Geoff, et al,
 
Graff does give the student the opportunity to argue against something after paying close attention to it, but he also offers the opportunity to agree with it or develop it. THere are numerous "Agreement templates" in the text, including the option of a partial agreement. 
 
I might add that Graff does not appear to me to be very successful in trying to hide what looks like a conservative bias in his thinking and his choice of texts, although he does try to be balanced.  I find it curious, but not surprising, that he finds himself on the opposite side of Deborah Tannen.
 
Paul D.
 
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).


From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 1:14:23 PM
Subject: Re: Holding their interest

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: RTo 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, 8 Aug 2011 17:10:16 -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: "Paul E. Doniger" <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1217261194-1312848616=:21826" I think that one of the advantages of the They Say/I Say --0-1217261194-1312848616=:21826 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Herb & Geoff, I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? Paul D.  "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ________________________________ From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb -   Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).   The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.   In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton   ________________________________ Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.   I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.   When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.   In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.   Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?   Herb   From:Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest   Seth -   Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.   To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton   > Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > > Geoff-- > > What you describe here sounds a lot like a Rogerian argument, in which the >author (A) first explains the position he or she is opposed to (B), without >criticism of any sort; the author (A) simply shows that they understand position >(B). Then the author (A) offers non-pejorative critique of position (B): 'I see >a problem/weakness/issue in position (B) that you (person who holds position >[B]) have not addressed.' Then the author (A) offers elements of their own >position on the issue that (A) thinks will help strengthen the opposing position >(B). Based on the work of psychologist Carl Rogers, this type of argument is a >mainstay of mediation: it shows that you are actually listening to the 'other,' >treating their point of view as valid and thoughtful; and it presents your own >argument not as antagonistic, but as potentially useful in helping the >opposition achieve a more effective result (and one that both sides can possible >agree to as a fair compromise). The only argumentative writing textbook I know >of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument. > > I have a copy of They Say/I Say on my shelf--now I'll have to look at it! >Thanks! > > Seth > > Dr. Seth Katz > Assistant Professor > Department of English > Bradley University > > ________________________________ > > From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton > Sent: Sun 8/7/2011 10:13 PM > To: [log in to unmask] > Subject: Re: Holding their interest > > > Paul, > > I think the most valuable part of the T/I Say is the "They say" portion because >students must be able to identify what they're responding to - and why. In other >words, they have to ask (and answer) the question what is it about the text that >makes it interesting. I've had a lot of luck teaching "commonplaces" in the >context of the following template, "Most (many, the author, my parents, etc) >seem to think X (the "commonplace"), but a closer look reveals Y. It's important >to recognize that Y is (just as important, preferable, superior to, different >from, etc) X because . . ." > > > Geoff Layton > > > ________________________________ > > Date: Sun, 7 Aug 2011 16:46:38 -0700 > From: [log in to unmask] > Subject: Re: Holding 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/ --0-1217261194-1312848616=:21826 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Herb & Geoff,
 
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
 
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
 
Paul D.
 
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).


From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest

Herb -
 
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
 
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
 
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.

Geoff Layton
 
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Mon, 8 Aug 2011 19:35:16 -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: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_64e34f69-8d6e-4c04-855d-e1648e23957b_" MIME-Version: 1.0 --_64e34f69-8d6e-4c04-855d-e1648e23957b_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"? Geoff Layton Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Herb & Geoff, I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > 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/ --_64e34f69-8d6e-4c04-855d-e1648e23957b_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?

Geoff Layton
 
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Herb & Geoff,
 
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
 
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
 
Paul D.
 
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).


From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest

Herb -
 
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
 
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
 
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.

Geoff Layton
 
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution.  The evidence for it is not very strong.  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it.  Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:

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Visit ATEG's web site at http://ateg.org/ --_64e34f69-8d6e-4c04-855d-e1648e23957b_-- ========================================================================Date: Mon, 8 Aug 2011 20:52:09 -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: Holding their interest MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable Paul, I use the text with readings and supplement it with Cohen's "50 Essays." It's worth noting that they include a Tannen essay on "surviving the Argument Culture" in the second edition. All important issues are dialogic, and much depends on whether that dialogue is collegial and gracious. (If we can understand dialogue as more than two. We need a term for multilogic.) It's interesting that in the Graham and Perrin metaresearch study on effective interventions, summary is highest on the list. Students need to be critical readers, and as part of that they need to pay attention to how good writing is organized. I can take an anthology of good (award winning) writing and find only a small percentage of argument. Most good writing is not argument. Even when it is persuasive, it's more likely to offer a perspective than it is to act as if it's a final statement. Most serious scholarship starts with a review of the literature. We have to be able to explain how we are contributing to an ongoing enterprise. Again, I think our task is to find subjects that our students know more about than we do. I think even Basic writing has to start with the premise that writing matters. You can't teach writing by remediating deficiencies. You teach it by building competence. No one sits down to write correct sentences or correct paragraphs. Neither sentences nor paragraphs have any value outside of a text. Once you begin constructing a text, it makes sense to explore various ways in which it might be portioned out. I say this after decades on the front lines, working with very needy students in a highly successful program. Craig Herb & Geoff, > > I think that one of the advantages of the They Say/I Say text is that it > opens > an opportunity to have students investigate issues before they take a > position. > Of course, all that depends upon how we actually use the text in the > classroom.  > I like your idea of having the students explain the history of an argument > or > issue and not express an opinion. Craig's mantra (on another recent > e-mail) is > profoundly logical. However, it seems to me that eventually, they need to > examine the arguments & histories of issues and think about/examine where > they > stand. Hopefully, they will think before they leap. > > Question for those of you who use the text: Do you use the basic text only > or > the text that includes readings on various issues? > > Paul D. >  "If this were play'd upon a stage now, I could condemn it as an > improbable > fiction" (_Twelfth Night_ 3.4.127-128). > > > > > > ________________________________ > From: Geoffrey Layton <[log in to unmask]> > To: [log in to unmask] > Sent: Mon, August 8, 2011 4:57:24 PM > Subject: Re: Holding their interest > > > Herb - >   > Your comments are not at all tangential. They get straight to the heart > of what > I consider to be an essential debate about the role of argument in the > freshman > comp (or any comp) classroom - the "great arguments" - abortion, > evolution, gay > marriage, gun control, wars in every age and era (but particularly Iraq, > Afghanistan and Vietnam along with Palistine and the entire Middle > East), torture - all of these and more are indeed, what evoke (and > provoke!) student interest. But they are also what cause chaos in the > classroom > (or, as you mention, the dinner table). > >   > The only way I've been able to deal with this problem - allowing students > full > participation in debating these issues (in the context of their writing > assignments and class discussion) while keeping the lid on the chaos - is > to > follow the path that Stanley Fish lays out in his excellent book "Save > the World > on Your Own Time." His injunction is quite simple - nobody, including the > teacher, can take a personal position. The pedagogy is designed to show > students > how people argue and why the arguments are effective, not taking a > position and > defending it. >   > In practical terms, the phrase I've found that pays is one that I picked > up from > Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place > for . . > . ?" So applied to the issue of evolution, the question becomes "What > must be in > place for someone to reject evolution?" Put this way, I think that putting > the > people who reject evolution as simple-minded Bible-thumpers or emotionally > dependent children is a bit too severe as this devolves into ad hominem > reasoning. > > > Geoff Layton >   > > > ________________________________ > Date: Mon, 8 Aug 2011 16:37:09 -0400 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > > > Thanks to all of you for one of the most interesting and thoughtfully > argued > threads we’ve had in a while. >   > I have a question that may be tangential to this topic, or at least a > narrower > focus.  I should say first that while I have taught both ESL writing and > Freshman writing, I am not a writing teacher, and threads like this always > leave > me with a lot of respect for those who perform these tasks and perform > them > well. >   > When I’ve taught writing, I’ve often been encouraged to avoid topics > like > abortion and creationism vs. evolution because it’s so difficult for > student > writers to separate themselves from the issues and from the social > consequences > of taking a position.  As an example of this, I had dinner with my oldest > son > last night, and we got to talking about a good friend of his at work.  > She is > well educated, well read, and has thoughtful views on a lot of topics.  > Evolution came up recently in one of their conversations, and her response > was, > “Oh, I don’t believe in evolution.  The evidence for it is not very > strong.”  My > son was surprised at her reaction.  She comes from a Southern Baptist > background > but is no longer connected to that or any other denomination, so her > reasons for > rejecting evolution, and she confirms this, are not religious.  I > suggested to > him that perhaps the reason for her position was a matter of social > identity.  > Her family and the community she grew up in are devout and accept the > biblical > creation story literally.  Rejecting evolution is a matter of family > identity.  > She can become a backslid Baptist, and that’s lamentable, but for her to > accept > evolution would be to reject her family. >   > In a case like this, a position on evolution or creation or abortion is > not an > intellectual stance; it’s a matter of cultural and social identity, and > that > makes it very hard to think critically about it.  I’ve found in UG > classes where > we deal with dialectology the notion “social class” sometimes gets > rejected out > of hand as Marxist, and no amount of discussion will shake that > position.  This > is also one of those defining stances. >   > Is a writing class the place to get students to question such elements of > their > identity and look at themselves more critically?  How does one go about > this? >   > Herb >   > From:Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > Sent: Monday, August 08, 2011 1:14 PM > To: [log in to unmask] > Subject: Re: Holding their interest >   > Seth - >   > Thanks for the reference. This thread fits with a project on academic > discourse > that I'm trying to develop. Perhaps one characteristic that Graff proposes > that might be different from the Rogerian model is his insistence that > - after > all the listening and understanding - writers/academics must finally take > a > position that differs from that of their interlocutors/respondents. For > example, > in his book "Clueless in Academe," he offers significant criticism of > Deborah > Tannen and the views she expresses in her book, "The Argument Culture: > Moving > from Debate to Dialogue." As he puts it, "Perhaps the most telling > refutation of > Tannen's thesis is the confrontational quality of the book itself. . . > Tannen > enacts the behavior she objects to" (89). Similarly in "They Say," Graff > advances a method that will enhance the ability of students to argue, not > diminish it. His "listening and understanding" component, as I understand > it, is > presented not as a way to be non-confrontational but rather as a means to > make > sure that the resulting argument is telling and effective, much the same > way > that he demonstrates his understanding of Tannen's position in order > to methodically destroy it. > >   > To return to the theme of the thread - "Holding their interest" - perhaps > this > discussion will help hold student interest by showing them that in order > to develop a powerful argument for their position, they must first > thoroughly > understand the point of view of the person with whom they disagree - and, > more > interestingly, in order to have something interesting to say, they must > find an > area where they do disagree. > > > Geoff Layton >   >> Date: Mon, 8 Aug 2011 11:41:33 -0500 >> From: [log in to unmask] >> Subject: Re: Holding their interest >> To: [log in to unmask] >> >> Geoff-- >> >> What you describe here sounds a lot like a Rogerian argument, in which >> the >>author (A) first explains the position he or she is opposed to (B), >> without >>criticism of any sort; the author (A) simply shows that they understand >> position >>(B). Then the author (A) offers non-pejorative critique of position (B): >> 'I see >>a problem/weakness/issue in position (B) that you (person who holds >> position >>[B]) have not addressed.' Then the author (A) offers elements of their >> own >>position on the issue that (A) thinks will help strengthen the opposing >> position >>(B). Based on the work of psychologist Carl Rogers, this type of argument >> is a >>mainstay of mediation: it shows that you are actually listening to the >> 'other,' >>treating their point of view as valid and thoughtful; and it presents >> your own >>argument not as antagonistic, but as potentially useful in helping the >>opposition achieve a more effective result (and one that both sides can >> possible >>agree to as a fair compromise). The only argumentative writing textbook I >> know >>of that has a whole Rogerian assignment is Nancy Wood's Essentials of >> Argument. >> >> I have a copy of They Say/I Say on my shelf--now I'll have to look at >> it! >>Thanks! >> >> Seth >> >> Dr. Seth Katz >> Assistant Professor >> Department of English >> Bradley University >> >> ________________________________ >> >> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey > Layton >> Sent: Sun 8/7/2011 10:13 PM >> To: [log in to unmask] >> Subject: Re: Holding their interest >> >> >> Paul, >> >> I think the most valuable part of the T/I Say is the "They say" portion >> because >>students must be able to identify what they're responding to - and why. >> In other >>words, they have to ask (and answer) the question what is it about the >> text that >>makes it interesting. I've had a lot of luck teaching "commonplaces" in >> the >>context of the following template, "Most (many, the author, my parents, >> etc) >>seem to think X (the "commonplace"), but a closer look reveals Y. It's >> important >>to recognize that Y is (just as important, preferable, superior to, >> different >>from, etc) X because . . ." >> >> >> Geoff Layton >> >> >> ________________________________ >> >> Date: Sun, 7 Aug 2011 16:46:38 -0700 >> From: [log in to unmask] >> Subject: Re: Holding 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: Mon, 8 Aug 2011 20:58:46 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394E5EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394E5EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Geoff, I suspect your question is a decade or two away from having a good methodology and content that are based on the study of discourse. Douglas Biber, in several books and a lot of articles, investigates how different genres use different grammatical features and constructions. I don't know if anyone has made a serious attempt to base a grammar pedagogy on his sort of analysis and his findings, but it strikes me as one of those areas where a team of writing teachers and linguists could make some interesting progress. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 8:35 PM To: [log in to unmask] Subject: Losing their interest? This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"? Geoff Layton ________________________________ Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Herb & Geoff, I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ________________________________ From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton ________________________________ Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > 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/ 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394E5EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Geoff,

 

I suspect your question is a decade or two away from having a good methodology and content that are based on the study of discourse.  Douglas Biber, in several books and a lot of articles, investigates how different genres use different grammatical features and constructions.  I don’t know if anyone has made a serious attempt to base a grammar pedagogy on his sort of analysis and his findings, but it strikes me as one of those areas where a team of writing teachers and linguists could make some interesting progress.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?

 

This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?

Geoff Layton
 

Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Herb & Geoff,

 

I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.

 

Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?

 

Paul D.
 

"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).

 

 

From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest

Herb -
 
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
 
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
 
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.

Geoff Layton
 

Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394E5EMAILBACKEND0_-- ========================================================================Date: Tue, 9 Aug 2011 01:02:34 +0000 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: Jane Mairs <[log in to unmask]> Subject: Re: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_6E822C0B6D7765478B5C96D1CFF3E7457E9CC9EXCHANGEmwcomoffi_" MIME-Version: 1.0 --_000_6E822C0B6D7765478B5C96D1CFF3E7457E9CC9EXCHANGEmwcomoffi_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as however, but, yet, still, on the other hand, in contrastive writing. Once they've identified these structures, the students can practice using them in their own writing. Jane Mairs From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 8:35 PM To: [log in to unmask] Subject: Losing their interest? This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"? Geoff Layton ________________________________ Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Herb & Geoff, I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ________________________________ From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton ________________________________ Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > 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/ 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/ --_000_6E822C0B6D7765478B5C96D1CFF3E7457E9CC9EXCHANGEmwcomoffi_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as however, but, yet, still, on the other hand, in contrastive writing. Once they’ve identified these structures, the students can practice using them in their own writing.

 

Jane Mairs

 

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?

 

This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?

Geoff Layton
 

Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Herb & Geoff,

 

I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.

 

Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?

 

Paul D.
 

"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).

 

 

From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest

Herb -
 
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
 
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
 
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.

Geoff Layton
 

Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> 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/

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/ --_000_6E822C0B6D7765478B5C96D1CFF3E7457E9CC9EXCHANGEmwcomoffi_-- ========================================================================Date: Mon, 8 Aug 2011 20:21:44 -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: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_c7b214b8-f4d4-49ef-aed2-b4cd9526bd56_" MIME-Version: 1.0 --_c7b214b8-f4d4-49ef-aed2-b4cd9526bd56_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable I'm thinking of Carol's original post and her concern about how to hold the attention of a bunch of basic writing students in a two-year college setting - so it may be that her students are also older (and no doubt in their opinion much wiser) than the typical high school graduates in their first year at a 4-year college. I would be concerned about starting a day with "OK, class, let's look at the eight parts of speech." Or, "Who can identify the helping verb in this sentence?" I can already hear the rush for the exits (no matter what the age!). Nobody wants to be in a classroom with Rose's "Goddess Grammatica." "Just sayin'!"* Geoff Layton * I've recently come upon this expression - so it's probably already been around for a long time. Translation? Am I using it correctlly? Date: Tue, 9 Aug 2011 01:02:34 +0000 From: [log in to unmask] Subject: Re: Losing their interest? To: [log in to unmask] One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as however, but, yet, still, on the other hand, in contrastive writing. Once theyve identified these structures, the students can practice using them in their own writing. Jane Mairs From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 8:35 PM To: [log in to unmask] Subject: Losing their interest? This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"? Geoff Layton Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Herb & Geoff, I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > 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/ 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/ --_c7b214b8-f4d4-49ef-aed2-b4cd9526bd56_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

I'm thinking of Carol's original post and her concern about how to hold the attention of a bunch of basic writing students in a two-year college setting - so it may be that her students are also older (and no doubt in their opinion much wiser) than the typical high school graduates in their first year at a 4-year college. I would be concerned about starting a day with "OK, class, let's look at the eight parts of speech." Or, "Who can identify the helping verb in this sentence?" I can already hear the rush for the exits (no matter what the age!). Nobody wants to be in a classroom with Rose's "Goddess Grammatica." "Just sayin'!"*

Geoff Layton
 
* I've recently come upon this expression - so it's probably already been around for a long time. Translation? Am I using it correctlly?
 
Date: Tue, 9 Aug 2011 01:02:34 +0000
From: [log in to unmask]
Subject: Re: Losing their interest?
To: [log in to unmask]

One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as however, but, yet, still, on the other hand, in contrastive writing. Once theyve identified these structures, the students can practice using them in their own writing.

