and those are the ones I’m talking about.
__
Bruce,
Science does not, in
fact, depend on that kind of model. Quite a number of scientific theories
are couched in terms of such models, but that’s not why they’re scientific –
rather, it’s because they make predictions that can be falsified by
reference to mutually observable phenomena. Conflating that kind of
model with science itself is precisely the kind of thing I was whinging
about.
We don’t even have to go far
afield to find scientific theories (or at least, theories as, or more widely
recognized as such, than those in linguistics) that don’t use models with
the three characteristics I was discussing. Biology, by and large, doesn’t
use atemporal simplicity metrics. The operation of a system, in real
time, to perform real tasks, is an integral part of biological models. If a
system with fewer rules and fewer primitives nevertheless requires far more
steps to achieve a particular goal than another system, its inefficiency
counts for at least as much against it as its simplicity (in terms of an
atemporal metric) counts for it.
I would also argue that
neural networks do not “use” objects in the sense that a standard
grammatical model uses a symbol like “noun,” although I did not make enough
of a distinction in my original post. You’re certainly right that people
talk about neural networks in terms of objects (nodes) and their properties
(activation thresholds, etc.). However, they’re not talking about
language when they do that. The nodes and thresholds are not within
the domain itself that the network is modeling. In an “objects and rules”
model, the objects are themselves part of the “content” the system is
modeling; for example, “noun,” or a value like “+N,” in a
standard grammatical model is considered to be part of language itself.
In a neural network model of language, “threshold value” is not
considered to be a linguistic phenomenon being modeled, but rather part of
the description of the system by which a linguistic phenomenon is
modeled. So, you’re entirely right that you can consider neural networks to
have objects, but those are transparently presented as features of the
model not features of language. Saying something
about a threshold value is saying something about the device language is
conjectured to be running on, not saying something about language. While the
network can be described in terms of objects and rules, the network itself
is not manipulating objects when it operates. There’s no sense
in which a neural network model of language has to presuppose objects as
part of language.
Bill
Spruiell
Dept. of
English
Central Michigan
University.
From:
Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Bruce
Despain
Sent: Wednesday, October 17, 2007 5:18 PM
To:
[log in to unmask]
Subject: Re: Rules ad
nauseam
Bill,
Thanks
for the notice, though I was stultified (proved to be of unsound
mind?).
The
set of symbols used as primitives and a set of rules, laws, or principles,
is not unique to linguists. In fact science itself consists
of this kind of model. To attack such a model is to attack science,
which has a much longer track record than any linguist or English
maven.
The
objects to be manipulated by language are sounds.
(disputable?)
The
objects to be manipulated by language are meanings.
(disputable?)
The
objects to be manipulated by language are signs written down in
symbols. (disputable?)
The
objects to be manipulated by language are combinations of the above.
(disputable?)
1)
What seems to be the nature of neural nets doesn't mean that no objects
don't exist in the model. Indisputable is that fact that there
are potentials, thresholds, charges, etc.
involved. The model-theoretic framework says nothing about
the reality of the objects posited. The model is no more
than a metaphor for what is being modeled. 2) A fully determinate
system does not come to mind when the modeling is of phenomena like the
weather. There are simply too many elements in the determinate
version. Even the particle theory of matter must be abandoned though
it is clearly determinate. The sheer number of particles involved
often becomes so great as to make the model impractical in making
predictions of any but the roughest statistical kind. Certainly the
determinate nature of the phenomena described ought to be paralleled by that
of the model that describes it. The investigator who wants
to put the former in doubt, has no need for a model with full
predictive power. 3) The number of objects and rules has
been a condition since the acceptance of Occam's razor by most
scientists. I would think that the simple nature of these objects and
the statement of these rules in the accepted vernacular of mathematics would
be another consideration.
I
think that there is a likely confusion between a mathematical model and a
particular model for linguistic descriptions. The model-theoretic
principles of mathematics are unavoidable to any formalization.
Whether a specific mathematical model actually serves to describe the
phenomena it claims to can always be disputed and refuted with appropriate
data. But we don't thow away the language because of what people can
say with it. If the phenomena we are trying to describe are
indeterminate, then it doesn't make much sense to use a model that
requires determinate phenomena. But the model itself had
better use a determinate framework, or it would hardly be able to
explain anything (have any predictive power).
I
would wonder that failures in the operation (?) of the model of language
could ever be made out to be performance issues. The performance of
the model would have to be faultless, in order to support itself.
Maybe people expect it to make predictions of the performance variety?
(Present-day minimalists are often far too broad in their expectations
in this area.) You say, "The problem is not the framework itself, but
rather its hegemonic status." I think that what many linguists call
the model-theoretic framework is their own model for natural language.
This is the area of hegemony, I believe. This then pits one camp
against another based on their own modeling principles established for their
own purposes, not the two elements you gave for a mathematical model in
science. Certain models can in fact be shown to be faulty based on the
way in which the nature of the elements and mathematical relationships
posited do not match in principle the behavior of the objects being
modeled. To do so does require a bit of sophistication, which, sorry
to say, I do not possess. (Cf. John Casti, Reality
Rules)
Bruce
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/
NOTICE: This
email message is for the sole use of the intended recipient(s) and may
contain confidential and privileged information. Any unauthorized review,
use, disclosure or distribution is prohibited. If you are not the intended
recipient, please contact the sender by reply email and destroy all copies
of the original message.
NOTICE: This email message is for the sole use of the intended recipient(s)
and may contain confidential and privileged information. Any unauthorized
review, use, disclosure or distribution is prohibited. If you are not the
intended recipient, please contact the sender by reply email and destroy all
copies of the original message.
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/
------=_NextPart_000_0005_01C812DA.7CEF30C0--
========================================================================Date: Mon, 22 Oct 2007 06:01:08 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Natalie Gerber <[log in to unmask]>
Subject: Re: a few grammar questions
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Dear all,
The following topics have come up in my grammar course, and I would be grateful for your analyses.
The verb-phrase structure of "Experience had to be part of the difference" (from a sports article): Is "had to" in this case a semi-modal qualifying "be" with "part of the difference" serving as a subject complement and would the voice then be a variant of the conditional or of another form, i.e., "Experience must have been part of the difference"? Or, what seems less intuitive, would you say that "had" is the primary and main verb with a nonfinite object "to be part of the difference"?
The plural possessive forms of proper last names ending in -es, as in Jones? Would the proper form be the Jones's [dog] or the Joneses' [dog]. I suppose what is throwing me in this case is the existence of well-known phrases like "keeping up with the Joneses": are those exceptions based on fixed collocations?