 

Jane Mairs

 

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?

 

This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?

Geoff Layton
 

Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Herb & Geoff,

 

I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.  I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.

 

Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?

 

Paul D.
 

"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).

 

 

From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest

Herb -
 
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
 
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
 
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.

Geoff Layton
 

Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]

Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution.  The evidence for it is not very strong.  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it.  Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> 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/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --_c7b214b8-f4d4-49ef-aed2-b4cd9526bd56_-- ========================================================================Date: Mon, 8 Aug 2011 21:23:46 -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: Losing their interest? MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: 8bit Herb, I recommend the Longman Student Grammar as a highly interesting text based on those explorations (Biber et. al.) when I first ordered it, I got a phone call from one of their editors who was surprised I was using it outside of ESL. I use it in a third year class I have developed for the Linguistics Department: Writing, Reading, and Language. It's a Writing Intensive course (students need to take an upper level writing intensive course for graduation)that explores the usefulness of knowledge about language for reading and writing. We take a genre centered approach, not only exploring the language features of different genres, but writing within those genres as we do so. The overwhelming consensus among those students is that knowledge about language is extraordinarily useful. I tend to get good student reviews when I teach, but this course is exceptionally well received. We do a lot of grammar, but it is not at all focused on error. It seems to me that reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process. Jane mentions passive voice in scientific writing. It helps to know that the passive is not just a stylistic option, but that there are highly functional reasons for its increased use in scientific contexts. Treating the passive as an error not only drains interest, but distorts language in the process. Craig > Geoff, > > I suspect your question is a decade or two away from having a good > methodology and content that are based on the study of discourse. Douglas > Biber, in several books and a lot of articles, investigates how different > genres use different grammatical features and constructions. I don't know > if anyone has made a serious attempt to base a grammar pedagogy on his > sort of analysis and his findings, but it strikes me as one of those areas > where a team of writing teachers and linguists could make some interesting > progress. > > Herb > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > Sent: Monday, August 08, 2011 8:35 PM > To: [log in to unmask] > Subject: Losing their interest? > > This has been a great discussion - but there's one little thing missing - > GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" > pokes her head in the classroom door (I always picture her as Elmira > Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the > "children" (don't all students turn into fearful little children at the > thought of having to deal with grammar?) run away terrified. How do we > bring grammar into this discussion without "losing them"? > > Geoff Layton > > ________________________________ > Date: Mon, 8 Aug 2011 17:10:16 -0700 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > Herb & Geoff, > > I think that one of the advantages of the They Say/I Say text is that it > opens an opportunity to have students investigate issues before they take > a position. Of course, all that depends upon how we actually use the text > in the classroom. I like your idea of having the students explain the > history of an argument or issue and not express an opinion. Craig's mantra > (on another recent e-mail) is profoundly logical. However, it seems to me > that eventually, they need to examine the arguments & histories of issues > and think about/examine where they stand. Hopefully, they will think > before they leap. > > Question for those of you who use the text: Do you use the basic text only > or the text that includes readings on various issues? > > Paul D. > > "If this were play'd upon a stage now, I could condemn it as an improbable > fiction" (_Twelfth Night_ 3.4.127-128). > > > ________________________________ > From: Geoffrey Layton <[log in to unmask]> > To: [log in to unmask] > Sent: Mon, August 8, 2011 4:57:24 PM > Subject: Re: Holding their interest > Herb - > > Your comments are not at all tangential. They get straight to the heart of > what I consider to be an essential debate about the role of argument in > the freshman comp (or any comp) classroom - the "great arguments" - > abortion, evolution, gay marriage, gun control, wars in every age and era > (but particularly Iraq, Afghanistan and Vietnam along with Palistine and > the entire Middle East), torture - all of these and more are indeed, what > evoke (and provoke!) student interest. But they are also what cause chaos > in the classroom (or, as you mention, the dinner table). > > The only way I've been able to deal with this problem - allowing students > full participation in debating these issues (in the context of their > writing assignments and class discussion) while keeping the lid on the > chaos - is to follow the path that Stanley Fish lays out in his excellent > book "Save the World on Your Own Time." His injunction is quite simple - > nobody, including the teacher, can take a personal position. The pedagogy > is designed to show students how people argue and why the arguments are > effective, not taking a position and defending it. > > In practical terms, the phrase I've found that pays is one that I picked > up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in > place for . . . ?" So applied to the issue of evolution, the question > becomes "What must be in place for someone to reject evolution?" Put this > way, I think that putting the people who reject evolution as simple-minded > Bible-thumpers or emotionally dependent children is a bit too severe as > this devolves into ad hominem reasoning. > > Geoff Layton > > ________________________________ > Date: Mon, 8 Aug 2011 16:37:09 -0400 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > Thanks to all of you for one of the most interesting and thoughtfully > argued threads we've had in a while. > > I have a question that may be tangential to this topic, or at least a > narrower focus. I should say first that while I have taught both ESL > writing and Freshman writing, I am not a writing teacher, and threads like > this always leave me with a lot of respect for those who perform these > tasks and perform them well. > > When I've taught writing, I've often been encouraged to avoid topics like > abortion and creationism vs. evolution because it's so difficult for > student writers to separate themselves from the issues and from the social > consequences of taking a position. As an example of this, I had dinner > with my oldest son last night, and we got to talking about a good friend > of his at work. She is well educated, well read, and has thoughtful views > on a lot of topics. Evolution came up recently in one of their > conversations, and her response was, "Oh, I don't believe in evolution. > The evidence for it is not very strong." My son was surprised at her > reaction. She comes from a Southern Baptist background but is no longer > connected to that or any other denomination, so her reasons for rejecting > evolution, and she confirms this, are not religious. I suggested to him > that perhaps the reason for her position was a matter of social identity. > Her family and the community she grew up in are devout and accept the > biblical creation story literally. Rejecting evolution is a matter of > family identity. She can become a backslid Baptist, and that's > lamentable, but for her to accept evolution would be to reject her family. > > In a case like this, a position on evolution or creation or abortion is > not an intellectual stance; it's a matter of cultural and social identity, > and that makes it very hard to think critically about it. I've found in > UG classes where we deal with dialectology the notion "social class" > sometimes gets rejected out of hand as Marxist, and no amount of > discussion will shake that position. This is also one of those defining > stances. > > Is a writing class the place to get students to question such elements of > their identity and look at themselves more critically? How does one go > about this? > > Herb > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > Sent: Monday, August 08, 2011 1:14 PM > To: [log in to unmask] > Subject: Re: Holding their interest > > Seth - > > Thanks for the reference. This thread fits with a project on academic > discourse that I'm trying to develop. Perhaps one characteristic that > Graff proposes that might be different from the Rogerian model is his > insistence that - after all the listening and understanding - > writers/academics must finally take a position that differs from that of > their interlocutors/respondents. For example, in his book "Clueless in > Academe," he offers significant criticism of Deborah Tannen and the views > she expresses in her book, "The Argument Culture: Moving from Debate to > Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's > thesis is the confrontational quality of the book itself. . . Tannen > enacts the behavior she objects to" (89). Similarly in "They Say," Graff > advances a method that will enhance the ability of students to argue, not > diminish it. His "listening and understanding" component, as I understand > it, is presented not as a way to be non-confrontational but rather as a > means to make sure that the resulting argument is telling and effective, > much the same way that he demonstrates his understanding of Tannen's > position in order to methodically destroy it. > > To return to the theme of the thread - "Holding their interest" - perhaps > this discussion will help hold student interest by showing them that in > order to develop a powerful argument for their position, they must first > thoroughly understand the point of view of the person with whom they > disagree - and, more interestingly, in order to have something interesting > to say, they must find an area where they do disagree. > > Geoff Layton > >> Date: Mon, 8 Aug 2011 11:41:33 -0500 >> 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/ > > 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, 8 Aug 2011 20:37:20 -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: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_7f88394b-44dc-492f-9a4e-f43838a0293a_" MIME-Version: 1.0 --_7f88394b-44dc-492f-9a4e-f43838a0293a_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Craig Yes! Reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process. Now the question is - how can we use grammar to teach writing in a basic writing course? It seems to me that interest in grammar increases only as students become more specialized as language learners. Geoff Layton > Date: Mon, 8 Aug 2011 21:23:46 -0400 > From: [log in to unmask] > Subject: Re: Losing their interest? > To: [log in to unmask] > > Herb, > I recommend the Longman Student Grammar as a highly interesting text > based on those explorations (Biber et. al.) when I first ordered it, I > got a phone call from one of their editors who was surprised I was > using it outside of ESL. I use it in a third year class I have > developed for the Linguistics Department: Writing, Reading, and > Language. It's a Writing Intensive course (students need to take an > upper level writing intensive course for graduation)that explores the > usefulness of knowledge about language for reading and writing. We > take a genre centered approach, not only exploring the language > features of different genres, but writing within those genres as we do > so. The overwhelming consensus among those students is that knowledge > about language is extraordinarily useful. I tend to get good student > reviews when I teach, but this course is exceptionally well received. > We do a lot of grammar, but it is not at all focused on error. It > seems to me that reducing grammar to error is the main reason it loses > interest. It also distorts the subject considerably in the process. > Jane mentions passive voice in scientific writing. It helps to know > that the passive is not just a stylistic option, but that there are > highly functional reasons for its increased use in scientific > contexts. > Treating the passive as an error not only drains interest, but > distorts language in the process. > > Craig > > > > > Geoff, > > > > I suspect your question is a decade or two away from having a good > > methodology and content that are based on the study of discourse. Douglas > > Biber, in several books and a lot of articles, investigates how different > > genres use different grammatical features and constructions. I don't know > > if anyone has made a serious attempt to base a grammar pedagogy on his > > sort of analysis and his findings, but it strikes me as one of those areas > > where a team of writing teachers and linguists could make some interesting > > progress. > > > > Herb > > > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > > Sent: Monday, August 08, 2011 8:35 PM > > To: [log in to unmask] > > Subject: Losing their interest? > > > > This has been a great discussion - but there's one little thing missing - > > GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" > > pokes her head in the classroom door (I always picture her as Elmira > > Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the > > "children" (don't all students turn into fearful little children at the > > thought of having to deal with grammar?) run away terrified. How do we > > bring grammar into this discussion without "losing them"? > > > > Geoff Layton > > > > ________________________________ > > Date: Mon, 8 Aug 2011 17:10:16 -0700 > > From: [log in to unmask] > > Subject: Re: Holding their interest > > To: [log in to unmask] > > Herb & Geoff, > > > > I think that one of the advantages of the They Say/I Say text is that it > > opens an opportunity to have students investigate issues before they take > > a position. Of course, all that depends upon how we actually use the text > > in the classroom. I like your idea of having the students explain the > > history of an argument or issue and not express an opinion. Craig's mantra > > (on another recent e-mail) is profoundly logical. However, it seems to me > > that eventually, they need to examine the arguments & histories of issues > > and think about/examine where they stand. Hopefully, they will think > > before they leap. > > > > Question for those of you who use the text: Do you use the basic text only > > or the text that includes readings on various issues? > > > > Paul D. > > > > "If this were play'd upon a stage now, I could condemn it as an improbable > > fiction" (_Twelfth Night_ 3.4.127-128). > > > > > > ________________________________ > > From: Geoffrey Layton <[log in to unmask]> > > To: [log in to unmask] > > Sent: Mon, August 8, 2011 4:57:24 PM > > Subject: Re: Holding their interest > > Herb - > > > > Your comments are not at all tangential. They get straight to the heart of > > what I consider to be an essential debate about the role of argument in > > the freshman comp (or any comp) classroom - the "great arguments" - > > abortion, evolution, gay marriage, gun control, wars in every age and era > > (but particularly Iraq, Afghanistan and Vietnam along with Palistine and > > the entire Middle East), torture - all of these and more are indeed, what > > evoke (and provoke!) student interest. But they are also what cause chaos > > in the classroom (or, as you mention, the dinner table). > > > > The only way I've been able to deal with this problem - allowing students > > full participation in debating these issues (in the context of their > > writing assignments and class discussion) while keeping the lid on the > > chaos - is to follow the path that Stanley Fish lays out in his excellent > > book "Save the World on Your Own Time." His injunction is quite simple - > > nobody, including the teacher, can take a personal position. The pedagogy > > is designed to show students how people argue and why the arguments are > > effective, not taking a position and defending it. > > > > In practical terms, the phrase I've found that pays is one that I picked > > up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in > > place for . . . ?" So applied to the issue of evolution, the question > > becomes "What must be in place for someone to reject evolution?" Put this > > way, I think that putting the people who reject evolution as simple-minded > > Bible-thumpers or emotionally dependent children is a bit too severe as > > this devolves into ad hominem reasoning. > > > > Geoff Layton > > > > ________________________________ > > Date: Mon, 8 Aug 2011 16:37:09 -0400 > > From: [log in to unmask] > > Subject: Re: Holding their interest > > To: [log in to unmask] > > Thanks to all of you for one of the most interesting and thoughtfully > > argued threads we've had in a while. > > > > I have a question that may be tangential to this topic, or at least a > > narrower focus. I should say first that while I have taught both ESL > > writing and Freshman writing, I am not a writing teacher, and threads like > > this always leave me with a lot of respect for those who perform these > > tasks and perform them well. > > > > When I've taught writing, I've often been encouraged to avoid topics like > > abortion and creationism vs. evolution because it's so difficult for > > student writers to separate themselves from the issues and from the social > > consequences of taking a position. As an example of this, I had dinner > > with my oldest son last night, and we got to talking about a good friend > > of his at work. She is well educated, well read, and has thoughtful views > > on a lot of topics. Evolution came up recently in one of their > > conversations, and her response was, "Oh, I don't believe in evolution. > > The evidence for it is not very strong." My son was surprised at her > > reaction. She comes from a Southern Baptist background but is no longer > > connected to that or any other denomination, so her reasons for rejecting > > evolution, and she confirms this, are not religious. I suggested to him > > that perhaps the reason for her position was a matter of social identity. > > Her family and the community she grew up in are devout and accept the > > biblical creation story literally. Rejecting evolution is a matter of > > family identity. She can become a backslid Baptist, and that's > > lamentable, but for her to accept evolution would be to reject her family. > > > > In a case like this, a position on evolution or creation or abortion is > > not an intellectual stance; it's a matter of cultural and social identity, > > and that makes it very hard to think critically about it. I've found in > > UG classes where we deal with dialectology the notion "social class" > > sometimes gets rejected out of hand as Marxist, and no amount of > > discussion will shake that position. This is also one of those defining > > stances. > > > > Is a writing class the place to get students to question such elements of > > their identity and look at themselves more critically? How does one go > > about this? > > > > Herb > > > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > > Sent: Monday, August 08, 2011 1:14 PM > > To: [log in to unmask] > > Subject: Re: Holding their interest > > > > Seth - > > > > Thanks for the reference. This thread fits with a project on academic > > discourse that I'm trying to develop. Perhaps one characteristic that > > Graff proposes that might be different from the Rogerian model is his > > insistence that - after all the listening and understanding - > > writers/academics must finally take a position that differs from that of > > their interlocutors/respondents. For example, in his book "Clueless in > > Academe," he offers significant criticism of Deborah Tannen and the views > > she expresses in her book, "The Argument Culture: Moving from Debate to > > Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's > > thesis is the confrontational quality of the book itself. . . Tannen > > enacts the behavior she objects to" (89). Similarly in "They Say," Graff > > advances a method that will enhance the ability of students to argue, not > > diminish it. His "listening and understanding" component, as I understand > > it, is presented not as a way to be non-confrontational but rather as a > > means to make sure that the resulting argument is telling and effective, > > much the same way that he demonstrates his understanding of Tannen's > > position in order to methodically destroy it. > > > > To return to the theme of the thread - "Holding their interest" - perhaps > > this discussion will help hold student interest by showing them that in > > order to develop a powerful argument for their position, they must first > > thoroughly understand the point of view of the person with whom they > > disagree - and, more interestingly, in order to have something interesting > > to say, they must find an area where they do disagree. > > > > Geoff Layton > > > >> Date: Mon, 8 Aug 2011 11:41:33 -0500 > >> 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/ > > > > 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/ --_7f88394b-44dc-492f-9a4e-f43838a0293a_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Craig
 
Yes! Reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process.
 
Now the question is - how can we use grammar to teach writing in a basic writing course? It seems to me that interest in grammar increases only as students become more specialized as language learners.