Finally, related to the last question, I have not found in my textbooks (Longman or Hacker) a rule explicating why when proper names end in -y as in Zabrodsky, the plural would be Zabrodskys and not Zabrodskies. If the first analysis is correct, is it then fair to say that the rules for forming plurals have reference to the underlying nominal category? Or am I confusing matters here?
Thanks,
Natalie Gerber
SUNY Fredonia
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: Mon, 22 Oct 2007 08:53:40 -0600
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Bruce Despain <[log in to unmask]>
Subject: Re: a few grammar questions
Mime-Version: 1.0
Content-Type: multipart/alternative; boundary="____LPHMXLZMXOMRLFKSEJCW____"
--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: text/plain; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64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=--____LPHMXLZMXOMRLFKSEJCW____
Content-Type: multipart/related; boundary="____WHPEPQYSAQXEHDGESJXG____"
--____WHPEPQYSAQXEHDGESJXG____
Content-Type: text/html; charset=utf-8
Content-Language:
Content-Transfer-Encoding: base64
PEhUTUw+PEhFQUQ+DQo8TUVUQSBodHRwLWVxdWl2PUNvbnRlbnQtVHlwZSBjb250ZW50PSJ0ZXh0
L2h0bWw7IGNoYXJzZXQ9dXRmLTgiPg0KPE1FVEEgY29udGVudD0iTVNIVE1MIDYuMDAuMjkwMC4z
MTk5IiBuYW1lPUdFTkVSQVRPUj48L0hFQUQ+DQo8Qk9EWSBzdHlsZT0iTUFSR0lOOiA0cHggNHB4
IDFweDsgRk9OVDogMTBwdCBUYWhvbWEiPg0KPERJVj5OYXRhbGllLDwvRElWPg0KPERJVj4mbmJz
cDs8L0RJVj4NCjxESVY+U29tZXRpbWVzIEkgZmluZCBteXNlbGYgc3BlYWtpbmcgb3V0IHdoZXJl
IG90aGVycyBtYXkgZmVhciB0byB0cmVhZCwgYnV0IEkgd2lsbCB2ZW50dXJlIGFuIG9waW5pb24g
YmFzZWQgb24gc29tZSBzdHVkeSBhbmQgcmVhZGluZyZuYnNwO2luIGRpdmVyc2Ugc291cmNlcy4m
bmJzcDsgSSBjYW5ub3QgY2l0ZSBhdXRob3JpdHksIGV4Y2VwdCBteXNlbGYgYW5kIG15IHZpZXcg
b2YgbGFuZ3VhZ2UuJm5ic3A7IEJ1dCBzb21ldGltZXMgdGhlIHJlYXNvbiB0aGUgaGFuZGJvb2tz
IGRvbid0IG1lbnRpb24gc29tZSB0aGluZ3MgaXMgdGhhdCB0aGUgYXV0aG9ycyBoYXZlbid0IG9i
c2VydmVkIG1pc3Rha2VzIGluIHRoYXQgYXJlYSBvciBkb24ndCBkZWVtIHRoZW0gdG8gYmUgcG90
ZW50aWFsIHByb2JsZW1zLiZuYnNwOyA8L0RJVj4NCjxESVY+Jm5ic3A7PC9ESVY+DQo8RElWPjEp
IFRoZSB0cmVhdG1lbnQgb2YgImhhdmUgdG8iIGFzIGEgbW9kYWwgaXMgbm90IHdpdGhvdXQgcHJl
Y2VkZW50LiZuYnNwOyBUaGVyZSBhcmUgIm91Z2h0IHRvIiBhbmQgImJlIHRvIiB0aGF0IGFyZSB1
c3VhbGx5IHVzZWQgd3RoIHRoZSBpbmZpbml0aXZlIGNvbnN0cnVjdGlvbiBpbiB0aGUgc2FtZSB3
YXkuJm5ic3A7IFRoZWlyIG1lYW5pbmdzIGFyZSBtb2RhbCwgdGVsbGluZyB1cyBob3cgdGhlIHNw
ZWFrZXIgaXMgb3JpZW50ZWQgdG93YXJkIHRoZSBmYWN0dWFsIGNvbnRlbnQuJm5ic3A7IFRoZXkg
YWRtaXQgaXRzIGh5cG90aGV0aWNhbCBuYXR1cmUsIGJ1dCBhbGxvdyBmb3IgaXQgdG8gYmUmbmJz
cDtmYWN0dWFsIGluIGNlcnRhaW4gc2l0dWF0aW9uczogaWRlYWxseSAob3VnaHQgdG8pLCBpbiBm
dXR1cmUgKGJlIHRvKSwgYnkgbmVjZXNzaXR5IChoYXZlIHRvKS4mbmJzcDsgSSBzdXBwb3NlIGEg
cmF0aGVyIHBlcnZlcnNlIHNlbnRlbmNlIGNvdWxkIGJlIGNvbnN0cnVjdGVkIHdpdGggdGhlbSBh
bGwgc3RydW5nIHRvZ2V0aGVyOiAiRXhwZXJpZW5jZSBvdWdodCB0byBiZSB0byBoYXZlIHRvIGJl
IHBhcnQgb2YgdGhlIGRpZmZlcmVuY2UuIiZuYnNwOyBUaGlzIHdvdWxkIG5lZWQgY29udGV4dCB0
byBiZSBpbnRlcnByZXRhYmxlOiBpdCB3YXNuJ3QgcmVxdWlyZWQsIGJ1dCBsYXRlciB3YXMgYW50
aWNpcGF0ZWQgdG8mbmJzcDtiZSByZXF1aXJlZCwgYW5kIHN0aWxsIGxhdGVyIGRyb3BwZWQgYXMg
YSByZXF1aXJlbWVudCwgdGhvdWdoIHRoZXJlIHdlcmUgcmVhc29ucyB0byBoYXZlIGtlcHQgaXQg
dGhhdCB3YXkuJm5ic3A7IDwvRElWPg0KPERJVj48QlI+MikgSSB0aGluayB0aGF0ICJKb25lc2Vz
JyIgaXMgdGhlIG1vc3QgY29ycmVjdCBmb3JtLiZuYnNwOyBTb21ldGltZXMgcGVvcGxlIHVzZSAi
SmFtZXMnIiBmb3IgIkphbWVzJ3MiIGFuZCB0aGV5IHVzZWQgdG8gcHJlYWNoIHRoYXQgd2Ugc2hv
dWxkJm5ic3A7c2F5IG9yIHdyaXRlICJmb3IgSmVzdXMnIHNha2UiIGJlY2F1c2Ugb2YgdGhlIGxh
Y2sgb2YgZXVwaG9ueSAoYWxsIHRoZSBlc3NlcykuJm5ic3A7IEFyZ3VtZW50cyB0aGF0IGFwcGVh
bCB0byZuYnNwO2V1cGhvbnkgYXJlIHVzdWFsbHkgbm93IGNvbnNpZGVyZWQgcGhvbnksIGJ1dCBp
dCBpcyB0aGlzIHNvcnQgb2YgdGhpbmcgdGhhdCBtYXkgYmUgY2F1c2luZyBxdWl0ZSBhIGJpdCBv
ZiBwcmVzc3VyZSB0byB1c2UgdGhlIGlsbG9naWNhbCBmb3JtLiZuYnNwOyA8L0RJVj4NCjxESVY+
Jm5ic3A7PC9ESVY+DQo8RElWPjMpIFRoZSBmaXJzdCB2ZXJzaW9uIG9mIHRoZSBwbHVyYWwgb2Yg
dGhlIHByb3BlciBub3VuIGlzIGNvcnJlY3QuJm5ic3A7IFRoZSBmb3JtIG9mIHRoZSBlbmRpbmcg
c2hvdWxkIG5vdCBiZSBjaGFuZ2VkLiZuYnNwOyBJIHN1cHBvc2UgaXQgd291bGQgYmUgYWtpbiB0
byBjYWxsaW5nIHRoZSZuYnNwO0dlcm1hbnMgIkdlcm1lbiIgb3IgdGhlIFJvbWFucyAiUm9tZW4u
IiZuYnNwOyBUaGVzZSBtaXN0YWtlcyB3b3VsZCBsaWtld2lzZSBiZSBiYXNlZCBvbiZuYnNwO2Fu
IGluYWNjdXJhdGUgbW9ycGhvbG9naWNhbCBhbmFseXNpcy4mbmJzcDsgSSB3b3VsZCBob3BlIHRo
ZSBsYW5ndWFnZSBuZXZlciBjb21lcyB0byBhY2NlcHQgc3VjaCBhdHRyb2NpdGllcy4mbmJzcDsg
PC9ESVY+DQo8RElWPiZuYnNwOzwvRElWPg0KPERJVj5CcnVjZTwvRElWPg0KPERJVj48QlI+Jmd0
OyZndDsmZ3Q7IE5hdGFsaWUgR2VyYmVyICZsdDtOYXRhbGllLkdlcmJlckBGUkVET05JQS5FRFUm
Z3Q7IDEwLzIyLzA3IDQ6MDEgQU0gJmd0OyZndDsmZ3Q7PEJSPjwvRElWPg0KPERJViBzdHlsZT0i
Q09MT1I6ICMwMDAwMDAiPkRlYXIgYWxsLDxCUj48QlI+VGhlIGZvbGxvd2luZyB0b3BpY3MgaGF2
ZSBjb21lIHVwIGluIG15IGdyYW1tYXIgY291cnNlLCBhbmQgSSB3b3VsZCBiZSBncmF0ZWZ1bCBm
b3IgeW91ciBhbmFseXNlcy48QlI+PEJSPlRoZSB2ZXJiLXBocmFzZSBzdHJ1Y3R1cmUgb2YgIkV4
cGVyaWVuY2UgaGFkIHRvIGJlIHBhcnQgb2YgdGhlIGRpZmZlcmVuY2UiIChmcm9tIGEgc3BvcnRz
IGFydGljbGUpOiBJcyAiaGFkIHRvIiBpbiB0aGlzIGNhc2UgYSBzZW1pLW1vZGFsIHF1YWxpZnlp
bmcgImJlIiB3aXRoICJwYXJ0IG9mIHRoZSBkaWZmZXJlbmNlIiBzZXJ2aW5nIGFzIGEgc3ViamVj
dCBjb21wbGVtZW50IGFuZCB3b3VsZCB0aGUgdm9pY2UgdGhlbiBiZSBhIHZhcmlhbnQgb2YgdGhl
IGNvbmRpdGlvbmFsIG9yIG9mIGFub3RoZXIgZm9ybSwgaS5lLiwgIkV4cGVyaWVuY2UgbXVzdCBo
YXZlIGJlZW4gcGFydCBvZiB0aGUgZGlmZmVyZW5jZSI/IE9yLCB3aGF0IHNlZW1zIGxlc3MgaW50
dWl0aXZlLCB3b3VsZCB5b3Ugc2F5IHRoYXQgImhhZCIgaXMgdGhlIHByaW1hcnkgYW5kIG1haW4g
dmVyYiB3aXRoIGEgbm9uZmluaXRlIG9iamVjdCAidG8gYmUgcGFydCBvZiB0aGUgZGlmZmVyZW5j
ZSI/PEJSPjxCUj5UaGUgcGx1cmFsIHBvc3Nlc3NpdmUgZm9ybXMgb2YgcHJvcGVyIGxhc3QgbmFt
ZXMgZW5kaW5nIGluIC1lcywgYXMgaW4gSm9uZXM/IFdvdWxkIHRoZSBwcm9wZXIgZm9ybSBiZSB0
aGUgSm9uZXMncyBbZG9nXSBvciB0aGUgSm9uZXNlcycgW2RvZ10uIEkgc3VwcG9zZSB3aGF0IGlz
IHRocm93aW5nIG1lIGluIHRoaXMgY2FzZSBpcyB0aGUgZXhpc3RlbmNlIG9mIHdlbGwta25vd24g
cGhyYXNlcyBsaWtlICJrZWVwaW5nIHVwIHdpdGggdGhlIEpvbmVzZXMiOiBhcmUgdGhvc2UgZXhj
ZXB0aW9ucyBiYXNlZCBvbiBmaXhlZCBjb2xsb2NhdGlvbnM/PEJSPjxCUj5GaW5hbGx5LCByZWxh
dGVkIHRvIHRoZSBsYXN0IHF1ZXN0aW9uLCBJIGhhdmUgbm90IGZvdW5kIGluIG15IHRleHRib29r
cyAoTG9uZ21hbiBvciBIYWNrZXIpIGEgcnVsZSBleHBsaWNhdGluZyB3aHkgd2hlbiBwcm9wZXIg
bmFtZXMgZW5kIGluIC15IGFzIGluIFphYnJvZHNreSwgdGhlIHBsdXJhbCB3b3VsZCBiZSBaYWJy
b2Rza3lzIGFuZCBub3QgWmFicm9kc2tpZXMuIElmIHRoZSBmaXJzdCBhbmFseXNpcyBpcyBjb3Jy
ZWN0LCBpcyBpdCB0aGVuIGZhaXIgdG8gc2F5IHRoYXQgdGhlIHJ1bGVzIGZvciBmb3JtaW5nIHBs
dXJhbHMgaGF2ZSByZWZlcmVuY2UgdG8gdGhlIHVuZGVybHlpbmcgbm9taW5hbCBjYXRlZ29yeT8g
T3IgYW0gSSBjb25mdXNpbmcgbWF0dGVycyBoZXJlPzxCUj48QlI+VGhhbmtzLDxCUj48QlI+TmF0
YWxpZSBHZXJiZXI8QlI+U1VOWSBGcmVkb25pYTxCUj48QlI+VG8gam9pbiBvciBsZWF2ZSB0aGlz
IExJU1RTRVJWIGxpc3QsIHBsZWFzZSB2aXNpdCB0aGUgbGlzdCdzIHdlYiBpbnRlcmZhY2UgYXQ6
PEJSPiZuYnNwOyZuYnNwOyZuYnNwOyZuYnNwOyA8QSBocmVmPSJodHRwOi8vbGlzdHNlcnYubXVv
aGlvLmVkdS9hcmNoaXZlcy9hdGVnLmh0bWwiPmh0dHA6Ly9saXN0c2Vydi5tdW9oaW8uZWR1L2Fy
Y2hpdmVzL2F0ZWcuaHRtbDwvQT48QlI+YW5kIHNlbGVjdCAiSm9pbiBvciBsZWF2ZSB0aGUgbGlz
dCI8QlI+PEJSPlZpc2l0IEFURUcncyB3ZWIgc2l0ZSBhdCA8QSBocmVmPSJodHRwOi8vYXRlZy5v
cmcvIj5odHRwOi8vYXRlZy5vcmcvPC9BPjxCUj48L0RJVj4KPEhSPk5PVElDRTogVGhpcyBlbWFp
bCBtZXNzYWdlIGlzIGZvciB0aGUgc29sZSB1c2Ugb2YgdGhlIGludGVuZGVkIHJlY2lwaWVudChz
KSBhbmQgbWF5IGNvbnRhaW4gY29uZmlkZW50aWFsIGFuZCBwcml2aWxlZ2VkIGluZm9ybWF0aW9u
LiBBbnkgdW5hdXRob3JpemVkIHJldmlldywgdXNlLCBkaXNjbG9zdXJlIG9yIGRpc3RyaWJ1dGlv
biBpcyBwcm9oaWJpdGVkLiBJZiB5b3UgYXJlIG5vdCB0aGUgaW50ZW5kZWQgcmVjaXBpZW50LCBw
bGVhc2UgY29udGFjdCB0aGUgc2VuZGVyIGJ5IHJlcGx5IGVtYWlsIGFuZCBkZXN0cm95IGFsbCBj
b3BpZXMgb2YgdGhlIG9yaWdpbmFsIG1lc3NhZ2UuPEJSPgo8L0JPRFk+PC9IVE1MPg=--____WHPEPQYSAQXEHDGESJXG____--
--____LPHMXLZMXOMRLFKSEJCW____--
========================================================================Date: Mon, 22 Oct 2007 08:44:52 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Castilleja, Janet" <[log in to unmask]>
Subject: Re: a few grammar questions
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C814C2.7C6AD8A4"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C814C2.7C6AD8A4
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi
If you have access to A Comprehensive Grammar of the English Language by
Quirk, Greenbaum, Leech, & Svartik (a college library should have it)
see pp. 135-148 for a discussion of semi-auxiliaries and marginal
modals. English has a fairly extensive group of idiomatic modals,