Geoff Layton
 
> Date: Mon, 8 Aug 2011 21:23:46 -0400
> From: [log in to unmask]
> Subject: RTo 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, 8 Aug 2011 22:33:25 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Losing their interest? In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Craig, The Longman Grammar of Spoken and Written English was one of the books I had in mind. He and his co-authors have produced a thoroughly corpus based reference grammar and show the distribution of forms and constructions across different genres. Herb -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock Sent: Monday, August 08, 2011 9:24 PM To: [log in to unmask] Subject: Re: Losing their interest? Herb, I recommend the Longman Student Grammar as a highly interesting text based on those explorations (Biber et. al.) when I first ordered it, I got a phone call from one of their editors who was surprised I was using it outside of ESL. I use it in a third year class I have developed for the Linguistics Department: Writing, Reading, and Language. It's a Writing Intensive course (students need to take an upper level writing intensive course for graduation)that explores the usefulness of knowledge about language for reading and writing. We take a genre centered approach, not only exploring the language features of different genres, but writing within those genres as we do so. The overwhelming consensus among those students is that knowledge about language is extraordinarily useful. I tend to get good student reviews when I teach, but this course is exceptionally well received. We do a lot of grammar, but it is not at all focused on error. It seems to me that reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process. Jane mentions passive voice in scientific writing. It helps to know that the passive is not just a stylistic option, but that there are highly functional reasons for its increased use in scientific contexts. Treating the passive as an error not only drains interest, but distorts language in the process. Craig > Geoff, > > I suspect your question is a decade or two away from having a good > methodology and content that are based on the study of discourse. > Douglas Biber, in several books and a lot of articles, investigates > how different genres use different grammatical features and > constructions. I don't know if anyone has made a serious attempt to > base a grammar pedagogy on his sort of analysis and his findings, but > it strikes me as one of those areas where a team of writing teachers > and linguists could make some interesting progress. > > Herb > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > Sent: Monday, August 08, 2011 8:35 PM > To: [log in to unmask] > Subject: Losing their interest? > > This has been a great discussion - but there's one little thing > missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" > pokes her head in the classroom door (I always picture her as Elmira > Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the > "children" (don't all students turn into fearful little children at > the thought of having to deal with grammar?) run away terrified. How > do we bring grammar into this discussion without "losing them"? > > Geoff Layton > > ________________________________ > Date: Mon, 8 Aug 2011 17:10:16 -0700 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > Herb & Geoff, > > I think that one of the advantages of the They Say/I Say text is that > it opens an opportunity to have students investigate issues before > they take a position. Of course, all that depends upon how we actually > use the text in the classroom. I like your idea of having the > students explain the history of an argument or issue and not express > an opinion. Craig's mantra (on another recent e-mail) is profoundly > logical. However, it seems to me that eventually, they need to examine > the arguments & histories of issues and think about/examine where they > stand. Hopefully, they will think before they leap. > > Question for those of you who use the text: Do you use the basic text > only or the text that includes readings on various issues? > > Paul D. > > "If this were play'd upon a stage now, I could condemn it as an > improbable fiction" (_Twelfth Night_ 3.4.127-128). > > > ________________________________ > From: Geoffrey Layton <[log in to unmask]> > To: [log in to unmask] > Sent: Mon, August 8, 2011 4:57:24 PM > Subject: Re: Holding their interest > Herb - > > Your comments are not at all tangential. They get straight to the > heart of what I consider to be an essential debate about the role of > argument in the freshman comp (or any comp) classroom - the "great > arguments" - abortion, evolution, gay marriage, gun control, wars in > every age and era (but particularly Iraq, Afghanistan and Vietnam > along with Palistine and the entire Middle East), torture - all of > these and more are indeed, what evoke (and provoke!) student interest. > But they are also what cause chaos in the classroom (or, as you mention, the dinner table). > > The only way I've been able to deal with this problem - allowing > students full participation in debating these issues (in the context > of their writing assignments and class discussion) while keeping the > lid on the chaos - is to follow the path that Stanley Fish lays out in > his excellent book "Save the World on Your Own Time." His injunction > is quite simple - nobody, including the teacher, can take a personal > position. The pedagogy is designed to show students how people argue > and why the arguments are effective, not taking a position and defending it. > > In practical terms, the phrase I've found that pays is one that I > picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What > must be in place for . . . ?" So applied to the issue of evolution, > the question becomes "What must be in place for someone to reject > evolution?" Put this way, I think that putting the people who reject > evolution as simple-minded Bible-thumpers or emotionally dependent > children is a bit too severe as this devolves into ad hominem reasoning. > > Geoff Layton > > ________________________________ > Date: Mon, 8 Aug 2011 16:37:09 -0400 > From: [log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask] > Thanks to all of you for one of the most interesting and thoughtfully > argued threads we've had in a while. > > I have a question that may be tangential to this topic, or at least a > narrower focus. I should say first that while I have taught both ESL > writing and Freshman writing, I am not a writing teacher, and threads > like this always leave me with a lot of respect for those who perform > these tasks and perform them well. > > When I've taught writing, I've often been encouraged to avoid topics > like abortion and creationism vs. evolution because it's so difficult > for student writers to separate themselves from the issues and from > the social consequences of taking a position. As an example of this, > I had dinner with my oldest son last night, and we got to talking > about a good friend of his at work. She is well educated, well read, > and has thoughtful views on a lot of topics. Evolution came up > recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. > The evidence for it is not very strong." My son was surprised at her > reaction. She comes from a Southern Baptist background but is no > longer connected to that or any other denomination, so her reasons for > rejecting evolution, and she confirms this, are not religious. I > suggested to him that perhaps the reason for her position was a matter of social identity. > Her family and the community she grew up in are devout and accept the > biblical creation story literally. Rejecting evolution is a matter of > family identity. She can become a backslid Baptist, and that's > lamentable, but for her to accept evolution would be to reject her family. > > In a case like this, a position on evolution or creation or abortion > is not an intellectual stance; it's a matter of cultural and social > identity, and that makes it very hard to think critically about it. > I've found in UG classes where we deal with dialectology the notion "social class" > sometimes gets rejected out of hand as Marxist, and no amount of > discussion will shake that position. This is also one of those > defining stances. > > Is a writing class the place to get students to question such elements > of their identity and look at themselves more critically? How does > one go about this? > > Herb > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton > Sent: Monday, August 08, 2011 1:14 PM > To: [log in to unmask] > Subject: Re: Holding their interest > > Seth - > > Thanks for the reference. This thread fits with a project on academic > discourse that I'm trying to develop. Perhaps one characteristic that > Graff proposes that might be different from the Rogerian model is his > insistence that - after all the listening and understanding - > writers/academics must finally take a position that differs from that > of their interlocutors/respondents. For example, in his book "Clueless > in Academe," he offers significant criticism of Deborah Tannen and the > views she expresses in her book, "The Argument Culture: Moving from > Debate to Dialogue." As he puts it, "Perhaps the most telling > refutation of Tannen's thesis is the confrontational quality of the > book itself. . . Tannen enacts the behavior she objects to" (89). > Similarly in "They Say," Graff advances a method that will enhance the > ability of students to argue, not diminish it. His "listening and > understanding" component, as I understand it, is presented not as a > way to be non-confrontational but rather as a means to make sure that > the resulting argument is telling and effective, much the same way > that he demonstrates his understanding of Tannen's position in order to methodically destroy it. > > To return to the theme of the thread - "Holding their interest" - > perhaps this discussion will help hold student interest by showing > them that in order to develop a powerful argument for their position, > they must first thoroughly understand the point of view of the person > with whom they disagree - and, more interestingly, in order to have > something interesting to say, they must find an area where they do disagree. > > Geoff Layton > >> Date: Mon, 8 Aug 2011 11:41:33 -0500 >> From: > Visit ATEG's web site at http://ateg.org/ > ist,%20please%20visit%20the%20list's%20web%20interface%20at:%20%20%20% > 20%20http://listserv.muohio.edu/archives/ateg.htmland%20select%20> > 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: Mon, 8 Aug 2011 22:55:57 -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: John Chorazy <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf3011d803f7288a04aa09b307 --20cf3011d803f7288a04aa09b307 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit. A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for *all* students of *all* stances - not just for those who need it more because they hold supposed anti-intellectual positions. Respectfully, John On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote: > Thanks to all of you for one of the most interesting and thoughtfully > argued threads weve had in a while.**** > > ** ** > > I have a question that may be tangential to this topic, or at least a > narrower focus. I should say first that while I have taught both ESL > writing and Freshman writing, I am not a writing teacher, and threads like > this always leave me with a lot of respect for those who perform these tasks > and perform them well.**** > > ** ** > > When Ive taught writing, Ive often been encouraged to avoid topics like > abortion and creationism vs. evolution because its so difficult for student > writers to separate themselves from the issues and from the social > consequences of taking a position. As an example of this, I had dinner with > my oldest son last night, and we got to talking about a good friend of his > at work. She is well educated, well read, and has thoughtful views on a lot > of topics. Evolution came up recently in one of their conversations, and > her response was, Oh, I dont believe in evolution. The evidence for it is > not very strong. My son was surprised at her reaction. She comes from a > Southern Baptist background but is no longer connected to that or any other > denomination, so her reasons for rejecting evolution, and she confirms this, > are not religious. I suggested to him that perhaps the reason for her > position was a matter of social identity. Her family and the community she > grew up in are devout and accept the biblical creation story literally. > Rejecting evolution is a matter of family identity. She can become a > backslid Baptist, and thats lamentable, but for her to accept evolution > would be to reject her family.**** > > ** ** > > In a case like this, a position on evolution or creation or abortion is not > an intellectual stance; its a matter of cultural and social identity, and > that makes it very hard to think critically about it. Ive found in UG > classes where we deal with dialectology the notion social class sometimes > gets rejected out of hand as Marxist, and no amount of discussion will shake > that position. This is also one of those defining stances.**** > > ** ** > > Is a writing class the place to get students to question such elements of > their identity and look at themselves more critically? How does one go > about this?**** > > ** ** > > Herb > -- John Chorazy English III Honors and Academic Pequannock Township High School 973.616.6000 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/ --20cf3011d803f7288a04aa09b307 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable

Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same timeassumes quite a bit.
A good class - be it a Lit or writing class -is aplace to explore, discover, define, redefine, and analyze one's identity as well as that of texts andtheir authors and societies... as long as that process isencouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.
Respectfully,
John


On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.

I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?

Herb


--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000

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Visit ATEG's web site at http://ateg.org/ --20cf3011d803f7288a04aa09b307-- ========================================================================Date: Tue, 9 Aug 2011 13:38:19 +0300 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: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: multipart/alternative; boundary="_----------=_1312886299260100" This is a multi-part message in MIME format. --_----------=_1312886299260100 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="UTF-8" Date: Tue, 9 Aug 2011 06:38:19 -0400 X-Mailer: MessagingEngine.com Webmail Interface Hi Carol, You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is. I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there. I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues. For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does. I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them. I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write. Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller. As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation." I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing. Mark [1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See [1]http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/K U-ELS-Summaryof_Project.87192434.pdf On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote: Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial.Carol --- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote: From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 6:56 PM This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway. I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval. Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English. I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about. If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start. Mark On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote: "In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?" I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what! Carol Morrison --- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: [2]Visit ATEG's web site at http://ateg.org/ References 1. http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf 2. http://us.mc1121.mail.yahoo.com/mc/compose?toTojoinorleavethisLISTSERVlist,pleasevisitthelist'swebinterfaceat:http://listserv.muohio.edu/archives/ateg.htmlandselect -- [log in to unmask] 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/ --_----------=_1312886299260100 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="UTF-8" Date: Tue, 9 Aug 2011 06:38:19 -0400 X-Mailer: MessagingEngine.com Webmail Interface

Hi Carol,
 
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
 
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
 
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
 
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
 
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1]  These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
 
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
 
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
 
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation."  I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
 
Mark
 
 
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf 
 
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote:

Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial.Carol

--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:


From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM

This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
 
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
 
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
 
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
 
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
 
Mark
 
 
 
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote:

"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"

I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101.  There is so much I can do during class time;  the question for me now as I write my syllabi is what!

Carol Morrison

--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:

Visit ATEG's web site at http://ateg.org/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 
 
--
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Visit ATEG's web site at http://ateg.org/ --_----------=_1312886299260100-- ========================================================================Date: Tue, 9 Aug 2011 11:33:51 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394EFEMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394EFEMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable John, You raise a difficult issue. Clearly I have a stance, and it's as necessary and fair to contest its foundations as those of people I with different stances. The issue, however, is not whether all stances should be contested but how a stance holds up under such examination. I empathize with my son's friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism. It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs. It has also separated me somewhat from some of my siblings who hold to the stances we grew up with. So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake. I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined. What I am saying is that not all stances are equal, just as not all opinions are equal. I understand and even respect my son's friend's stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances. I understand also that those stances form a foundation for moral, ethical, and positive lives. That's in part why leading students through such an examination is a serious, troubling, disruptive endeavor-and necessary for their growth. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy Sent: Monday, August 08, 2011 10:56 PM To: [log in to unmask] Subject: Re: Holding their interest Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit. A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions. Respectfully, John On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote: Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb -- John Chorazy English III Honors and Academic Pequannock Township High School 973.616.6000 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394EFEMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

John,

 

You raise a difficult issue.  Clearly I have a stance, and it’s as necessary and fair to contest its foundations as those of people I with different stances.  The issue, however, is not whether all stances should be contested but how a stance holds up under such examination.  I empathize with my son’s friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism.  It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs.  It has also separated me somewhat from some of my siblings who hold to the stances we grew up with.  So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake.

 

I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined.  What I am saying is that not all stances are equal, just as not all opinions are equal.  I understand and even respect my son’s friend’s stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances.  I understand also that those stances form a foundation for moral, ethical, and positive lives.  That’s in part why leading students through such an examination is a serious, troubling, disruptive endeavor—and necessary for their growth.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy
Sent: Monday, August 08, 2011 10:56 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit.

 

A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.

 

Respectfully,

 

John



 

On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

 


--

John Chorazy

English III Honors and Academic

Pequannock Township High School

973.616.6000


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"

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394EFEMAILBACKEND0_-- ========================================================================Date: Tue, 9 Aug 2011 09:52:29 -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: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1796874389-1312908749=:20643" --0-1796874389-1312908749=:20643 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20’s or early 30’s, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, I’ll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writer’s Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacher’s orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since I’ve been away! Best- Carol --- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote: From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Tuesday, August 9, 2011, 6:38 AM Hi Carol,   You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.   I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.   I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.   For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.   I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1]  These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.   I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.   Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.   As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation."  I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.   Mark     [1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf    On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote: Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol --- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote: From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 6:56 PM This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.   I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.   Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.   I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.   If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.   Mark       On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote: "In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.   Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?" I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101.  There is so much I can do during class time;  the question for me now as I write my syllabi is what! Carol Morrison --- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.   I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.   When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.   In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.   Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?   Herb   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest   Seth -   Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.   To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton   > Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: Visit ATEG's web site at http://ateg.org/                                   -- [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/ 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/ --0-1796874389-1312908749=:20643 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20’s or early 30’s, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, I’ll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writer’s Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacher’s orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since I’ve been away!

Best-

Carol

--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:


From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Tuesday, August 9, 2011, 6:38 AM

Hi Carol,
 
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
 
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
 
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
 
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
 
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1]  These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
 
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
 
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
 
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation."  I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
 
Mark
 
 
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf 
 
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote:

Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol

--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:


From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM

This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
 
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
 
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
 
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
 
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
 
Mark
 
 
 
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote:

"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"

I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101.  There is so much I can do during class time;  the question for me now as I write my syllabi is what!

Carol Morrison

--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Visit ATEG's web site at http://ateg.org/ --0-1796874389-1312908749=:20643-- ========================================================================Date: Tue, 9 Aug 2011 23:34:26 +0300 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: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: multipart/alternative; boundary="_----------=_1312922066292121" This is a multi-part message in MIME format. --_----------=_1312922066292121 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="UTF-8" Date: Tue, 9 Aug 2011 16:34:26 -0400 X-Mailer: MessagingEngine.com Webmail Interface Hello Carol, Thanks for your description of your students and the books you'll be using in your class. You mentioned the threaded discussion feature on Blackboard. I have been teaching using Moodle for a couple of years now, and have some experience of Blackboard, as a student. I run an electronic classroom with all materials and much interaction online, even though it is a face to face class; a format that is sometimes called hybrid or blended. I would encourage you to explore the threaded discussion boards on Blackboard. I'd be happy to discuss this with you off list, if you like, and to let you see one of my recent classes on Moodle, where you can see how I have been using the threaded discussion feature. Best regards, Mark On Tue, 09 Aug 2011 09:52 -0700, "Carol Morrison" <[log in to unmask]> wrote: Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20’s or early 30’s, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, I’ll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writer’s Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacher’s orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since I’ve been away! Best- Carol --- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote: From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Tuesday, August 9, 2011, 6:38 AM Hi Carol, You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is. I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there. I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues. For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does. I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them. I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write. Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller. As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation." I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing. Mark [1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See [1]http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/K U-ELS-Summaryof_Project.87192434.pdf On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote: Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol --- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote: From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 6:56 PM This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway. I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval. Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English. I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about. If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start. Mark On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote: "In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?" I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what! Carol Morrison --- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton > Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: FastMail.FM WARNING: URL text and host don't match, possible phishing attempt. URL disabled. Original URL='http://us.mc1121.mail.yahoo.com/mc/compose?toTo join or leav e this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.htmland select'. Original text='Visit ATEG's web site at http://ateg.org/ '. For more information on phishing click [2]here. -- [3][log in to unmask] 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/ References 1. http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf 2. file://localhost/docs/phishing.html 3. http:[log in to unmask] -- [log in to unmask] 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/ --_----------=_1312922066292121 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="UTF-8" Date: Tue, 9 Aug 2011 16:34:26 -0400 X-Mailer: MessagingEngine.com Webmail Interface

Hello Carol,
 
Thanks for your description of your students and the books you'll be using in your class.
 
You mentioned the threaded discussion feature on Blackboard. I have been teaching using Moodle for a couple of years now, and have some experience of Blackboard, as a student. I run an electronic classroom with all materials and much interaction online, even though it is a face to face class; a format that is sometimes called hybrid or blended. I would encourage you to explore the threaded discussion boards on Blackboard. I'd be happy to discuss this with you off list, if you like, and to let you see one of my recent classes on Moodle, where you can see how I have been using the threaded discussion feature.
 
Best regards,
 
Mark 
 
On Tue, 09 Aug 2011 09:52 -0700, "Carol Morrison" <[log in to unmask]> wrote:

Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20’s or early 30’s, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, I’ll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writer’s Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacher’s orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since I’ve been away!

Best-

Carol

--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:


From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Tuesday, August 9, 2011, 6:38 AM

Hi Carol,
 
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
 
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
 
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
 
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
 
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1]  These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
 
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
 
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
 
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation."  I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
 
Mark
 
 
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf 
 
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote:

Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol

--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:

From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM

This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
 
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
 
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
 
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
 
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
 
Mark
 
 
 
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote:

"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
 

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"

I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101.  There is so much I can do during class time;  the question for me now as I write my syllabi is what!