including 'ought to' and 'have to,' as well as many others, such as 'be
going to', 'be supposed to' and 'seem to,' among others. It's kind of
interesting.
My Hodges' Harbrace Handbook suggests that for the surname 'James,' the
addition of -es for the plural and an apostrophe after is correct: the
Jameses' house. Their thought is that adding an apostrophe does not
make a word plural, so 'the James' house' is still singular. However,
people argue about this all the time.
Janet Castilleja
Heritage University
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Natalie Gerber
Sent: Monday, October 22, 2007 3:01 AM
To: [log in to unmask]
Subject: Re: a few grammar questions
Dear all,
The following topics have come up in my grammar course, and I would be
grateful for your analyses.
The verb-phrase structure of "Experience had to be part of the
difference" (from a sports article): Is "had to" in this case a
semi-modal qualifying "be" with "part of the difference" serving as a
subject complement and would the voice then be a variant of the
conditional or of another form, i.e., "Experience must have been part of
the difference"? Or, what seems less intuitive, would you say that "had"
is the primary and main verb with a nonfinite object "to be part of the
difference"?
The plural possessive forms of proper last names ending in -es, as in
Jones? Would the proper form be the Jones's [dog] or the Joneses' [dog].
I suppose what is throwing me in this case is the existence of
well-known phrases like "keeping up with the Joneses": are those
exceptions based on fixed collocations?
Finally, related to the last question, I have not found in my textbooks
(Longman or Hacker) a rule explicating why when proper names end in -y
as in Zabrodsky, the plural would be Zabrodskys and not Zabrodskies. If
the first analysis is correct, is it then fair to say that the rules for
forming plurals have reference to the underlying nominal category? Or am
I confusing matters here?
Thanks,
Natalie Gerber
SUNY Fredonia
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/
------_=_NextPart_001_01C814C2.7C6AD8A4
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Hi
If you have access to A
Comprehensive Grammar of the English Language by Quirk, Greenbaum,
Leech, & Svartik (a college library should have it) see pp. 135-148 for a
discussion of semi-auxiliaries and marginal modals. English has a fairly extensive
group of idiomatic modals, including ‘ought to’ and ‘have to,’
as well as many others, such as ‘be going to’, ‘be supposed
to’ and ‘seem to,’ among others. It’s kind of
interesting.
My Hodges’ Harbrace Handbook suggests that for the surname ‘James,’
the addition of –es for the plural and an apostrophe after is correct:
the Jameses’ house. Their thought is that adding an apostrophe does
not make a word plural, so ‘the James’ house’ is still
singular. However, people argue about this all the time.
Janet Castilleja
Heritage University
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Natalie Gerber
Sent: Monday, October 22, 2007 3:01 AM
To: [log in to unmask]
Subject: Re: a few grammar questions
Dear all,
The following topics have come up in my grammar course, and I would be
grateful for your analyses.
The verb-phrase structure of "Experience had to be part of the
difference" (from a sports article): Is "had to" in this case a
semi-modal qualifying "be" with "part of the difference"
serving as a subject complement and would the voice then be a variant of the
conditional or of another form, i.e., "Experience must have been part of
the difference"? Or, what seems less intuitive, would you say that
"had" is the primary and main verb with a nonfinite object "to
be part of the difference"?
The plural possessive forms of proper last names ending in -es, as in
Jones? Would the proper form be the Jones's [dog] or the Joneses' [dog]. I
suppose what is throwing me in this case is the existence of well-known phrases
like "keeping up with the Joneses": are those exceptions based on
fixed collocations?