Carol Morrison

--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM

Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.

 

I have a question that may be tangential to this topic, or at least a narrower focus.  I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

 

When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position.  As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work.  She is well educated, well read, and has thoughtful views on a lot of topics.  Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution.  The evidence for it is not very strong.”  My son was surprised at her reaction.  She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious.  I suggested to him that perhaps the reason for her position was a matter of social identity.  Her family and the community she grew up in are devout and accept the biblical creation story literally.  Rejecting evolution is a matter of family identity.  She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.

 

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it.  I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position.  This is also one of those defining stances.

 

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically?  How does one go about this?

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest

 

Seth -
 
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
 
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.

Geoff Layton
 

> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:

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Visit ATEG's web site at http://ateg.org/ --_----------=_1312922066292121-- ========================================================================Date: Tue, 9 Aug 2011 21:40:18 -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: John Chorazy <[log in to unmask]> Subject: Re: Holding their interest In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba1efd42496f0304aa1cc3bb --90e6ba1efd42496f0304aa1cc3bb Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Herb - thank you for a sincere and thoughtful, thought provoking response. It brings to mind a quote by a fairly wise man who once said something about "the unexamined life..." And I do agree that we need to be willing to be a bit more disrupted in our thinking. Thanks for that reminder. To bring it back to writing, it's also a reminder of the value of *writing to learn* prompts nestled among the test-driven, performance-oriented and expository pieces used to assess content or procedural knowledge. I maintain that journal writing and mini essays still have a significant place in the daily work of the language arts classroom. John On Tue, Aug 9, 2011 at 11:33 AM, STAHLKE, HERBERT F <[log in to unmask]>wrote: > John,**** > > ** ** > > You raise a difficult issue. Clearly I have a stance, and its as > necessary and fair to contest its foundations as those of people I with > different stances. The issue, however, is not whether all stances should be > contested but how a stance holds up under such examination. I empathize > with my sons friend because I come from a similar family background, > conservative Lutheran rather than Southern Baptist, but both share a strong > commitment to 19th c. biblical literalism. It took me years of sometimes > agonizing thinking to reach a point where I could reconcile my faith with my > experience and knowledge, and it required careful exploration and analysis > of foundational beliefs. It has also separated me somewhat from some of my > siblings who hold to the stances we grew up with. So I know both the need > to examine and the difficulty and sometimes pain of the experience we are > asking our students to undertake.**** > > ** ** > > I do hold, however, that an examined stance, one that has developed through > critical evaluation, has greater validity than one that has not been > examined. What I am saying is that not all stances are equal, just as not > all opinions are equal. I understand and even respect my sons friends > stance, or that of some of my siblings, and certainly acknowledge their > right to maintain those stances. I understand also that those stances form > a foundation for moral, ethical, and positive lives. Thats in part why > leading students through such an examination is a serious, troubling, > disruptive endeavorand necessary for their growth.**** > > ** ** > > Herb**** > > ** ** > > *From:* Assembly for the Teaching of English Grammar [mailto: > [log in to unmask]] *On Behalf Of *John Chorazy > *Sent:* Monday, August 08, 2011 10:56 PM > *To:* [log in to unmask] > *Subject:* Re: Holding their interest**** > > ** ** > > Herb - it seems your "suggestion" to your son about his friend suggests > just as much about your stance(s), and at the same time assumes quite a bit. > **** > > **** > > A good class - be it a Lit or writing class - is a place to explore, > discover, define, redefine, and analyze one's identity as well as that of > texts and their authors and societies... as long as that process > is encouraged for *all* students of *all* stances - not just for those who > need it more because they hold supposed anti-intellectual positions. **** > > **** > > Respectfully,**** > > **** > > John**** > > > > **** > > On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> > wrote:**** > > Thanks to all of you for one of the most interesting and thoughtfully > argued threads weve had in a while.**** > > **** > > I have a question that may be tangential to this topic, or at least a > narrower focus. I should say first that while I have taught both ESL > writing and Freshman writing, I am not a writing teacher, and threads like > this always leave me with a lot of respect for those who perform these tasks > and perform them well.**** > > **** > > When Ive taught writing, Ive often been encouraged to avoid topics like > abortion and creationism vs. evolution because its so difficult for student > writers to separate themselves from the issues and from the social > consequences of taking a position. As an example of this, I had dinner with > my oldest son last night, and we got to talking about a good friend of his > at work. She is well educated, well read, and has thoughtful views on a lot > of topics. Evolution came up recently in one of their conversations, and > her response was, Oh, I dont believe in evolution. The evidence for it is > not very strong. My son was surprised at her reaction. She comes from a > Southern Baptist background but is no longer connected to that or any other > denomination, so her reasons for rejecting evolution, and she confirms this, > are not religious. I suggested to him that perhaps the reason for her > position was a matter of social identity. Her family and the community she > grew up in are devout and accept the biblical creation story literally. > Rejecting evolution is a matter of family identity. She can become a > backslid Baptist, and thats lamentable, but for her to accept evolution > would be to reject her family.**** > > **** > > In a case like this, a position on evolution or creation or abortion is not > an intellectual stance; its a matter of cultural and social identity, and > that makes it very hard to think critically about it. Ive found in UG > classes where we deal with dialectology the notion social class sometimes > gets rejected out of hand as Marxist, and no amount of discussion will shake > that position. This is also one of those defining stances.**** > > **** > > Is a writing class the place to get students to question such elements of > their identity and look at themselves more critically? How does one go > about this?**** > > **** > > Herb**** > > **** > > **** > > > -- **** > > John Chorazy**** > > English III Honors and Academic**** > > Pequannock Township High School**** > > 973.616.6000**** > > > 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/ > -- John Chorazy English III Honors and Academic Pequannock Township High School 973.616.6000 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/ --90e6ba1efd42496f0304aa1cc3bb Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable

Herb - thank you for a sincere and thoughtful, thought provoking response.It brings to minda quote by a fairly wise man who once said something about "the unexamined life..." And I do agree that we need to be willing to be a bit more disrupted in our thinking. Thanks for that reminder.
To bring it back to writing, it's also a reminder of the value of writing to learn prompts nestled among the test-driven, performance-oriented and expository pieces used to assess content or procedural knowledge. I maintain thatjournal writing and mini essays still have a significantplace in the daily work of the language arts classroom.
John


On Tue, Aug 9, 2011 at 11:33 AM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

John,

You raise a difficult issue. Clearly I have a stance, and its as necessary and fair to contest its foundations as those of people I with different stances. The issue, however, is not whether all stances should be contested but how a stance holds up under such examination. I empathize with my sons friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism. It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs. It has also separated me somewhat from some of my siblings who hold to the stances we grew up with. So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake.

I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined. What I am saying is that not all stances are equal, just as not all opinions are equal. I understand and even respect my sons friends stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances. I understand also that those stances form a foundation for moral, ethical, and positive lives. Thats in part why leading students through such an examination is a serious, troubling, disruptive endeavorand necessary for their growth.

Herb

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy
Sent: Monday, August 08, 2011 10:56 PM
To: [log in to unmask]
Subject: Re: Holding their interest

Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same timeassumes quite a bit.

A good class - be it a Lit or writing class -is aplace to explore, discover, define, redefine, and analyze one's identity as well as that of texts andtheir authors and societies... as long as that process isencouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.

Respectfully,

John



On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.

I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.

When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.

In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.

Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?

Herb


--

John Chorazy

English III Honors and Academic

Pequannock Township High School

973.616.6000


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--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000

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Visit ATEG's web site at http://ateg.org/ --90e6ba1efd42496f0304aa1cc3bb-- ========================================================================Date: Wed, 10 Aug 2011 02:18:45 -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: Rex Houston <[log in to unmask]> Subject: {spam?} Comments: To: "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]>, "[log in to unmask]" <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1640094714-1312967925=:47312" --0-1640094714-1312967925=:47312 Content-Type: text/plain; charset=us-ascii

its difficult to handle all the financial pressure I was completely exhausted without this id still be completely distraught !
http://www.evolutiongroup.cz/redir.php?rusifyc=google.com&tuxyro=msn.com&url=http://abc24-news.net/esubmit/bizopp_main.php now I can finally advance im telling you this is the real deal

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/ --0-1640094714-1312967925=:47312 Content-Type: text/html; charset=us-ascii

its difficult to handle all the financial pressure I was completely exhausted without this id still be completely distraught !
http://www.evolutiongroup.cz/redir.php?rusifyc=google.com&tuxyro=msn.com&url=http://abc24-news.net/esubmit/bizopp_main.php now I can finally advance im telling you this is the real deal

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Visit ATEG's web site at http://ateg.org/ --0-1640094714-1312967925=:47312-- ========================================================================Date: Wed, 10 Aug 2011 10:44:38 -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: John Dews-Alexander <[log in to unmask]> Subject: New Spam Filters MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba6e8f24fe74b504aa288fca --90e6ba6e8f24fe74b504aa288fca Content-Type: text/plain; charset=ISO-8859-1 ATEG Listserv Subscribers, I implemented new spam filters for the list today. Please be aware that you should not attempt to include ATEG in any mass emails. It could disable your ATEG listserv account. Thanks! John 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/ --90e6ba6e8f24fe74b504aa288fca Content-Type: text/html; charset=ISO-8859-1 ATEG Listserv Subscribers,

I implemented new spam filters for the list today. Please be aware that you should not attempt to include ATEG in any mass emails. It could disable your ATEG listserv account.

Thanks!

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Visit ATEG's web site at http://ateg.org/ --90e6ba6e8f24fe74b504aa288fca-- ========================================================================Date: Wed, 10 Aug 2011 18:06:15 +0000 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: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_436B21F3263B6B46B9857F8DE1E1EA0E0BCBE7MtRainierhctopplo_" MIME-Version: 1.0 --_000_436B21F3263B6B46B9857F8DE1E1EA0E0BCBE7MtRainierhctopplo_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable If 'another' can be a word, why not 'alright'? I'm never marking this wrong again. Janet From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Sunday, August 07, 2011 5:24 PM To: [log in to unmask] Subject: [BULK] Re: Usage question Importance: Low I have used up considerable amount of ink marking "alright" as all wrong on student papers - and the cause is lost, as is the fight over using "impact" as a verb and "at" as an adverb ("Where are you at"?). And now, in my dotage, I've come to the opinion that these developments might be good (along with other wonders of the language such as "conversate" as an intransitive verb), even though at one time, I took up cudgel against the demons out to change the language (well, I stil get upset over "at" as an adverb - it's a preposition, damn it). In fact, using "alright" as one word might have benefits in that "all right" as two words might slip into explitive status ("Well, all right!") or to express other specific meanings ("God's in his heaven and all's right with the world."). Geoff Layton ________________________________ Date: Sun, 7 Aug 2011 17:01:57 -0700 From: [log in to unmask] Subject: Re: Usage question To: [log in to unmask] In journalism, which tends to be a bit less fussy than us education types, the use of alright is strictly forbidden (even the 2011 AP Style Guide says so). I find it curious just as you say it is. Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ________________________________ From: "Myers, Marshall" <[log in to unmask]> To: [log in to unmask] Sent: Sun, August 7, 2011 11:20:40 AM Subject: Re: Usage question Paul, Alright or all right is a curious one. Some sources accept both forms, since alright dates back into the 19th century. But the book we use here for Freshman English, ST MARTIN'S HANDBOOK, does not accept alright, concluding: "Avoid the spelling of alright." Language is comparable to fashion: Spelling, among other things, is acceptable if the vast majority of people say it is. And we have got some rather strange spellings for certain words. Pneumonia and doubt are good examples. Doubt is spelled with a b because that letter appears in the Latin language from which it was borrowed. Pneumonia is spelled with the p probably because it was spelled that way in Attic Greek, and Greek was one of the language of scholarship, like Latin. Those examples don't make a whole lot of sense, but we have agreed that they are spelled that way. So I would use all right in formal writing, and alright in less formal settings. It is very likely that in the future the alright will be an acceptable form for both formal and informal writing. In my mind that will be a good day. I hope that answers your question. Marshall From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Paul E. Doniger Sent: Sunday, August 07, 2011 10:00 AM To: [log in to unmask] Subject: Usage question It has often puzzled me that the spelling 'alright' has never been accepted as standard. It clearly could distinguish a difference between "Completely correct" (all right) and "completely safe" (alright) in meaning (similar to all together and altogether). Has anyone on the list any information or experience about this usage issue that would explain why the usage police won't accept this spelling? Thanks, Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). 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/ --_000_436B21F3263B6B46B9857F8DE1E1EA0E0BCBE7MtRainierhctopplo_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

If ‘another’ can be a word, why not ‘alright’?  I’m never marking this wrong again.

 

Janet

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Sunday, August 07, 2011 5:24 PM
To: [log in to unmask]
Subject: [BULK] Re: Usage question
Importance: Low

 

I have used up considerable amount of ink marking "alright" as all wrong on student papers - and the cause is lost, as is the fight over using "impact" as a verb and "at" as an adverb ("Where are you at"?).  And now, in my dotage, I've come to the opinion that these developments might be good (along with other wonders of the language such as "conversate" as an intransitive verb), even though at one time, I took up cudgel against the demons out to change the language (well, I stil get upset over "at" as an adverb - it's a preposition, damn it).
 
In fact, using "alright" as one word might have benefits in that "all right" as two words might slip into explitive status ("Well, all right!") or to express other specific meanings ("God's in his heaven and all's right with the world.").

Geoff Layton
 

Date: Sun, 7 Aug 2011 17:01:57 -0700
From: [log in to unmask]
Subject: Re: Usage question
To: [log in to unmask]

In journalism, which tends to be a bit less fussy than us education types, the use of alright is strictly forbidden (even the 2011 AP Style Guide says so). I find it curious just as you say it is.

 

Paul D.
 

"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).

 

 

From: "Myers, Marshall" <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 11:20:40 AM
Subject: Re: Usage question

Paul,

 

Alright or all right is a curious one.

 

Some sources accept both forms, since alright dates back into the 19th century.

 

But the book we use here for Freshman English, ST MARTIN’S HANDBOOK, does not accept alright, concluding:  “Avoid the spelling of alright.”

 

Language is comparable to fashion: Spelling, among other things, is acceptable if the vast majority of people say it is. And we have got some rather strange spellings for certain words. Pneumonia and doubt are good examples. Doubt is spelled with a b because that letter appears in the Latin language from which it was borrowed. Pneumonia is spelled with the p probably because it was spelled that way in Attic Greek, and Greek was one of the language of scholarship, like Latin. Those examples don’t make a whole lot of sense, but we have agreed that they are spelled that way.

 

So I would use all right in formal writing, and alright in less formal settings. It is very likely that in the future the alright  will be an acceptable form for both formal and informal writing. In my mind that will be a good day.

 

I hope that answers your question.

 

Marshall

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Paul E. Doniger
Sent: Sunday, August 07, 2011 10:00 AM
To: [log in to unmask]
Subject: Usage question

 

It has often puzzled me that the spelling 'alright' has never been accepted as standard. It clearly could distinguish a difference between "Completely correct" (all right) and "completely safe" (alright) in meaning (similar to all together and altogether). Has anyone on the list any information or experience about this usage issue that would explain why the usage police won't accept this spelling?

 
Thanks,
 
Paul D.


 

"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).

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Visit ATEG's web site at http://ateg.org/ --_000_436B21F3263B6B46B9857F8DE1E1EA0E0BCBE7MtRainierhctopplo_-- ========================================================================Date: Wed, 10 Aug 2011 17:36:57 -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: Dick Veit <[log in to unmask]> Subject: Re: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --0016e6496852d36b0004aa2d7ad7 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable My preference is to give students knowledge and to let them make choices. I tell them that most educated writers (including the editors of almost every magazine, newspaper, and publishing house) use "all right" and not "alright," but the latter is used by a minority of writers, and its use may be growing. They can use "alright" if they like, but they can expect that a number of their readers may judge them on it. They might think twice before using "alright" in a college application essay or in a job application letter. Language is democratic, and if enough people join the "alright" bandwagon, it will become accepted the way "another" and "altogether" are accepted. Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh the consequences. Dick On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < [log in to unmask]> wrote: > If another can be a word, why not alright? Im never marking this > wrong again.**** > > ** ** > > Janet > 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/ --0016e6496852d36b0004aa2d7ad7 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable My preference is to give students knowledge and to let them make choices. I tell them that most educated writers (including the editors of almost every magazine, newspaper, and publishing house) use "all right" and not "alright," but the latter is used by a minority of writers, and its use may be growing. They can use "alright" if they like, but they can expect that a number of their readers may judge them on it. They might think twice before using "alright" in a college application essay or in a job application letter.

Language is democratic, and if enough people join the "alright" bandwagon, it will become accepted the way "another" and "altogether" are accepted. Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh the consequences.

Dick

On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <[log in to unmask]> wrote:

If another can be a word, why not alright? Im never marking this wrong again.

Janet


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Visit ATEG's web site at http://ateg.org/ --0016e6496852d36b0004aa2d7ad7-- ========================================================================Date: Wed, 10 Aug 2011 17:42:02 -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: [BULK] Re: Usage question MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable I would add "alot" to the mix. > Craig My preference is to give students knowledge and to let them make choices. > I > tell them that most educated writers (including the editors of almost > every > magazine, newspaper, and publishing house) use "all right" and not > "alright," but the latter is used by a minority of writers, and its use > may > be growing. They can use "alright" if they like, but they can expect that > a > number of their readers may judge them on it. They might think twice > before > using "alright" in a college application essay or in a job application > letter. > > Language is democratic, and if enough people join the "alright" bandwagon, > it will become accepted the way "another" and "altogether" are accepted. > Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh > the > consequences. > > Dick > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > [log in to unmask]> wrote: > >> If another can be a word, why not alright? Im never marking this >> wrong again.**** >> >> ** ** >> >> Janet >> > > 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, 10 Aug 2011 17:00:57 -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: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_7f25f6ee-cbbb-417b-af67-3145a9f60049_" MIME-Version: 1.0 --_7f25f6ee-cbbb-417b-af67-3145a9f60049_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable OMG! Alot as one word? Craig - the world has indeed come to an end! Perhaps the rapture really did happen, and so few were taken - those who always (all ways?) use "a lot" and "all right" - that nobody (no body?) noticed! :) Geoff Layton > Date: Wed, 10 Aug 2011 17:42:02 -0400 > From: [log in to unmask] > Subject: Re: [BULK] Re: Usage question > To: [log in to unmask] > > I would add "alot" to the mix. > > > Craig > > My preference is to give students knowledge and to let them make choices. > > I > > tell them that most educated writers (including the editors of almost > > every > > magazine, newspaper, and publishing house) use "all right" and not > > "alright," but the latter is used by a minority of writers, and its use > > may > > be growing. They can use "alright" if they like, but they can expect that > > a > > number of their readers may judge them on it. They might think twice > > before > > using "alright" in a college application essay or in a job application > > letter. > > > > Language is democratic, and if enough people join the "alright" bandwagon, > > it will become accepted the way "another" and "altogether" are accepted. > > Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh > > the > > consequences. > > > > Dick > > > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > > [log in to unmask]> wrote: > > > >> If another can be a word, why not alright? Im never marking this > >> wrong again.**** > >> > >> ** ** > >> > >> Janet > >> > > > > 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/ --_7f25f6ee-cbbb-417b-af67-3145a9f60049_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

OMG! Alot as one word? Craig - the world has indeed come to an end! Perhaps the rapture really did happen, and so few were taken - those who always (all ways?) use "a lot" and "all right" - that nobody (no body?) noticed! :)

Geoff Layton
 
> Date: Wed, 10 Aug 2011 17:42:02 -0400
> From: [log in to unmask]
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Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Fri, 12 Aug 2011 18:45:24 +0000 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]> Comments: RFC822 error: Invalid RFC822 field - "=". Rest of header flushed. From: "Spruiell, William C" <[log in to unmask]> Subject: Re: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Craig, "Alot" just for the adverbial use ("I do that alot"), or also for the pseudo-determiner/quantity use? If the latter, it's hard to see why the "of" shouldn't be glommed in to yield "alotta." It's not like that's going to freak out people more than plain "alot" will. [Just for the record -- I like having both "all right" and "alright" available, since I think the distinction is useful; I can't see that kind of utility for "alot," but I also know that conscious calculations of utility have historically had about as much effect on the development of language and spelling conventions as have fluctuations in the availability of parsnips]. Bill Spruiell ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]] Sent: Wednesday, August 10, 2011 5:42 PM To: [log in to unmask] Subject: Re: [BULK] Re: Usage question I would add "alot" to the mix. > Craig My preference is to give students knowledge and to let them make choices. > I > tell them that most educated writers (including the editors of almost > every > magazine, newspaper, and publishing house) use "all right" and not > "alright," but the latter is used by a minority of writers, and its use > may > be growing. They can use "alright" if they like, but they can expect that > a > number of their readers may judge them on it. They might think twice > before > using "alright" in a college application essay or in a job application > letter. > > Language is democratic, and if enough people join the "alright" bandwagon, > it will become accepted the way "another" and "altogether" are accepted. > Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh > the > consequences. > > Dick > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > [log in to unmask]> wrote: > >> If another can be a word, why not alright? Im never marking this >> wrong again.**** >> >> ** ** >> >> Janet >> > > 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, 12 Aug 2011 19:47:34 +0000 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: "Paul E. Doniger" <[log in to unmask]> Subject: Re: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="Windows-1252" MIME-Version: 1.0 SSBsb3ZlIHBhcnNuaXBzLg0KU2VudCB2aWEgQmxhY2tCZXJyeSBieSBBVCZUDQoNCi0tLS0tT3Jp Z2luYWwgTWVzc2FnZS0tLS0tDQpGcm9tOiAiU3BydWllbGwsIFdpbGxpYW0gQyIgPHNwcnVpMXdj QENNSUNILkVEVT4NClNlbmRlcjogQXNzZW1ibHkgZm9yIHRoZSBUZWFjaGluZyBvZiBFbmdsaXNo IEdyYW1tYXIgPEFURUdATElTVFNFUlYuTVVPSElPLkVEVT4NCkRhdGU6ICAgICAgICAgRnJpLCAx MiBBdWcgMjAxMSAxODo0NToyNCANClRvOiA8QVRFR0BMSVNUU0VSVi5NVU9ISU8uRURVPg0KUmVw bHktVG86IEFzc2VtYmx5IGZvciB0aGUgVGVhY2hpbmcgb2YgRW5nbGlzaCBHcmFtbWFyDQogICAg ICAgICAgICAgIDxBVEVHQExJU1RTRVJWLk1VT0hJTy5FRFU+DQpTdWJqZWN0OiBSZTogW0JVTEtd IFJlOiBVc2FnZSBxdWVzdGlvbg0KDQpDcmFpZywKCiJBbG90IiBqdXN0IGZvciB0aGUgYWR2ZXJi aWFsIHVzZSAoIkkgZG8gdGhhdCBhbG90IiksIG9yIGFsc28gZm9yIHRoZSBwc2V1ZG8tZGV0ZXJt aW5lci9xdWFudGl0eSB1c2U/IElmIHRoZSBsYXR0ZXIsIGl0J3MgaGFyZCB0byBzZWUgd2h5IHRo ZSAib2YiIHNob3VsZG4ndCBiZSBnbG9tbWVkIGluIHRvIHlpZWxkICJhbG90dGEuIiBJdCdzIG5v dCBsaWtlIHRoYXQncyBnb2luZyB0byBmcmVhayBvdXQgcGVvcGxlIG1vcmUgdGhhbiBwbGFpbiAi YWxvdCIgd2lsbC4gCgpbSnVzdCBmb3IgdGhlIHJlY29yZCAtLSBJIGxpa2UgaGF2aW5nIGJvdGgg ImFsbCByaWdodCIgYW5kICJhbHJpZ2h0IiBhdmFpbGFibGUsIHNpbmNlIEkgdGhpbmsgdGhlIGRp c3RpbmN0aW9uIGlzIHVzZWZ1bDsgSSBjYW4ndCBzZWUgdGhhdCBraW5kIG9mIHV0aWxpdHkgZm9y ICJhbG90LCIgYnV0IEkgYWxzbyBrbm93IHRoYXQgY29uc2Npb3VzIGNhbGN1bGF0aW9ucyBvZiB1 dGlsaXR5IGhhdmUgaGlzdG9yaWNhbGx5IGhhZCBhYm91dCBhcyBtdWNoIGVmZmVjdCBvbiB0aGUg ZGV2ZWxvcG1lbnQgb2YgbGFuZ3VhZ2UgYW5kIHNwZWxsaW5nIGNvbnZlbnRpb25zIGFzIGhhdmUg Zmx1Y3R1YXRpb25zIGluIHRoZSBhdmFpbGFiaWxpdHkgb2YgcGFyc25pcHNdLgoKQmlsbCBTcHJ1 aWVsbApfX19fX19fX19fX19fX19fX19fX19fX19fX19fX19fX19fX19fX19fCkZyb206IEFzc2Vt Ymx5IGZvciB0aGUgVGVhY2hpbmcgb2YgRW5nbGlzaCBHcmFtbWFyIFtBVEVHQExJU1RTRVJWLk1V T0hJTy5FRFVdIG9uIGJlaGFsZiBvZiBDcmFpZyBIYW5jb2NrIFtoYW5jb2NrQEFMQkFOWS5FRFVd ClNlbnQ6IFdlZG5lc2RheSwgQXVndXN0IDEwLCAyMDExIDU6NDIgUE0KVG86IEFURUdATElTVFNF UlYuTVVPSElPLkVEVQpTdWJqZWN0OiBSZTogW0JVTEtdIFJlOiBVc2FnZSBxdWVzdGlvbgoKICAg ICBJIHdvdWxkIGFkZCAiYWxvdCIgdG8gdGhlIG1peC4KICAgICA+CkNyYWlnCgpNeSBwcmVmZXJl bmNlIGlzIHRvIGdpdmUgc3R1ZGVudHMga25vd2xlZGdlIGFuZCB0byBsZXQgdGhlbSBtYWtlIGNo b2ljZXMuCj4gSQo+IHRlbGwgdGhlbSB0aGF0IG1vc3QgZWR1Y2F0ZWQgd3JpdGVycyAoaW5jbHVk aW5nIHRoZSBlZGl0b3JzIG9mIGFsbW9zdAo+IGV2ZXJ5Cj4gbWFnYXppbmUsIG5ld3NwYXBlciwg YW5kIHB1Ymxpc2hpbmcgaG91c2UpIHVzZSAiYWxsIHJpZ2h0IiBhbmQgbm90Cj4gImFscmlnaHQs IiBidXQgdGhlIGxhdHRlciBpcyB1c2VkIGJ5IGEgbWlub3JpdHkgb2Ygd3JpdGVycywgYW5kIGl0 cyB1c2UKPiBtYXkKPiBiZSBncm93aW5nLiBUaGV5IGNhbiB1c2UgImFscmlnaHQiIGlmIHRoZXkg bGlrZSwgYnV0IHRoZXkgY2FuIGV4cGVjdCB0aGF0Cj4gYQo+IG51bWJlciBvZiB0aGVpciByZWFk ZXJzIG1heSBqdWRnZSB0aGVtIG9uIGl0LiBUaGV5IG1pZ2h0IHRoaW5rIHR3aWNlCj4gYmVmb3Jl Cj4gdXNpbmcgImFscmlnaHQiIGluIGEgY29sbGVnZSBhcHBsaWNhdGlvbiBlc3NheSBvciBpbiBh IGpvYiBhcHBsaWNhdGlvbgo+IGxldHRlci4KPgo+IExhbmd1YWdlIGlzIGRlbW9jcmF0aWMsIGFu ZCBpZiBlbm91Z2ggcGVvcGxlIGpvaW4gdGhlICJhbHJpZ2h0IiBiYW5kd2Fnb24sCj4gaXQgd2ls bCBiZWNvbWUgYWNjZXB0ZWQgdGhlIHdheSAiYW5vdGhlciIgYW5kICJhbHRvZ2V0aGVyIiBhcmUg YWNjZXB0ZWQuCj4gRXZlcnlvbmUgaXMgZnJlZSB0byBqdW1wIG9uIHRoYXQgYmFuZHdhZ29uLCBi dXQgaXQgZG9lc24ndCBodXJ0IHRvIHdlaWdoCj4gdGhlCj4gY29uc2VxdWVuY2VzLgo+Cj4gRGlj awo+Cj4gT24gV2VkLCBBdWcgMTAsIDIwMTEgYXQgMjowNiBQTSwgQ2FzdGlsbGVqYSwgSmFuZXQg PAo+IENhc3RpbGxlamFfakBoZXJpdGFnZS5lZHU+IHdyb3RlOgo+Cj4+ICBJZiCRYW5vdGhlcpIg Y2FuIGJlIGEgd29yZCwgd2h5IG5vdCCRYWxyaWdodJI/ICBJkm0gbmV2ZXIgbWFya2luZyB0aGlz Cj4+IHdyb25nIGFnYWluLioqKioKPj4KPj4gKiogKioKPj4KPj4gSmFuZXQKPj4KPgo+IFRvIGpv aW4gb3IgbGVhdmUgdGhpcyBMSVNUU0VSViBsaXN0LCBwbGVhc2UgdmlzaXQgdGhlIGxpc3QncyB3 ZWIgaW50ZXJmYWNlCj4gYXQ6Cj4gICAgICBodHRwOi8vbGlzdHNlcnYubXVvaGlvLmVkdS9hcmNo aXZlcy9hdGVnLmh0bWwKPiBhbmQgc2VsZWN0ICJKb2luIG9yIGxlYXZlIHRoZSBsaXN0Igo+Cj4g VmlzaXQgQVRFRydzIHdlYiBzaXRlIGF0IGh0dHA6Ly9hdGVnLm9yZy8KPgoKVG8gam9pbiBvciBs ZWF2ZSB0aGlzIExJU1RTRVJWIGxpc3QsIHBsZWFzZSB2aXNpdCB0aGUgbGlzdCdzIHdlYiBpbnRl cmZhY2UgYXQ6CiAgICAgaHR0cDovL2xpc3RzZXJ2Lm11b2hpby5lZHUvYXJjaGl2ZXMvYXRlZy5o dG1sCmFuZCBzZWxlY3QgIkpvaW4gb3IgbGVhdmUgdGhlIGxpc3QiCgpWaXNpdCBBVEVHJ3Mgd2Vi IHNpdGUgYXQgaHR0cDovL2F0ZWcub3JnLwoNClRvIGpvaW4gb3IgbGVhdmUgdGhpcyBMSVNUU0VS ViBsaXN0LCBwbGVhc2UgdmlzaXQgdGhlIGxpc3QncyB3ZWIgaW50ZXJmYWNlIGF0Og0KICAgICBo dHRwOi8vbGlzdHNlcnYubXVvaGlvLmVkdS9hcmNoaXZlcy9hdGVnLmh0bWwNCmFuZCBzZWxlY3Qg IkpvaW4gb3IgbGVhdmUgdGhlIGxpc3QiDQoNClZpc2l0IEFURUcncyB3ZWIgc2l0ZSBhdCBodHRw Oi8vYXRlZy5vcmcvDQo========================================================================Date: Fri, 12 Aug 2011 17:34:08 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: [BULK] Re: Usage question In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Yeah, so do I, but you don't get alotta parsnips till after a good freeze. Herb -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Paul E. Doniger Sent: Friday, August 12, 2011 3:48 PM To: [log in to unmask] Subject: Re: [BULK] Re: Usage question I love parsnips. Sent via BlackBerry by AT&T -----Original Message----- From: "Spruiell, William C" <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> Date: Fri, 12 Aug 2011 18:45:24 To: <[log in to unmask]> Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Subject: Re: [BULK] Re: Usage question Craig, "Alot" just for the adverbial use ("I do that alot"), or also for the pseudo-determiner/quantity use? If the latter, it's hard to see why the "of" shouldn't be glommed in to yield "alotta." It's not like that's going to freak out people more than plain "alot" will. [Just for the record -- I like having both "all right" and "alright" available, since I think the distinction is useful; I can't see that kind of utility for "alot," but I also know that conscious calculations of utility have historically had about as much effect on the development of language and spelling conventions as have fluctuations in the availability of parsnips]. Bill Spruiell ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]] Sent: Wednesday, August 10, 2011 5:42 PM To: [log in to unmask] Subject: Re: [BULK] Re: Usage question I would add "alot" to the mix. > Craig My preference is to give students knowledge and to let them make choices. > I > tell them that most educated writers (including the editors of almost > every magazine, newspaper, and publishing house) use "all right" and > not "alright," but the latter is used by a minority of writers, and > its use may be growing. They can use "alright" if they like, but they > can expect that a number of their readers may judge them on it. They > might think twice before using "alright" in a college application > essay or in a job application letter. > > Language is democratic, and if enough people join the "alright" > bandwagon, it will become accepted the way "another" and "altogether" are accepted. > Everyone is free to jump on that bandwagon, but it doesn't hurt to > weigh the consequences. > > Dick > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > [log in to unmask]> wrote: > >> If 'another' can be a word, why not 'alright'? I'm never marking >> this wrong again.**** >> >> ** ** >> >> Janet >> > > 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: Sat, 13 Aug 2011 06:10:47 -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: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I always answered usage questions by pointing out that, although no one could require the preferred spelling (unless you were an employee), everyone hiring has the right to judge the degree and/or level of language formality when verbal expression, particularly written, is requisite to the position. The right to judge follows the Golden Rule: who has the gold makes the rules. I have known major employers (e.g., owners of newspapers) who would hire those who did not use "proper" English only for manual labor positions. Admittedly some sports writers refused to conform and, on some newspapers of my acquaintance, were able to express themselves as they wanted; others were edited by the proofreading department--back when they existed. I had a friend in college who wanted to be an English teacher. His advisor told him, "You can't spell, your grammar is poor, and your usage is atrocious. You had better major in journalism: you will not be accepted as an English major." I told him that he should brush up on sports but not consider Orlando as a good place to work: the Sentinel-Star was noted at the time for its zero tolerance for grammatical, usage, and spelling errors. Unfortunately for him, the student newspaper also has zero tolerance for grammatical, usage, and spelling errors. He ended up majoring in P.E. Scott You have the absolute right to express yourself as you choose: others have the same right to reject you and/or your product as inappropriate. Any teachers who do not alert their students to the possibility that their grammatical, usage, and spelling errors may impact their further education and careers is doing them a disservice. I had Hispanic Angelenos in my proofreading classes who had graduated from high school as functional illiterates--both in English and in Spanish. They felt anger at having bothered to attend classes for 12 years only to be limited to menial jobs--they were even rejected by skilled trade training programs because they lacked the literacy to read technical manuals. When they asked me why they were not taught "proper" English in high school, I evaded the question by suggesting that they ask their teachers or guidance counselors. My preference is to give students knowledge and to let them make choices. > I > tell them that most educated writers (including the editors of almost > every magazine, newspaper, and publishing house) use "all right" and > not "alright," but the latter is used by a minority of writers, and > its use may be growing. They can use "alright" if they like, but they > can expect that a number of their readers may judge them on it. They > might think twice before using "alright" in a college application > essay or in a job application letter. > > Language is democratic, and if enough people join the "alright" > bandwagon, it will become accepted the way "another" and "altogether" are accepted. > Everyone is free to jump on that bandwagon, but it doesn't hurt to > weigh the consequences. > > Dick > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > [log in to unmask]> wrote: > >> If 'another' can be a word, why not 'alright'? I'm never marking >> this wrong again.**** >> >> ** ** >> >> Janet >> > 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: Sat, 13 Aug 2011 09:09:43 -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: [BULK] Re: Usage question MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable Bill, I was thinking about situations like "I own a lot, which I check a lot." Or "I check a lot a lot." If we had a different spelling for the adverbial use (which I hear as "alot," not "a lot" in the above instances), I think it would better represent the way the structure has evolved both phonetically and cognitively. I hear it and think of it as a single word spelled as two. Of course, the written language is innately conservative in the classic sense of that term. People will treat it as an error. Even as I type this, the computer puts a red squiggly line underneath "alot" to cajole me back. Craig Craig, > > "Alot" just for the adverbial use ("I do that alot"), or also for the > pseudo-determiner/quantity use? If the latter, it's hard to see why the > "of" shouldn't be glommed in to yield "alotta." It's not like that's going > to freak out people more than plain "alot" will. > > [Just for the record -- I like having both "all right" and "alright" > available, since I think the distinction is useful; I can't see that kind > of utility for "alot," but I also know that conscious calculations of > utility have historically had about as much effect on the development of > language and spelling conventions as have fluctuations in the availability > of parsnips]. > > Bill Spruiell > ________________________________________ > From: Assembly for the Teaching of English Grammar > [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]] > Sent: Wednesday, August 10, 2011 5:42 PM > To: [log in to unmask] > Subject: Re: [BULK] Re: Usage question > > I would add "alot" to the mix. > > > Craig > > My preference is to give students knowledge and to let them make choices. >> I >> tell them that most educated writers (including the editors of almost >> every >> magazine, newspaper, and publishing house) use "all right" and not >> "alright," but the latter is used by a minority of writers, and its use >> may >> be growing. They can use "alright" if they like, but they can expect >> that >> a >> number of their readers may judge them on it. They might think twice >> before >> using "alright" in a college application essay or in a job application >> letter. >> >> Language is democratic, and if enough people join the "alright" >> bandwagon, >> it will become accepted the way "another" and "altogether" are accepted. >> Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh >> the >> consequences. >> >> Dick >> >> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < >> [log in to unmask]> wrote: >> >>> If another can be a word, why not alright? Im never marking this >>> wrong again.**** >>> >>> ** ** >>> >>> Janet >>> >> >> 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: Sat, 13 Aug 2011 11:10:07 -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: Dick Veit <[log in to unmask]> Subject: a lot / alot MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf302ad6eaedad0804aa646c6c --20cf302ad6eaedad0804aa646c6c Content-Type: text/plain; charset=ISO-8859-1 Craig, Adverbial yes, but a noun phrase used adverbially rather than a true adverb. Consider the intensifier: I do it often / very often. I do it a lot / *very a lot / a whole lot. I do it a bit / *very a bit / a little bit. Dick On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote: > Bill, > I was thinking about situations like "I own a lot, which I check a > lot." Or "I check a lot a lot." If we had a different spelling for the > adverbial use (which I hear as "alot," not "a lot" in the above > instances), I think it would better represent the way the structure > has evolved both phonetically and cognitively. I hear it and think of > it as a single word spelled as two. > Of course, the written language is innately conservative in the classic > sense of that term. People will treat it as an error. Even as I type > this, the computer puts a red squiggly line underneath "alot" to cajole > me back. > > Craig 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/ --20cf302ad6eaedad0804aa646c6c Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Craig,