Finally, related to the last question, I have not found in my textbooks
(Longman or Hacker) a rule explicating why when proper names end in -y as in
Zabrodsky, the plural would be Zabrodskys and not Zabrodskies. If the first
analysis is correct, is it then fair to say that the rules for forming plurals
have reference to the underlying nominal category? Or am I confusing matters
here?
Thanks,
Natalie Gerber
SUNY Fredonia
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/
------_=_NextPart_001_01C814C2.7C6AD8A4--
========================================================================Date: Mon, 22 Oct 2007 12:59:23 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: a few grammar questions
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Natalie,
A number of the ESL textbooks I've used have adopted the rather
memorable term "quasi-modal" for terms like "have to" and "ought to."
They do, however, resist the urge to provide example sentences involving
Notre Dame.
--- Bill Spruiell
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Natalie Gerber
Sent: Monday, October 22, 2007 6:01 AM
To: [log in to unmask]
Subject: Re: a few grammar questions
Dear all,
The following topics have come up in my grammar course, and I would be
grateful for your analyses.
The verb-phrase structure of "Experience had to be part of the
difference" (from a sports article): Is "had to" in this case a
semi-modal qualifying "be" with "part of the difference" serving as a
subject complement and would the voice then be a variant of the
conditional or of another form, i.e., "Experience must have been part of
the difference"? Or, what seems less intuitive, would you say that "had"
is the primary and main verb with a nonfinite object "to be part of the
difference"?
The plural possessive forms of proper last names ending in -es, as in
Jones? Would the proper form be the Jones's [dog] or the Joneses' [dog].
I suppose what is throwing me in this case is the existence of
well-known phrases like "keeping up with the Joneses": are those
exceptions based on fixed collocations?
Finally, related to the last question, I have not found in my textbooks
(Longman or Hacker) a rule explicating why when proper names end in -y
as in Zabrodsky, the plural would be Zabrodskys and not Zabrodskies. If
the first analysis is correct, is it then fair to say that the rules for
forming plurals have reference to the underlying nominal category? Or am
I confusing matters here?
Thanks,
Natalie Gerber
SUNY Fredonia
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/
========================================================================Date: Mon, 22 Oct 2007 13:45:27 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Veit, Richard" <[log in to unmask]>
Subject: Re: a few grammar questions
In-Reply-To: A<[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative;
boundary="----_=_NextPart_001_01C814D3.55338146"
This is a multi-part message in MIME format.
------_=_NextPart_001_01C814D3.55338146
Content-Type: text/plain;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Actually, Bill, in my textbook Discovering English Grammar I used this
example sentence:
Quasimodo had to ring the bell.
I couldn't help myself.
Dick Veit
_________________________________________________
Natalie,
A number of the ESL textbooks I've used have adopted the rather
memorable term "quasi-modal" for terms like "have to" and "ought to."
They do, however, resist the urge to provide example sentences involving
Notre Dame.
--- Bill Spruiell
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/
------_=_NextPart_001_01C814D3.55338146
Content-Type: text/html;
charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
Actually, Bill, in my textbook Discovering English Grammar I used this example sentence:
Quasimodo had to ring the bell.
I couldn’t help myself.
Dick Veit
_________________________________________________
Natalie,
A number of the ESL textbooks I've used have adopted the
rather
memorable term "quasi-modal" for terms like
"have to" and "ought to."
They do, however, resist the urge to provide example
sentences involving
Notre Dame.
--- Bill Spruiell
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/
------_=_NextPart_001_01C814D3.55338146--
========================================================================Date: Tue, 23 Oct 2007 09:32:35 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Natalie Gerber <[log in to unmask]>
Subject: Re: a few grammar questions
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Dear all,
Thank you very much for your very helpful responses. I am grateful that the list exists as a resource for vetting analyses, and I will look for the Quirk and other sources mentioned.
Natalie
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Veit, Richard
Sent: Mon 10/22/2007 1:45 PM
To: [log in to unmask]
Subject: Re: a few grammar questions
Actually, Bill, in my textbook Discovering English Grammar I used this example sentence:
Quasimodo had to ring the bell.
I couldn't help myself.
Dick Veit
_________________________________________________
Natalie,
A number of the ESL textbooks I've used have adopted the rather
memorable term "quasi-modal" for terms like "have to" and "ought to."
They do, however, resist the urge to provide example sentences involving
Notre Dame.
--- Bill Spruiell
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/
========================================================================Date: Thu, 25 Oct 2007 22:13:25 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Lorna <[log in to unmask]>
Subject: Re: Patrick Hartwell's Article
Mime-Version: 1.0
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset=UTF-8
I want to
thank you all for the fascinating discussion of Patrick Hartwell's glorified
article, which I read last spring in a graduate seminar on teaching first-year
college composition. I had a hard time, way back then, falling into the
whole-language, anti-grammar line; I remember asking if the class could at
least read "Closing the Books on Alchemy" for clarification, a
request dismissed as suspiciously right-wing.
At that time, a number of the teaching assistants and graduate students
in this class, including me, suffered from deep confusion about how to teach
grammar. We had been forced (dare I say
it?) to endure blackboard-filling tree diagrams in Linguistics and mind-numbing
incoherence in translation in Theory; yet as writng tutors and teaching assistants,
we were expected to be able to help
undergraduates avoid sentence fragments and pronoun-antecedent disagreement
without using grammatical terms any more explicit than
"pointer-outers."
Way back
then, I was a teaching assistant in a first-year composition class in which the
confoundingly popular professor failed any paper with five or more "major
grammar errors." Outrageously, I thought and still think, this professor
refused to cover any of those errors in class and spoke of
"grammarians" with contempt.
No member of the English faculty that I could find could offer any real
guidance (other than sending students to the writing center) on how to teach or
work with students on the tremendous grammatical problems the teaching
assistants were seeing in student papers: not only Connors and Lunsford's big
20, but also organizational issues of syntax, ESL concerns, etc., etc., etc.
I accepted
the absurdity of the situation and began to put my hands on every book or
article I could find, theoretical or practical, remotely connected to the
actual teaching of WEAP. (Some of my
most valued resources were written by members or former members of ATEG.) I teach developmental English at a large
community college now, so I am learning every day that some things can and must
be taught explicitly—what a surprise to find, for example, that a first step in
finding subjects and verbs is crossing out prepositional phrases! See such a technique as representative of
silly, stupid mavenhood if you like, but my students must pass (some unfair and
ineffective) writing and grammar tests in order to get where they want to go. I work very hard every day to get and invent
the how-to grammar knowledge and skills censored in graduate school, the nuts
and bolts of the teaching of it, the needed know-how. Hartwell's article should be carefully
analyzed and challenged, not sanctified as untouchable.