Adverbial yes, but a noun phrase used adverbially rather than a true adverb. Consider the intensifier:

I do it often / very often.
I do it a lot / *very a lot / a whole lot.
I do it a bit / *very a bit / a little bit.

Dick

On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote:
> Bill,
> I was thinking about situations like "I own a lot, which I check a
> lot." Or "I check a lot a lot." If we had a different spelling for the
> adverbial use (which I hear as "alot," not "a lot" in the above
> instances), I think it would better represent the way the structure
> has evolved both phonetically and cognitively. I hear it and think of
> it as a single word spelled as two.
> Of course, the written language is innately conservative in the classic
> sense of that term. People will treat it as an error. Even as I type
> this, the computer puts a red squiggly line underneath "alot" to cajole
> me back.
>
> Craig 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/ --20cf302ad6eaedad0804aa646c6c-- ========================================================================Date: Sun, 14 Aug 2011 10:49:33 -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: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 12 Aug 2011 to 13 Aug 2011 (#2011-152) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Too many "educated" will applaud your first sentence and call you a bigot for your second. How dare you assert that the way people speak and write naturally is less than perfect. Did we teach in the same school in LA? I bluntly told my proofreading students that many of them were in the unusual situation of being both perfectly bilingual but illiterate in both languages (LA schools did not allow Hispanics to take regular Spanish classes but failed to offer special Spanish grammar and composition classes for Hispanics). In defense of the LA School district, the law required teachers in 70 Vietnamese languages, 60 Laotian, and, fortunately, only 10 Cambodian languages--thanks to the large numbers of speakers of Central Khmer and secondarily of Western Cham. The biggest problem were the Hmong--where the oral culture was highly prized and valued over literacy: many Hmong academies have sprung up to develop teaching materials and encourage literacy. The District has focused on Cantonese, Tagalog, Korean, and Samoan with a single KEYS school in Vietnamese--whatever that is--and one in Japanese. I was reviewing the hiring of an applicant and noted that he claimed to speak Chinese, Swiss, and Filipino (this was long before Manila renamed Tagalog). Because language proficiency in other than English had no bearing on his hire--he was highly unlikely to be dealing with US veterans in Las Vegas who did not speak fluent English--he was not terminated for falsifying an application; however, I did counsel him to be more accurate in future applications. He was. Scott -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Sunday, August 14, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 12 Aug 2011 to 13 Aug 2011 (#2011-152) There are 3 messages totalling 303 lines in this issue. Topics of the day: 1. ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151) 2. [BULK] Re: Usage question 3. a lot / alot 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: Sat, 13 Aug 2011 06:10:47 -0400 From: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151) I always answered usage questions by pointing out that, although no one could require the preferred spelling (unless you were an employee), everyone hiring has the right to judge the degree and/or level of language formality when verbal expression, particularly written, is requisite to the position. The right to judge follows the Golden Rule: who has the gold makes the rules. I have known major employers (e.g., owners of newspapers) who would hire those who did not use "proper" English only for manual labor positions. Admittedly some sports writers refused to conform and, on some newspapers of my acquaintance, were able to express themselves as they wanted; others were edited by the proofreading department--back when they existed. I had a friend in college who wanted to be an English teacher. His advisor told him, "You can't spell, your grammar is poor, and your usage is atrocious. You had better major in journalism: you will not be accepted as an English major." I told him that he should brush up on sports but not consider Orlando as a good place to work: the Sentinel-Star was noted at the time for its zero tolerance for grammatical, usage, and spelling errors. Unfortunately for him, the student newspaper also has zero tolerance for grammatical, usage, and spelling errors. He ended up majoring in P.E. Scott You have the absolute right to express yourself as you choose: others have the same right to reject you and/or your product as inappropriate. Any teachers who do not alert their students to the possibility that their grammatical, usage, and spelling errors may impact their further education and careers is doing them a disservice. I had Hispanic Angelenos in my proofreading classes who had graduated from high school as functional illiterates--both in English and in Spanish. They felt anger at having bothered to attend classes for 12 years only to be limited to menial jobs--they were even rejected by skilled trade training programs because they lacked the literacy to read technical manuals. When they asked me why they were not taught "proper" English in high school, I evaded the question by suggesting that they ask their teachers or guidance counselors. My preference is to give students knowledge and to let them make choices. > I > tell them that most educated writers (including the editors of almost > every magazine, newspaper, and publishing house) use "all right" and > not "alright," but the latter is used by a minority of writers, and > its use may be growing. They can use "alright" if they like, but they > can expect that a number of their readers may judge them on it. They > might think twice before using "alright" in a college application > essay or in a job application letter. > > Language is democratic, and if enough people join the "alright" > bandwagon, it will become accepted the way "another" and "altogether" are accepted. > Everyone is free to jump on that bandwagon, but it doesn't hurt to > weigh the consequences. > > Dick > > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet < > [log in to unmask]> wrote: > >> If 'another' can be a word, why not 'alright'? I'm never marking >> this wrong again.**** >> >> ** ** >> >> Janet >> > 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: Sun, 14 Aug 2011 22:58:03 -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: Craig Hancock <[log in to unmask]> Subject: Re: a lot / alot MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: 8bit Dick, That is convincing, though "a lot" translates more to "very much" than just "much," so that may be tantamount to a "very very." But putting the adjective between seems to seal it as determiner plus noun. I still think it acts more like a set construction than a two word sequence. I don't think we think of "a" plus "lot" when we hear "a lot." But the suggestion was never one that I expected people to take seriously. Craig> Craig, > > Adverbial yes, but a noun phrase used adverbially rather than a true > adverb. > Consider the intensifier: > > I do it often / very often. > I do it a lot / *very a lot / a whole lot. > I do it a bit / *very a bit / a little bit. > > Dick > > On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote: >> Bill, >> I was thinking about situations like "I own a lot, which I check a >> lot." Or "I check a lot a lot." If we had a different spelling for the >> adverbial use (which I hear as "alot," not "a lot" in the above >> instances), I think it would better represent the way the structure >> has evolved both phonetically and cognitively. I hear it and think of >> it as a single word spelled as two. >> Of course, the written language is innately conservative in the >> classic >> sense of that term. People will treat it as an error. Even as I type >> this, the computer puts a red squiggly line underneath "alot" to cajole >> me back. >> >> Craig > > 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, 15 Aug 2011 11:03:27 -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: Dick Veit <[log in to unmask]> Subject: Re: a lot / alot In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0ce005c0c6cddc04aa8c9057 Content-Type: text/plain; charset=ISO-8859-1 Craig, "A lot" is certainly idiomatic and probably unanalyzable to most speakers. It presumably comes from "lot" meaning share or property, with *odd lots, cast one's lot, *and *lots of* being other derivatives. It may be a semantic chameleon, but grammatically it is still a noun phrase with an article and noun. That is more obvious in sentences like this: Your message gave me a lot to think about. It took a lot of guts to admit her mistakes. A lot of times he does things he later regrets. Dick On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]> wrote: > Dick, > That is convincing, though "a lot" translates more to "very much" than > just "much," so that may be tantamount to a "very very." But putting > the adjective between seems to seal it as determiner plus noun. I > still think it acts more like a set construction than a two word > sequence. I don't think we think of "a" plus "lot" when we hear "a > lot." But the suggestion was never one that I expected people to take > seriously. > > > Craig> > > Craig, > > > > Adverbial yes, but a noun phrase used adverbially rather than a true > > adverb. > > Consider the intensifier: > > > > I do it often / very often. > > I do it a lot / *very a lot / a whole lot. > > I do it a bit / *very a bit / a little bit. > > > > Dick > > > > On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> > wrote: > >> Bill, > >> I was thinking about situations like "I own a lot, which I check a > >> lot." Or "I check a lot a lot." If we had a different spelling for the > >> adverbial use (which I hear as "alot," not "a lot" in the above > >> instances), I think it would better represent the way the structure > >> has evolved both phonetically and cognitively. I hear it and think of > >> it as a single word spelled as two. > >> Of course, the written language is innately conservative in the > >> classic > >> sense of that term. People will treat it as an error. Even as I type > >> this, the computer puts a red squiggly line underneath "alot" to cajole > >> me back. > >> > >> Craig > 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/ --000e0ce005c0c6cddc04aa8c9057 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Craig,

"A lot" is certainly idiomatic and probably unanalyzable to most speakers. It presumably comes from "lot" meaning share or property, with odd lots, cast one's lot, and lots of being other derivatives. It may be a semantic chameleon, but grammatically it is still a noun phrase with an article and noun. That is more obvious in sentences like this:

Your message gave me a lot to think about.
It took a lot of guts to admit her mistakes.
A lot of times he does things he later regrets.

Dick

On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]> wrote:
Dick,
That is convincing, though "a lot" translates more to "very much" than
just "much," so that may be tantamount to a "very very." But putting
the adjective between seems to seal it as determiner plus noun. I
still think it acts more like a set construction than a two word
sequence. I don't think we think of "a" plus "lot" when we hear "a
lot." But the suggestion was never one that I expected people to take
seriously.


Craig>

Craig,
>
> Adverbial yes, but a noun phrase used adverbially rather than a true
> adverb.
> Consider the intensifier:
>
> I do it often / very often.
> I do it a lot / *very a lot / a whole lot.
> I do it a bit / *very a bit / a little bit.
>
> Dick
>
> On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote:
>> Bill,
>> I was thinking about situations like "I own a lot, which I check a
>> lot." Or "I check a lot a lot." If we had a different spelling for the
>> adverbial use (which I hear as "alot," not "a lot" in the above
>> instances), I think it would better represent the way the structure
>> has evolved both phonetically and cognitively. I hear it and think of
>> it as a single word spelled as two.
>> Of course, the written language is innately conservative in the
>> classic
>> sense of that term. People will treat it as an error. Even as I type
>> this, the computer puts a red squiggly line underneath "alot" to cajole
>> me back.
>>
>> Craig

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Visit ATEG's web site at http://ateg.org/ --000e0ce005c0c6cddc04aa8c9057-- ========================================================================Date: Mon, 15 Aug 2011 10:27:23 -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: Scott Woods <[log in to unmask]> Subject: grammar question about "what" MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1003150633-1313429243=:32322" In the sentence , what is the role of "what"? How would you explain it? Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as , so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as , so does "what" operate like an interrogative adjectival negator modifying "wisdom"? What else might be going on? Thanks, Scott Woods 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/ --0-1003150633-1313429243=:32322 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable

Dear List,

In the sentence <What wisdom can you find that is greater than kindness?>, what is the role of "what"? How would you explain it?  Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as <Can you find wisdom that is greater than kindness?>, so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as <You can find no wisdom that is greater than kindness>, so does "what" operate like an interrogative adjectival negator modifying "wisdom"?
What else might be going on?

Thanks,

Scott Woods
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Visit ATEG's web site at http://ateg.org/ --0-1003150633-1313429243=:32322-- ========================================================================Date: Mon, 15 Aug 2011 16:17:08 -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: Dick Veit <[log in to unmask]> Subject: Re: grammar question about "what" In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0ce005c09796f004aa90f2df Content-Type: text/plain; charset=ISO-8859-1 Scott, It's a determiner. "What" and "which" are interrogative determiners. "Whose" is a possessive interrogative determiner. Dick On Mon, Aug 15, 2011 at 1:27 PM, Scott Woods <[log in to unmask]> wrote: > Dear List, > > In the sentence , > what is the role of "what"? How would you explain it? Is it adjectival to > "wisdom"? Is it just a question marker? You could re-write the sentence as > , so "what" doesn't seem > to be telling exactly the kind of wisdom. You could also re-write it as can find no wisdom that is greater than kindness>, so does "what" operate > like an interrogative adjectival negator modifying "wisdom"? > What else might be going on? > > Thanks, > > Scott Woods > 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/ --000e0ce005c09796f004aa90f2df Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Scott,

It's a determiner. "What" and "which" are interrogative determiners. "Whose" is a possessive interrogative determiner.

Dick

On Mon, Aug 15, 2011 at 1:27 PM, Scott Woods <[log in to unmask]> wrote:
Dear List,

In the sentence <What wisdom can you find that is greater than kindness?>, what is the role of "what"? How would you explain it? Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as <Can you find wisdom that is greater than kindness?>, so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as <You can find no wisdom that is greater than kindness>, so does "what" operate like an interrogative adjectival negator modifying "wisdom"?
What else might be going on?

Thanks,

Scott Woods
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/


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Visit ATEG's web site at http://ateg.org/ --000e0ce005c09796f004aa90f2df-- ========================================================================Date: Mon, 15 Aug 2011 17:09:13 -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: a lot / alot MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: 8bit Dick, The fact that it is not analyzable may be more relevant to the spelling issue. Most people (including myself) would be hard pressed to define "lot" in the noun phrase "thanks a lot." It's interesting that we can use it without "a" in some contexts, but need to make it plural, as in "Thanks lots." A singular "lot" and plural "lots" seem to mean the same thing unless we bring in the fact that "a" seems to make "lot" plural, a rather strange pattern, to say the least. It's another example, I think, of how language avoids neat categorization. Craig Craig, > > "A lot" is certainly idiomatic and probably unanalyzable to most speakers. > It presumably comes from "lot" meaning share or property, with *odd lots, > cast one's lot, *and *lots of* being other derivatives. It may be a > semantic > chameleon, but grammatically it is still a noun phrase with an article and > noun. That is more obvious in sentences like this: > > Your message gave me a lot to think about. > It took a lot of guts to admit her mistakes. > A lot of times he does things he later regrets. > > Dick > > On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]> > wrote: > >> Dick, >> That is convincing, though "a lot" translates more to "very much" >> than >> just "much," so that may be tantamount to a "very very." But putting >> the adjective between seems to seal it as determiner plus noun. I >> still think it acts more like a set construction than a two word >> sequence. I don't think we think of "a" plus "lot" when we hear "a >> lot." But the suggestion was never one that I expected people to take >> seriously. >> >> >> Craig> >> >> Craig, >> > >> > Adverbial yes, but a noun phrase used adverbially rather than a true >> > adverb. >> > Consider the intensifier: >> > >> > I do it often / very often. >> > I do it a lot / *very a lot / a whole lot. >> > I do it a bit / *very a bit / a little bit. >> > >> > Dick >> > >> > On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> >> wrote: >> >> Bill, >> >> I was thinking about situations like "I own a lot, which I check a >> >> lot." Or "I check a lot a lot." If we had a different spelling for >> the >> >> adverbial use (which I hear as "alot," not "a lot" in the above >> >> instances), I think it would better represent the way the structure >> >> has evolved both phonetically and cognitively. I hear it and think of >> >> it as a single word spelled as two. >> >> Of course, the written language is innately conservative in the >> >> classic >> >> sense of that term. People will treat it as an error. Even as I type >> >> this, the computer puts a red squiggly line underneath "alot" to >> cajole >> >> me back. >> >> >> >> Craig >> > > 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 Aug 2011 13:59:15 -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: First Day Icebreakers for College English MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1710259492-1313701155=:24394" --0-1710259492-1313701155=:24394 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ --0-1710259492-1313701155=:24394 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

Carol Morrison

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Visit ATEG's web site at http://ateg.org/ --0-1710259492-1313701155=:24394-- ========================================================================Date: Thu, 18 Aug 2011 14:39:41 -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: Claudia Kiburz <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="1855776764-913597049-1313703581=:11428" --1855776764-913597049-1313703581=:11428 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be: This semester in this class I expect to learn ... When I am writing, I always have problems with ... Some things I want to know about my teacher are ... The reasons that I am taking this course are ... Some grammar point I find daunting are ... Some things which I really value are ... You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.   ________________________________ From: Carol Morrison <[log in to unmask]> To: [log in to unmask] Sent: Thursday, August 18, 2011 4:59 PM Subject: First Day Icebreakers for College English The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ --1855776764-913597049-1313703581=:11428 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be:
This semester in this class I expect to learn ...
When I am writing, I always have problems with ...
Some things I want to know about my teacher are ...
The reasons that I am taking this course are ...
Some grammar point I find daunting are ...
Some things which I really value are ...