--Lorna Nelson
[log in to unmask]
-----Original Message-----
From: "Hadley, Tim" <[log in to unmask]>
Sent: Oct 19, 2007 4:45 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
<[log in to unmask]>
John and others,
John has “hit the nail on the head” with this
statement:
>The real implications of this research seems to be that there
is an incredible dearth of quality evidence on the question. Rather than acknowledging
this, the researchers choose to do as Elley and Braddock and so many others
have done before and make the ridiculous assumption that a lack of evidence to
support teaching grammar proves that it is ineffective. If such conclusions are
taken as valid, then the opposite assumption can also be made: the lack of high
quality evidence to support the prevailing belief of the anti-grammar crowd is
evidence that teaching grammar does improve writing.
I wish everyone could read this statement. It summarizes the
essence of the overwhelming a priori bias that existed against grammar
teaching since at least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha had
refuted Hartwell’s article. Actually, Martha’s excellent article
came out in 1981—“Closing the Books on Alchemy," CCC 32 (1981):
139–151—and was aimed primarily at the earlier (1963) Braddock
report.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of john
whicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you for the links; I found them very interesting if somewhat
disheartening.
The most intriguing aspect of the grammar study is that two out of
the three studies they found to be worth mentioning were 30 + years old (The
(in)famous Elley study and the less well known Bateman and Zidonis study). The
third study (Fogel and Ehri, which received the highest quality rating) was
from 2000 gives some indication that teaching grammar may help improve writing
(something strangely dismissed and downplayed by the researchers).
The disheartening aspect of the study is that, ignoring the study
they themselves rate higher in quality than either of the others as well as the
minimal positive results found in the Bateman study as inconsequential, they
choose to conclude that "there is no high quality evidence to counter the
prevailing belief that the teaching of the principles underlying and informing
word order or ‘syntax’ has virtually no influence on the writing
quality or accuracy of 5 to 16 year-olds." It seems to me, based on the
fact that they could find only three studies worth mentioning and two of those
showed some positive if not conclusive indications that grammar instruction
might improve writing, that the researchers should have concluded that there is
no conclusive "high quality evidence" to SUPPORT the prevailing
belief that the teaching of grammar has no influence on the writing quality
either. The real implications of this research seems to be that there is an
incredible dearth of quality evidence on the question. Rather than
acknowledging this, the researchers choose to do as Elley and Braddock and so
many others have done before and make the ridiculous assumption that a lack of
evidence to support teaching grammar proves that it is ineffective. If such
conclusions are taken as valid, then the opposite assumption can also be made:
the lack of high quality evidence to support the prevailing belief of the
anti-grammar crowd is evidence that teaching grammar does improve writing. This
assumption might even be the more rational considering how many researchers
have tried and failed to put the final nail into grammar's coffin. The sheer
volume of bad studies, and the very questionable nature of even those
considered to have "high to medium" or "medium to
high" quality should hint at some positive aspect of the teaching of
grammar that resists all efforts to banish it completely.
These of course are far from good reasons to teach grammar, but
they follow the same logic as the continued argument that if there is no
high quality evidence showing improvement then no improvement
occurs; having no conclusive either way is not evidence against. The
real implications of this research is that quality research needs to be
conducted less we continue to simply rehash old and questionable studies.
The findings on sentence combining also simply come to the same
conclusions made thirty years ago, and will likely be treated in the same way.
At the risk of being cliché, "the more things change the more
they stay the same".
Utah Valley State College
----- Original Message -----
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective teachers.
I always
have them read the Hartwell article, which I believe I first read around
1985 or 86.
I would encourage anyone interested in a synthesis of research into the
effect of grammar-teaching on student writing to read these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of research evidence across
a range of topics and works with a large number of funders" according to
their website. What they are trying to do is influence public policy by
studying research that has been done in a number of areas, including the
teaching of English, to determine what the research actually shows.
Their question is "what has been shown to work?" I'm surprised
more
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/
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/
========================================================================Date: Fri, 26 Oct 2007 05:00:55 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Question on Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
Dear Grammar Experts,
Is Hartwell's Grammar 2,"the branch of linguistic
science which is concerned with the description,
analysis, and formalization of formal language
patterns," also termed "Descriptive Grammar?" And is
his Grammar 3 (linguistic etiquette) considered
"Prescriptive Grammar?" Is Grammar 5 also considered
prescriptive? I know that this is probably obvious to
most people on this list, but I am trying to get the
terminology down so that I may discuss grammar in a
more educated fashion. Thank you!
Carol Morrison
--- Lorna <[log in to unmask]> wrote:
---------------------------------
body{font-family:
Geneva,Arial,Helvetica,sans-serif;font-size:9pt;background-color:
#ffffff;color: black;}
I want tothank you all for the fascinating
discussion of Patrick Hartwell's glorifiedarticle,
which I read last spring in a graduate seminar on
teaching first-yearcollege composition. I had a hard
time, way back then, falling into thewhole-language,
anti-grammar line; I remember asking if the class
could atleast read "Closing the Books on Alchemy" for
clarification, arequest dismissed as suspiciously
right-wing. At that time, a number of the teaching
assistants and graduate studentsin this class,
including me, suffered from deep confusion about how
to teachgrammar. We had been forced (dare I sayit?)
to endure blackboard-filling tree diagrams in
Linguistics and mind-numbingincoherence in translation
in Theory; yet as writng tutors and teaching
assistants,we were expected to be able to
helpundergraduates avoid sentence fragments and
pronoun-antecedent disagreementwithout using
grammatical terms any more explicit
than"pointer-outers."
Way backthen, I was a teaching assistant
in a first-year composition class in which
theconfoundingly popular professor failed any paper
with five or more "majorgrammar errors."
Outrageously, I thought and still think, this
professorrefused to cover any of those errors in class
and spoke of"grammarians" with contempt. No member of
the English faculty that I could find could offer any
realguidance (other than sending students to the
writing center) on how to teach orwork with students
on the tremendous grammatical problems the
teachingassistants were seeing in student papers: not
only Connors and Lunsford's big20, but also
organizational issues of syntax, ESL concerns, etc.,
etc., etc.
I acceptedthe absurdity of the situation
and began to put my hands on every book orarticle I
could find, theoretical or practical, remotely
connected to theactual teaching of WEAP. (Some of
mymost valued resources were written by members or
former members of ATEG.) I teach developmental
English at a largecommunity college now, so I am
learning every day that some things can and mustbe
taught explicitly—what a surprise to find, for
example, that a first step infinding subjects and
verbs is crossing out prepositional phrases! See such
a technique as representative ofsilly, stupid
mavenhood if you like, but my students must pass (some
unfair andineffective) writing and grammar tests in
order to get where they want to go. I work very hard
every day to get and inventthe how-to grammar
knowledge and skills censored in graduate school, the
nutsand bolts of the teaching of it, the needed
know-how. Hartwell's article should be
carefullyanalyzed and challenged, not sanctified as
untouchable.