You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.
 



From: Carol Morrison <[log in to unmask]>
To: [log in to unmask]
Sent: Thursday, August 18, 2011 4:59 PM
Subject: First Day Icebreakers for College English

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
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/


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Visit ATEG's web site at http://ateg.org/ --1855776764-913597049-1313703581=:11428-- ========================================================================Date: Thu, 18 Aug 2011 18:00:50 -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: Amy Benjamin <[log in to unmask]> Subject: Re: First Day Icebreakers for College English MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="part1_e4957.645defa8.3b7ee592_boundary" --part1_e4957.645defa8.3b7ee592_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other. Amy 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/ --part1_e4957.645defa8.3b7ee592_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable

It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other.
Amy
 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/ --part1_e4957.645defa8.3b7ee592_boundary-- ========================================================================Date: Thu, 18 Aug 2011 15:01:27 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1017097117-1313704887=:81419" --0-1017097117-1313704887=:81419 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank you, Claudia. That is a great idea! I meant to include in my post that I am looking for grammar/writing related things to do the first day that would introduce the students to grammar and writing without lecturing on it. Or rather, introduce it to them in a stimulating way by immersing them in it rather than talking about it. ( The "This is what we will be covering..." spiel.) Best- Carol --- On Thu, 8/18/11, Claudia Kiburz <[log in to unmask]> wrote: From: Claudia Kiburz <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Thursday, August 18, 2011, 5:39 PM You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be: This semester in this class I expect to learn ... When I am writing, I always have problems with ... Some things I want to know about my teacher are ... The reasons that I am taking this course are ... Some grammar point I find daunting are ... Some things which I really value are ... You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.   From: Carol Morrison <[log in to unmask]> To: [log in to unmask] Sent: Thursday, August 18, 2011 4:59 PM Subject: First Day Icebreakers for College English The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ --0-1017097117-1313704887=:81419 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank you, Claudia. That is a great idea! I meant to include in my post that I am looking for grammar/writing related things to do the first day that would introduce the students to grammar and writing without lecturing on it. Or rather, introduce it to them in a stimulating way by immersing them in it rather than talking about it. ( The "This is what we will be covering..." spiel.)
Best-
Carol
--- On Thu, 8/18/11, Claudia Kiburz <[log in to unmask]> wrote:

From: Claudia Kiburz <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Thursday, August 18, 2011, 5:39 PM

You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be:
This semester in this class I expect to learn ...
When I am writing, I always have problems with ...
Some things I want to know about my teacher are ...
The reasons that I am taking this course are ...
Some grammar point I find daunting are ...
Some things which I really value are ...

You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.
 



From: Carol Morrison <[log in to unmask]>
To: [log in to unmask]
Sent: Thursday, August 18, 2011 4:59 PM
Subject: First Day Icebreakers for College English

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
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/


To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --0-1017097117-1313704887=:81419-- ========================================================================Date: Thu, 18 Aug 2011 17:46:57 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_eff65347-73c4-4335-a15f-dbd4316f2ef3_" MIME-Version: 1.0 --_eff65347-73c4-4335-a15f-dbd4316f2ef3_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Call me crazy, but it seems to me that having a bunch of strangers congregating in a room together for the first time for a common purpose calls for introductions. Have everybody tell a little about themselves, including what they want to accomplish in a comp/writing class (my guess is that many of them will say that they want to improve their grammar). To me, a formal "icebreaker" is a very contrived form. If you want to link this introduction exercise to the work of the class, it's an easy transition from an "introduction" in the classroom to an "introduction" in a story or essay. Why are introductions important? Perhaps you can have the students go back and "edit" their introductions - how can they transform them from the typical "and then and then and then" format to something more interesting - "I always thought I was the world's worst writer, but I placed into the credit course when I thought I'd be in basic writing." Or, "I always thought I was the next Fitzgerald and wouldn't ya know it, I got placed in basic writing." If the "I want to learn grammar" comes up, it's a great opportunity to discuss grammar - why is it important? Geoff Layton Date: Thu, 18 Aug 2011 18:00:50 -0400 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other. Amy 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/ --_eff65347-73c4-4335-a15f-dbd4316f2ef3_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Call me crazy, but it seems to me that having a bunch of strangers congregating in a room together for the first time for a common purpose calls for introductions.  Have everybody tell a little about themselves, including what they want to accomplish in a comp/writing class (my guess is that many of them will say that they want to improve their grammar). To me, a formal "icebreaker" is a very contrived form.
 
If you want to link this introduction exercise to the work of the class, it's an easy transition from an "introduction" in the classroom to an "introduction" in a story or essay.  Why are introductions important? Perhaps you can have the students go back and "edit" their introductions - how can they transform them from the typical "and then and then and then" format to something more interesting - "I always thought I was the world's worst writer, but I placed into the credit course when I thought I'd be in basic writing." Or, "I always thought I was the next Fitzgerald and wouldn't ya know it, I got placed in basic writing." If the "I want to learn grammar" comes up, it's a great opportunity to discuss grammar - why is it important?

Geoff Layton
 
Date: Thu, 18 Aug 2011 18:00:50 -0400
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other.
Amy
 To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --_eff65347-73c4-4335-a15f-dbd4316f2ef3_-- ========================================================================Date: Thu, 18 Aug 2011 21:52:38 -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: Stephen King <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-version: 1.0 Content-type: multipart/alternative; boundary="Boundary_(ID_I6D9sIx5gtw9X4OmAH82EA)" --Boundary_(ID_I6D9sIx5gtw9X4OmAH82EA) Content-type: text/plain; CHARSET=US-ASCII Content-transfer-encoding: 7BIT A first-day topic I've found useful and very interesting to read is "Describe two or three challenges to your success in this class and two or three resources you have to overcome those challenges." Their writing helps me get to know a little bit about their beyond-the-classroom lives and reminds me of the difficulties many of them face in the pursuit of their college degrees. I might add that I teach in a community college in large urban environment. On Aug 18, 2011, at 5:00 PM, Amy Benjamin wrote: > It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other. > Amy > 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/ --Boundary_(ID_I6D9sIx5gtw9X4OmAH82EA) Content-type: text/html; CHARSET=US-ASCII Content-transfer-encoding: 7BIT A first-day topic I've found useful and very interesting to read is "Describe two or three challenges to your success in this class  and two or three resources you have to overcome those challenges." Their writing helps me get to know a little bit about their beyond-the-classroom lives and reminds me of the difficulties many of them face in the pursuit of their college degrees. 


I might add that I teach in a community college in large urban environment.

 
On Aug 18, 2011, at 5:00 PM, Amy Benjamin wrote:

It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other.
Amy
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/


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Visit ATEG's web site at http://ateg.org/ --Boundary_(ID_I6D9sIx5gtw9X4OmAH82EA)-- ========================================================================Date: Fri, 19 Aug 2011 04:08:45 -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: John Crow <[log in to unmask]> Subject: Interesting Article MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd300e0051ddd04aad73d91 Content-Type: text/plain; charset=ISO-8859-1 Check out the following article from *Scientific American. *Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment: http://www.scientificamerican.com/article.cfm?id=the-secret-language-code John 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/ --000e0cd300e0051ddd04aad73d91 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:

http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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Visit ATEG's web site at http://ateg.org/ --000e0cd300e0051ddd04aad73d91-- ========================================================================Date: Fri, 19 Aug 2011 08:00:55 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf303a2dc515c3ea04aadb53f4 --20cf303a2dc515c3ea04aadb53f4 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Thanks for sharing, John! I found this excerpt particularly interesting. It's worth pondering. -- *PENNEBAKER:* One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major. To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing. John Alexander On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote: > Check out the following article from *Scientific American. *Be sure to > scroll down the comments at the end of the article to the one about the > pivotal role grammar plays. Right now, it's the last comment: > > http://www.scientificamerican.com/article.cfm?id=the-secret-language-code > > John > 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/ --20cf303a2dc515c3ea04aadb53f4 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.

To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander




On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:

http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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Visit ATEG's web site at http://ateg.org/ --20cf303a2dc515c3ea04aadb53f4-- ========================================================================Date: Fri, 19 Aug 2011 08:13:16 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf303a2dc541d54b04aadb7f93 --20cf303a2dc541d54b04aadb7f93 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]>wrote: > The days are flying by as I rapidly approach the first day of class on > 8/31, and I am trying to think of a good first day plan for introducing > myself and my courses to the students. My final schedule will now be (2) > sections of COMP 101 and (1) section of Basic Writing. Aside from handing > out the syllabus, and introducing myself to the class, do any of you have > some good ideas for day #1? We used to do a diagnostic essay, but the > college has done away with that, which I am relieved about for many reasons: > mock grading or commenting on student writing before class has even > commenced and also the idea that this essay will somehow diagnose what > illnesses the students writing suffers from or what might plague it. > Another term that has been used is writing sample, which I also find > off-putting, maybe because it conjures up the image of a urine sample which > will be tested to see if it comes out clean. Anyway, I think the first day > is important for many reasons: it is the first impression the students will > have of me as their instructor and also can be a deal breaker for some > students who will drop after the first day if they dont like what they > experience. Any ideas? I am also presuming at least half of the students > will not have purchased texts, so I don't want to dive right into that the > first day.****** > > Thanks so much.**** > > 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/ > 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/ --20cf303a2dc541d54b04aadb7f93 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

Carol Morrison

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Visit ATEG's web site at http://ateg.org/ --20cf303a2dc541d54b04aadb7f93-- ========================================================================Date: Fri, 19 Aug 2011 06:41:18 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1842791697-1313761278=:14360" --0-1842791697-1313761278=:14360 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ --0-1842791697-1313761278=:14360 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --0-1842791697-1313761278=:14360-- ========================================================================Date: Fri, 19 Aug 2011 10:14:03 -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: John Crow <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd240b470123e04aadc5706 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say: I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used. Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him"). It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size. On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander < [log in to unmask]> wrote: > Thanks for sharing, John! > > I found this excerpt particularly interesting. It's worth pondering. > > -- > > *PENNEBAKER:* One of the most fascinating effects Ive seen in quite > awhile is that we can predict peoples college performance reasonably well > by simply analyzing their college admissions essays. Across four years, we > analyzed the admissions essays of 25,000 students and then tracked their > grade point averages (GPAs). Higher GPAs were associated with admission > essays that used high rates of nouns and low rates of verbs and pronouns. > The effects were surprisingly strong and lasted across all years of college, > no matter what the students major. > > To me, the use of nouns -- especially concrete nouns -- reflects peoples > attempts to categorize and name objects, events, and ideas in their worlds. > The use of verbs and pronouns typically occur when people tell stories. > Universities clearly reward categorizers rather than story tellers. If true, > can we train young students to categorize more? Alternatively, are we > relying too much on categorization strategies in American education? > > -- > > I think this article highlights a wonderful example of how language > analysis, grammar teaching, and writing all go hand-in-hand. It also reminds > me that students would benefit from more of an introduction to cognition and > how our language choices are motivated in both speech and writing. > > John Alexander > > > > > On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote: > >> Check out the following article from *Scientific American. *Be sure to >> scroll down the comments at the end of the article to the one about the >> pivotal role grammar plays. Right now, it's the last comment: >> >> http://www.scientificamerican.com/article.cfm?id=the-secret-language-code >> >> John >> 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/ --000e0cd240b470123e04aadc5706 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:

I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.

Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").

It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.

On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote:
Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.

To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander




On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:

http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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"

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Visit ATEG's web site at http://ateg.org/ --000e0cd240b470123e04aadc5706-- ========================================================================Date: Fri, 19 Aug 2011 11:28:24 -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: MARTHA KOLLN <[log in to unmask]> Subject: Re: First Day Icebreakers for College English Comments: To: Carol Morrison <[log in to unmask]> In-Reply-To: [log in to unmask] MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="=-kL/776ShepKI3UqSBm/R" --=-kL/776ShepKI3UqSBm/R Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by tr21g10.aset.psu.edu id p7JFSOud2838670 I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?" Martha On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote: > >Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. >Carol:) > >--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: > >From: John Dews-Alexander <[log in to unmask]> >Subject: Re: First Day Icebreakers for College English >To: [log in to unmask] >Date: Friday, August 19, 2011, 9:13 AM > >>I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. > >On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. > >A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). > >Best of luck! You'll do great! > >John > >>On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]>> wrote: > > >The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. > >Thanks so much. > >Carol Morrison > > To join or leave this LISTSERV list, please visit the list's web interface at: and select "Join or leave the list" >Visit ATEG's web site at >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/ Martha Kolln 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/ --=-kL/776ShepKI3UqSBm/R Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by tr21g10.aset.psu.edu id p7JFSOud2838670

I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them.  One student had a question:  "Are we allowed to use 'I' ?"

Martha
 

On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="" target="" ymailto="" onclick="window.open('http:[log in to unmask]);return false;">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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Visit ATEG's web site at http://ateg.org/

Martha Kolln


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Visit ATEG's web site at http://ateg.org/ --=-kL/776ShepKI3UqSBm/R-- ========================================================================Date: Fri, 19 Aug 2011 11:40:49 -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: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd2a05ebba26504aadd8db8 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured. On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote: > I remember a first-day experience when I had the students write to me about > their own experience with writing--i.e. what they want me to know about > them. One student had a question: "Are we allowed to use 'I' ?" > > Martha > > > On Fri, Aug 19, 2011 09:41 AM, *Carol Morrison <[log in to unmask]>*wrote: > > Thank you John, and everyone for all of the helpful advice. I really felt > stuck or hung up on the first day for some reason and all of these ideas > should provide for a very rich first couple of classes. I am planning on > doing student introductions the first day as well. I think using > grammar/writing terminology right away is wise too, so students will become > familiar with the lingo and not make the grammar a separate part of the > learning or secondary to the writing. (Even though they have a separate > grammar handbook). I plan on using all of these ideas! Thanx again. > Carol:) > > --- On *Fri, 8/19/11, John Dews-Alexander <[log in to unmask]>*wrote: > > > From: John Dews-Alexander <[log in to unmask]> > Subject: Re: First Day Icebreakers for College English > To: [log in to unmask] > Date: Friday, August 19, 2011, 9:13 AM > > I think introductions around the room are helpful for all if class size > allows for it. I always provide a structure for the introduction because I > remember what it was like not knowing exactly what to say. > > On the first day of any language arts class, I enjoy discussions that > emphasizes the cooperative, non-lecture-only type of environment. My initial > goal is to get the students thinking about what English/Language Arts > classes are really all about and what they encompass. We look at the overlap > of grammar, composition, and literature and how they are difficult to > appreciate/study in isolation, without reference to each other. I want them > to understand WHY we will touch on all of those things. > > A grammar survey is also applicable--not a survey of skill but one of > experience. In other words, I want to gague the level of "grammarphobia" in > the class and get a sense of the students' experiences (or lack thereof) > with grammar and language analysis (word level, sentence level, paragraph > level, etc.). > > Best of luck! You'll do great! > > John > > On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask][log in to unmask]> > > wrote: > > The days are flying by as I rapidly approach the first day of class on > 8/31, and I am trying to think of a good first day plan for introducing > myself and my courses to the students. My final schedule will now be (2) > sections of COMP 101 and (1) section of Basic Writing. Aside from handing > out the syllabus, and introducing myself to the class, do any of you have > some good ideas for day #1? We used to do a diagnostic essay, but the > college has done away with that, which I am relieved about for many reasons: > mock grading or commenting on student writing before class has even > commenced and also the idea that this essay will somehow diagnose what > illnesses the students writing suffers from or what might plague it. > Another term that has been used is writing sample, which I also find > off-putting, maybe because it conjures up the image of a urine sample which > will be tested to see if it comes out clean. Anyway, I think the first day > is important for many reasons: it is the first impression the students will > have of me as their instructor and also can be a deal breaker for some > students who will drop after the first day if they dont like what they > experience. Any ideas? I am also presuming at least half of the students > will not have purchased texts, so I don't want to dive right into that the > first day.****** > > Thanks so much.**** > > 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/ > > > 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/ > > Martha Kolln > > > 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/ > -- *Maryann S. Whitaker* 3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide! "*Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman* 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/ --000e0cd2a05ebba26504aadd8db8 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.

On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?"

Martha


On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a veryrich first couple of classes. I am planning on doingstudentintroductions the first day as well.I think using grammar/writing terminology rightaway is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="" target="_blank">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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/

Martha Kolln


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Visit ATEG's web site at http://ateg.org/




--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!