--Lorna Nelson
[log in to unmask]
-----Original Message-----
From: "Hadley, Tim"
Sent: Oct 19, 2007 4:45 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
John and others,
John has “hit the nail on the head” with
thisstatement:
>The real implications of this research seems to be
that thereis an incredible dearth of quality evidence
on the question. Rather than acknowledgingthis, the
researchers choose to do as Elley and Braddock and so
many othershave done before and make the ridiculous
assumption that a lack of evidence tosupport teaching
grammar proves that it is ineffective. If such
conclusions aretaken as valid, then the opposite
assumption can also be made: the lack of highquality
evidence to support the prevailing belief of the
anti-grammar crowd isevidence that teaching grammar
does improve writing.
I wish everyone could read this statement. It
summarizes theessence of the overwhelming a priori
bias that existed against grammarteaching since at
least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha
hadrefuted Hartwell’s article. Actually, Martha’s
excellent articlecame out in 1981—“Closing the
Books on Alchemy," CCC 32 (1981):139–151—and was
aimed primarily at the earlier (1963) Braddockreport.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for theTeaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of
johnwhicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Janet,
Thank you for the links; I found them very interesting
if somewhatdisheartening.
The most intriguing aspect of the grammar study is
that two out ofthe three studies they found to be
worth mentioning were 30 + years old (The(in)famous
Elley study and the less well known Bateman and
Zidonis study). Thethird study (Fogel and Ehri, which
received the highest quality rating) wasfrom 2000
gives some indication that teaching grammar may help
improve writing(something strangely dismissed and
downplayed by the researchers).
The disheartening aspect of the study is that,
ignoring the studythey themselves rate higher in
quality than either of the others as well as
theminimal positive results found in the Bateman study
as inconsequential, theychoose to conclude that "there
is no high quality evidence to counter theprevailing
belief that the teaching of the principles underlying
and informingword order or ‘syntax’ has virtually
no influence on the writingquality or accuracy of 5 to
16 year-olds." It seems to me, based on thefact that
they could find only three studies worth mentioning
and two of thoseshowed some positive if not conclusive
indications that grammar instructionmight improve
writing, that the researchers should have concluded
that there isno conclusive "high quality evidence" to
SUPPORT the prevailingbelief that the teaching of
grammar has no influence on the writing qualityeither.
The real implications of this research seems to be
that there is anincredible dearth of quality evidence
on the question. Rather thanacknowledging this, the
researchers choose to do as Elley and Braddock and
somany others have done before and make the ridiculous
assumption that a lack ofevidence to support teaching
grammar proves that it is ineffective. If
suchconclusions are taken as valid, then the opposite
assumption can also be made:the lack of high quality
evidence to support the prevailing belief of
theanti-grammar crowd is evidence that teaching
grammar does improve writing. Thisassumption might
even be the more rational considering how many
researchershave tried and failed to put the final nail
into grammar's coffin. The sheervolume of bad studies,
and the very questionable nature of even
thoseconsidered to have "high to medium" or "medium
tohigh" quality should hint at some positive aspect of
the teaching ofgrammar that resists all efforts to
banish it completely.
These of course are far from good reasons to teach
grammar, butthey follow the same logic as the
continued argument that if there is nohigh quality
evidence showing improvement then no
improvementoccurs; having no conclusive either way is
not evidence against. Thereal implications of this
research is that quality research needs to beconducted
less we continue to simply rehash old and questionable
studies.
The findings on sentence combining also simply come to
the sameconclusions made thirty years ago, and will
likely be treated in the same way.
At the risk of being cliché, "the more things change
the morethey stay the same".
John Whicker
Utah Valley State College
----- Original Message -----
From: Castilleja, Janet
To: [log in to unmask]
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective
teachers. I always
have them read the Hartwell article, which I believe I
first read around
1985 or 86.
I would encourage anyone interested in a synthesis of
research into the
effect of grammar-teaching on student writing to read
these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of
research evidence across
a range of topics and works with a large number of
funders" according to
their website. What they are trying to do is
influence public policy by
studying research that has been done in a number of
areas, including the
teaching of English, to determine what the research
actually shows.
Their question is "what has been shown to work?" I'm
surprisedmore
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol
Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam
protection around
http://mail.yahoo.com
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'sweb 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.htmland
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.htmland
select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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: Fri, 26 Oct 2007 05:06:57 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Correction to Question on Patrick Hartwell's Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
Sorry, I just realized that these are W. Nelson
Francis's definitions ("The Three Meanings of
Grammar") that Hartwell builds upon in his essay.
CLM
--- Lorna <[log in to unmask]> wrote:
---------------------------------
body{font-family:
Geneva,Arial,Helvetica,sans-serif;font-size:9pt;background-color:
#ffffff;color: black;}
I want tothank you all for the fascinating
discussion of Patrick Hartwell's glorifiedarticle,
which I read last spring in a graduate seminar on
teaching first-yearcollege composition. I had a hard
time, way back then, falling into thewhole-language,
anti-grammar line; I remember asking if the class
could atleast read "Closing the Books on Alchemy" for
clarification, arequest dismissed as suspiciously
right-wing. At that time, a number of the teaching
assistants and graduate studentsin this class,
including me, suffered from deep confusion about how
to teachgrammar. We had been forced (dare I sayit?)
to endure blackboard-filling tree diagrams in
Linguistics and mind-numbingincoherence in translation
in Theory; yet as writng tutors and teaching
assistants,we were expected to be able to
helpundergraduates avoid sentence fragments and
pronoun-antecedent disagreementwithout using
grammatical terms any more explicit
than"pointer-outers."
Way backthen, I was a teaching assistant
in a first-year composition class in which
theconfoundingly popular professor failed any paper
with five or more "majorgrammar errors."
Outrageously, I thought and still think, this
professorrefused to cover any of those errors in class
and spoke of"grammarians" with contempt. No member of
the English faculty that I could find could offer any
realguidance (other than sending students to the
writing center) on how to teach orwork with students
on the tremendous grammatical problems the
teachingassistants were seeing in student papers: not
only Connors and Lunsford's big20, but also
organizational issues of syntax, ESL concerns, etc.,
etc., etc.
I acceptedthe absurdity of the situation
and began to put my hands on every book orarticle I
could find, theoretical or practical, remotely
connected to theactual teaching of WEAP. (Some of
mymost valued resources were written by members or
former members of ATEG.) I teach developmental
English at a largecommunity college now, so I am
learning every day that some things can and mustbe
taught explicitly—what a surprise to find, for
example, that a first step infinding subjects and
verbs is crossing out prepositional phrases! See such
a technique as representative ofsilly, stupid
mavenhood if you like, but my students must pass (some
unfair andineffective) writing and grammar tests in
order to get where they want to go. I work very hard
every day to get and inventthe how-to grammar
knowledge and skills censored in graduate school, the
nutsand bolts of the teaching of it, the needed
know-how. Hartwell's article should be
carefullyanalyzed and challenged, not sanctified as
untouchable.
--Lorna Nelson
[log in to unmask]
-----Original Message-----
From: "Hadley, Tim"
Sent: Oct 19, 2007 4:45 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
John and others,
John has “hit the nail on the head” with
thisstatement:
>The real implications of this research seems to be
that thereis an incredible dearth of quality evidence
on the question. Rather than acknowledgingthis, the
researchers choose to do as Elley and Braddock and so
many othershave done before and make the ridiculous
assumption that a lack of evidence tosupport teaching
grammar proves that it is ineffective. If such
conclusions aretaken as valid, then the opposite
assumption can also be made: the lack of highquality
evidence to support the prevailing belief of the
anti-grammar crowd isevidence that teaching grammar
does improve writing.
I wish everyone could read this statement. It
summarizes theessence of the overwhelming a priori
bias that existed against grammarteaching since at
least 1945 at high policy-making levels.
Quick note: Earlier Geoff said that he thought Martha
hadrefuted Hartwell’s article. Actually, Martha’s
excellent articlecame out in 1981—“Closing the
Books on Alchemy," CCC 32 (1981):139–151—and was
aimed primarily at the earlier (1963) Braddockreport.
Tim
Timothy D. Hadley
Assistant Professor of Professional Writing
English Department
Missouri State University
Springfield, MO 65897
office 417.836.5332, fax 417.836.4226
[log in to unmask]
Editor, ATEG Journal
From: Assembly for theTeaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of
johnwhicker
Sent: Friday, October 19, 2007 12:55 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Janet,
Thank you for the links; I found them very interesting
if somewhatdisheartening.
The most intriguing aspect of the grammar study is
that two out ofthe three studies they found to be
worth mentioning were 30 + years old (The(in)famous
Elley study and the less well known Bateman and
Zidonis study). Thethird study (Fogel and Ehri, which
received the highest quality rating) wasfrom 2000
gives some indication that teaching grammar may help
improve writing(something strangely dismissed and
downplayed by the researchers).
The disheartening aspect of the study is that,
ignoring the studythey themselves rate higher in
quality than either of the others as well as
theminimal positive results found in the Bateman study
as inconsequential, theychoose to conclude that "there
is no high quality evidence to counter theprevailing
belief that the teaching of the principles underlying
and informingword order or ‘syntax’ has virtually
no influence on the writingquality or accuracy of 5 to
16 year-olds." It seems to me, based on thefact that
they could find only three studies worth mentioning
and two of thoseshowed some positive if not conclusive
indications that grammar instructionmight improve
writing, that the researchers should have concluded
that there isno conclusive "high quality evidence" to
SUPPORT the prevailingbelief that the teaching of
grammar has no influence on the writing qualityeither.
The real implications of this research seems to be
that there is anincredible dearth of quality evidence
on the question. Rather thanacknowledging this, the
researchers choose to do as Elley and Braddock and
somany others have done before and make the ridiculous
assumption that a lack ofevidence to support teaching
grammar proves that it is ineffective. If
suchconclusions are taken as valid, then the opposite
assumption can also be made:the lack of high quality
evidence to support the prevailing belief of
theanti-grammar crowd is evidence that teaching
grammar does improve writing. Thisassumption might
even be the more rational considering how many
researchershave tried and failed to put the final nail
into grammar's coffin. The sheervolume of bad studies,
and the very questionable nature of even
thoseconsidered to have "high to medium" or "medium
tohigh" quality should hint at some positive aspect of
the teaching ofgrammar that resists all efforts to
banish it completely.
These of course are far from good reasons to teach
grammar, butthey follow the same logic as the
continued argument that if there is nohigh quality
evidence showing improvement then no
improvementoccurs; having no conclusive either way is
not evidence against. Thereal implications of this
research is that quality research needs to beconducted
less we continue to simply rehash old and questionable
studies.
The findings on sentence combining also simply come to
the sameconclusions made thirty years ago, and will
likely be treated in the same way.
At the risk of being cliché, "the more things change
the morethey stay the same".
John Whicker
Utah Valley State College
----- Original Message -----
From: Castilleja, Janet
To: [log in to unmask]
Sent: Friday, October 19, 2007 10:17 AM
Subject: Re: Patrick Hartwell's Article
I currently teach a grammar class for prospective
teachers. I always
have them read the Hartwell article, which I believe I
first read around
1985 or 86.
I would encourage anyone interested in a synthesis of
research into the
effect of grammar-teaching on student writing to read
these reports:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=229
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=232
The EPPI Centre "conducts systematic reviews of
research evidence across
a range of topics and works with a large number of
funders" according to
their website. What they are trying to do is
influence public policy by
studying research that has been done in a number of
areas, including the
teaching of English, to determine what the research
actually shows.
Their question is "what has been shown to work?" I'm
surprisedmore
people in the US aren't aware of this group.
Janet Castilleja
Toppenish WA
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol
Morrison
Sent: Thursday, October 18, 2007 3:17 PM
To: [log in to unmask]
Subject: Re: Patrick Hartwell's Article
Thank you. I am only halfway through his article, but
it seems quite important. I currently give formal
grammar instruction to four freshman sections of basic
writing (at the most basic level) and I am trying to
figure out why so few of the other composition
teachers do this. I am sure that there is value in it,
but I suppose that this needs to be proved.
CLM
--- Bob Yates <[log in to unmask]> wrote:
> Carol,
>
> In the grammar course I teach for pre-service
> English teachers, I make specific mention of them.
>
> If there is one grammar Hartwell leaves out, it is
> one that describes the kind of grammar an second
> language learner of English needs to have.
>
> Bob Yates, University of Central Missouri
>
> >>> Carol Morrison <[log in to unmask]>
> 10/18/2007 12:30 PM >>>
> Can someone tell me whether the (5) categories of
> grammar that Hartwell outlines (Grammar 1-Grammar 5)
> are commonly referred to when one speaks of teaching
> grammar? The article to which I am referring is
> "Grammar, Grammars, and the Teaching of Grammar."
> Until reading this article, I did not realize that
> grammar had been divided into those classifications.
> Thank you.
>
> Carol Morrison
>
> 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/
>
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam
protection around
http://mail.yahoo.com
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'sweb 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.htmland
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.htmland
select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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/