"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman

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/ --000e0cd2a05ebba26504aadd8db8-- ========================================================================Date: Fri, 19 Aug 2011 09:15:46 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-276353349-1313770546=:95745" --0-276353349-1313770546=:95745 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!) Carol:) --- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote: From: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 11:40 AM I use something I call "speed acquainting" as a first-day icebreaker.  I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other.  I model the information for them by telling them a little about myself in two minutes.  I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester.  Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured. On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote: I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them.  One student had a question:  "Are we allowed to use 'I' ?" Martha   On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote: Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/Martha Kolln 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/ -- Maryann S. Whitaker 3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide! "Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman 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/ --0-276353349-1313770546=:95745 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
Carol:)

--- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote:

From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 11:40 AM

I use something I call "speed acquainting" as a first-day icebreaker.  I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other.  I model the information for them by telling them a little about myself in two minutes.  I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester.  Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.

On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them.  One student had a question:  "Are we allowed to use 'I' ?"

Martha
 

On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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Martha Kolln


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--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!

"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman

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Visit ATEG's web site at http://ateg.org/ --0-276353349-1313770546=:95745-- ========================================================================Date: Fri, 19 Aug 2011 09:18:52 -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: Carol Morrison <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1182150421-1313770732=:96724" --0-1182150421-1313770732=:96724 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Let me correct myself first.Thank you, Maryann. --- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote: From: Carol Morrison <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: "Assembly for the Teaching of English Grammar" <[log in to unmask]> Date: Friday, August 19, 2011, 12:15 PM Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!) Carol:) --- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote: From: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 11:40 AM I use something I call "speed acquainting" as a first-day icebreaker.  I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other.  I model the information for them by telling them a little about myself in two minutes.  I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester.  Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured. On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote: I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them.  One student had a question:  "Are we allowed to use 'I' ?" Martha   On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote: Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/Martha Kolln 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/ -- Maryann S. Whitaker 3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide! "Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman 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/ --0-1182150421-1313770732=:96724 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Let me correct myself first.Thank you, Maryann.

--- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote:

From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: "Assembly for the Teaching of English Grammar" <[log in to unmask]>
Date: Friday, August 19, 2011, 12:15 PM

Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
Carol:)

--- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote:

From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 11:40 AM

I use something I call "speed acquainting" as a first-day icebreaker.  I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other.  I model the information for them by telling them a little about myself in two minutes.  I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester.  Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.

On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them.  One student had a question:  "Are we allowed to use 'I' ?"

Martha
 

On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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/
Martha Kolln
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Visit ATEG's web site at http://ateg.org/



--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!

"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman

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/ --0-1182150421-1313770732=:96724-- ========================================================================Date: Fri, 19 Aug 2011 12:31:17 -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: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd30f963e0e2804aade42f2 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable No problem. Both my first and last names are butchered on a regular basis. The speed acquainting exercise can be modified to pairs as well if you have a class with large enrollment. On Fri, Aug 19, 2011 at 12:18 PM, Carol Morrison <[log in to unmask]>wrote: > Let me correct myself first.Thank you, *Maryann.* > > --- On *Fri, 8/19/11, Carol Morrison <[log in to unmask]>* wrote: > > > From: Carol Morrison <[log in to unmask]> > > Subject: Re: First Day Icebreakers for College English > To: "Assembly for the Teaching of English Grammar" < > [log in to unmask]> > Date: Friday, August 19, 2011, 12:15 PM > > > Thank you Marion. I like the speed acquainting and I can tie that in > with introductions by having each pair introduce one another to the class. > Then I can correct their grammar while they are speaking. (kidding, of > course!) > Carol:) > > --- On *Fri, 8/19/11, Maryann Whitaker <[log in to unmask]>* wrote: > > > From: Maryann Whitaker <[log in to unmask]> > Subject: Re: First Day Icebreakers for College English > To: [log in to unmask] > Date: Friday, August 19, 2011, 11:40 AM > > I use something I call "speed acquainting" as a first-day icebreaker. I > arrange the students in a pattern similar to speed dating and give them two > minutes to talk with each other. I model the information for them by > telling them a little about myself in two minutes. I have found that most > students enjoy the experience and that it sets an interactive tone for the > rest of the semester. Even students who are shy or who would normally not > connect with other students enjoy the interaction because it is short and > structured. > > On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask][log in to unmask]> > > wrote: > > I remember a first-day experience when I had the students write to me about > their own experience with writing--i.e. what they want me to know about > them. One student had a question: "Are we allowed to use 'I' ?" > > Martha > > > On Fri, Aug 19, 2011 09:41 AM, *Carol Morrison <[log in to unmask][log in to unmask]> > >* wrote: > > Thank you John, and everyone for all of the helpful advice. I really > felt stuck or hung up on the first day for some reason and all of these > ideas should provide for a very rich first couple of classes. I am planning > on doing student introductions the first day as well. I think using > grammar/writing terminology right away is wise too, so students will become > familiar with the lingo and not make the grammar a separate part of the > learning or secondary to the writing. (Even though they have a separate > grammar handbook). I plan on using all of these ideas! Thanx again. > Carol:) > > --- On *Fri, 8/19/11, John Dews-Alexander <[log in to unmask][log in to unmask]> > >* wrote: > > > From: John Dews-Alexander <[log in to unmask][log in to unmask]> > > > Subject: Re: First Day Icebreakers for College English > To: [log in to unmask][log in to unmask]> > Date: Friday, August 19, 2011, 9:13 AM > > I think introductions around the room are helpful for all if class size > allows for it. I always provide a structure for the introduction because I > remember what it was like not knowing exactly what to say. > > On the first day of any language arts class, I enjoy discussions that > emphasizes the cooperative, non-lecture-only type of environment. My initial > goal is to get the students thinking about what English/Language Arts > classes are really all about and what they encompass. We look at the overlap > of grammar, composition, and literature and how they are difficult to > appreciate/study in isolation, without reference to each other. I want them > to understand WHY we will touch on all of those things. > > A grammar survey is also applicable--not a survey of skill but one of > experience. In other words, I want to gague the level of "grammarphobia" in > the class and get a sense of the students' experiences (or lack thereof) > with grammar and language analysis (word level, sentence level, paragraph > level, etc.). > > Best of luck! You'll do great! > > John > > On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask][log in to unmask]> > > wrote: > > The days are flying by as I rapidly approach the first day of class on > 8/31, and I am trying to think of a good first day plan for introducing > myself and my courses to the students. My final schedule will now be (2) > sections of COMP 101 and (1) section of Basic Writing. Aside from handing > out the syllabus, and introducing myself to the class, do any of you have > some good ideas for day #1? We used to do a diagnostic essay, but the > college has done away with that, which I am relieved about for many reasons: > mock grading or commenting on student writing before class has even > commenced and also the idea that this essay will somehow diagnose what > illnesses the students writing suffers from or what might plague it. > Another term that has been used is writing sample, which I also find > off-putting, maybe because it conjures up the image of a urine sample which > will be tested to see if it comes out clean. Anyway, I think the first day > is important for many reasons: it is the first impression the students will > have of me as their instructor and also can be a deal breaker for some > students who will drop after the first day if they dont like what they > experience. Any ideas? I am also presuming at least half of the students > will not have purchased texts, so I don't want to dive right into that the > first day.****** > > Thanks so much.**** > > 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/ > > > 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/ > > Martha Kolln > > > 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/ > > > > > -- > *Maryann S. Whitaker* > 3rd Year Doctoral Student > College of Communication & Information Sciences > University of Alabama > Tuscaloosa, AL > Roll Tide! > > "*Once a government is committed to the principle of silencing the voice > of opposition, it has only one way to go, and that is down the path of > increasingly repressive measures, until it becomes a source of terror to all > its citizens and creates a country where everyone lives in fear." Harry > Truman* > > 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/ > -- *Maryann S. Whitaker* 3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide! "*Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman* 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/ --000e0cd30f963e0e2804aade42f2 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable No problem. Both my first and last names are butchered on a regular basis. The speed acquainting exercise can be modified to pairs as well if you have a class with large enrollment.

On Fri, Aug 19, 2011 at 12:18 PM, Carol Morrison <[log in to unmask]> wrote:
Let me correct myself first.Thank you, Maryann.

--- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote:

From: Carol Morrison <[log in to unmask]>

Subject: Re: First Day Icebreakers for College English
To: "Assembly for the Teaching of English Grammar" <[log in to unmask]>
Date: Friday, August 19, 2011, 12:15 PM


Thank youMarion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
Carol:)

--- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote:

From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 11:40 AM

I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.

On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?"

Martha


On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a veryrich first couple of classes. I am planning on doingstudentintroductions the first day as well.I think using grammar/writing terminology rightaway is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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/
Martha Kolln
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/



--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!

"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman

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--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!

"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman

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Visit ATEG's web site at http://ateg.org/ --000e0cd30f963e0e2804aade42f2-- ========================================================================Date: Fri, 19 Aug 2011 12:52:12 -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: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_05F3_01CC5E6E.D0D11A80" This is a multi-part message in MIME format. ------=_NextPart_000_05F3_01CC5E6E.D0D11A80 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective. Regards, Lively Linda~ Linda Comerford 317.786.6404 [log in to unmask] www.comerfordconsulting.com _____ From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask] [log in to unmask]> > wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock "grading" or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students' writing suffers from or what might plague it. Another term that has been used is "writing sample," which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out "clean." Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don't like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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_05F3_01CC5E6E.D0D11A80 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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"
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Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_05F3_01CC5E6E.D0D11A80-- ========================================================================Date: Fri, 19 Aug 2011 10:06:43 -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: First Day Icebreakers for College English In-Reply-To: MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-237068731-1313773603=:71207" --0-237068731-1313773603=:71207 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names. --- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote: From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.   Regards, Lively Linda~   Linda Comerford 317.786.6404 [log in to unmask] www.comerfordconsulting.com   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ --0-237068731-1313773603=:71207 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.

--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:

From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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/

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"
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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/
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Visit ATEG's web site at http://ateg.org/ --0-237068731-1313773603=:71207-- ========================================================================Date: Fri, 19 Aug 2011 12:22:01 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_00c8c223-c105-4edb-8a2b-73bc5b9c7129_" MIME-Version: 1.0 --_00c8c223-c105-4edb-8a2b-73bc5b9c7129_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names. --- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote: From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective. Regards, Lively Linda~ Linda Comerford 317.786.6404 [log in to unmask] www.comerfordconsulting.com From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ --_00c8c223-c105-4edb-8a2b-73bc5b9c7129_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

This is too good!
 
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook."  What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?).  We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?

Geoff Layton
 
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.

--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:

From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

Carol Morrison

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Visit ATEG's web site at http://ateg.org/ --_00c8c223-c105-4edb-8a2b-73bc5b9c7129_-- ========================================================================Date: Fri, 19 Aug 2011 20:25:17 +0300 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: M C Johnstone <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: multipart/alternative; boundary="_----------=_1313774717118030" This is a multi-part message in MIME format. --_----------=_1313774717118030 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="UTF-8" Date: Fri, 19 Aug 2011 13:25:17 -0400 X-Mailer: MessagingEngine.com Webmail Interface I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs. How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions? Mark On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]> wrote: The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say: I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used. Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him"). It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size. On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[1][log in to unmask]> wrote: Thanks for sharing, John! I found this excerpt particularly interesting. It's worth pondering. -- PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major. To me, the use of nouns -- especially concrete nouns -- reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing. John Alexander On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[2][log in to unmask]> wrote: Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment: [3]http://www.scientificamerican.com/article.cfm?id=the-secret-la nguage-code John To join or leave this LISTSERV list, please visit the list's web interface at: [4]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [5]http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: [6]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [7]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/ References 1. mailto:[log in to unmask] 2. mailto:[log in to unmask] 3. http://www.scientificamerican.com/article.cfm?id=the-secret-language-code 4. http://listserv.muohio.edu/archives/ateg.html 5. http://ateg.org/ 6. http://listserv.muohio.edu/archives/ateg.html 7. http://ateg.org/ -- [log in to unmask] 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/ --_----------=_1313774717118030 MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: text/html; charset="UTF-8" Date: Fri, 19 Aug 2011 13:25:17 -0400 X-Mailer: MessagingEngine.com Webmail Interface

I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor.  Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that  some of the "nouns" discovered may end up being adjectives, or even verbs.
 
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
 
Mark
 
 
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John.  Don't know if the responder is an ATEGer or not; if not, he or she ought to be.  Here's what one reader had to say:

I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.

Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").

It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.

On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote:
Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major.

To me, the use of nouns -- especially concrete nouns -- reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander

 



 
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
 
Check out the following article from Scientific American.  Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays.  Right now, it's the last comment:

http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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Visit ATEG's web site at http://ateg.org/ --_----------=_1313774717118030-- ========================================================================Date: Fri, 19 Aug 2011 13:59:07 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1254359911-1313787547=:7634" --0-1254359911-1313787547=:7634 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Geoff: LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space! Carol:) --- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote: From: Geoffrey Layton <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 1:22 PM This is too good!   All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook."  What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?).  We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton   Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names. --- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote: From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.   Regards, Lively Linda~   Linda Comerford 317.786.6404 [log in to unmask] www.comerfordconsulting.com   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ 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/ --0-1254359911-1313787547=:7634 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
Carol:)

--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote:

From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM

This is too good!
 
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook."  What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?).  We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?

Geoff Layton
 
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.

--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:

From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

Carol Morrison

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Visit ATEG's web site at http://ateg.org/ --0-1254359911-1313787547=:7634-- ========================================================================Date: Fri, 19 Aug 2011 21:30:02 -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: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 15 Aug 2011 to 18 Aug 2011 (#2011-155) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I have used the anonymous theme--carefully corrected but not graded but left for the students to pick up the second day. Doing so will cost you some students after the second day if they are truly illiterate. I have also started the "What I need to learn in this class is..." with the students' passing the paper on for completion. But I start one from the front and one from the back. When they meet, you can collect them and read them aloud but not in order; then you can discuss their expectations and your expectations. Norman Scott Catledge, PhD/STD Professor Emeritus history & languages -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Friday, August 19, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 15 Aug 2011 to 18 Aug 2011 (#2011-155) There are 6 messages totalling 663 lines in this issue. Topics of the day: 1. First Day Icebreakers for College English (6) 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 Aug 2011 13:59:15 -0700 From: Carol Morrison <[log in to unmask]> Subject: First Day Icebreakers for College English --0-1710259492-1313701155=:24394 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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" ***************************************** 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 Aug 2011 21:03:13 -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: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_2b3aa1e0-dab4-48d9-b912-f2bba309c87b_" MIME-Version: 1.0 --_2b3aa1e0-dab4-48d9-b912-f2bba309c87b_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable I had another thought about icebreakers - using them to teach assessment. I know that competition has gone out of style (too "agognstic" - too male - too - well, it's just too "too"), but my guess is that at the end of the course, everybody is going to have to get a grade and so will need to participate in some sort of judging process (hopefully, not as severe as the "rapture"). So here's the idea - have everybody vote on the introductions. You can turn it into a form of the high school "Most . . ." contest - "most interesting" introduction - funniest - grossest - etc. So "everybody's a winner" in that the entire class gets to assess other people's work and to see their work assessed. At the same time, students should be able to explain their reasoning - which you can use as an example of a rubric. Geoff Layton Date: Fri, 19 Aug 2011 13:59:07 -0700 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Geoff: LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space! Carol:) --- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote: From: Geoffrey Layton <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 1:22 PM This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names. --- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote: From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective. Regards, Lively Linda~ Linda Comerford 317.786.6404 [log in to unmask] www.comerfordconsulting.com From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. 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/ 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/ 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/ --_2b3aa1e0-dab4-48d9-b912-f2bba309c87b_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

I had another thought about icebreakers - using them to teach assessment. I know that competition has gone out of style (too "agognstic" - too male - too - well, it's just too "too"), but my guess is that at the end of the course, everybody is going to have to get a grade and so will need to participate in some sort of judging process (hopefully, not as severe as the "rapture").  So here's the idea - have everybody vote on the introductions. You can turn it into a form of the high school "Most . . ." contest -  "most interesting" introduction - funniest - grossest - etc.  So "everybody's a winner" in that the entire class gets to assess other people's work and to see their work assessed. At the same time, students should be able to explain their reasoning - which you can use as an example of a rubric. 
 
Geoff Layton 
Date: Fri, 19 Aug 2011 13:59:07 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
Carol:)

--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote:

From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM

This is too good!
 
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook."  What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?).  We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?

Geoff Layton
 
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.

--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:

From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English

Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

Thanks so much.

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"
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Visit ATEG's web site at http://ateg.org/ --_2b3aa1e0-dab4-48d9-b912-f2bba309c87b_-- ========================================================================Date: Sat, 20 Aug 2011 12:07:55 +0300 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: M C Johnstone <[log in to unmask]> Subject: Re: First Day Icebreakers for College English In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: multipart/alternative; boundary="_----------=_131383127587941" This is a multi-part message in MIME format. --_----------=_131383127587941 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="UTF-8" Date: Sat, 20 Aug 2011 05:07:55 -0400 X-Mailer: MessagingEngine.com Webmail Interface An icebreaker I like is "favorite YouTube video." If you're digital, you can use WallWisher to post them. http://www.wallwisher.com/ Here's one of mine. http://www.youtube.com/watch?NR=1&v=bR2ue7H-4cE Mark On Fri, 19 Aug 2011 13:59 -0700, "Carol Morrison" <[log in to unmask]> wrote: Geoff: LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space! Carol:) --- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote: From: Geoffrey Layton <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 1:22 PM This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton ____________________________________________________________ Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask] Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names. --- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote: From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective. Regards, Lively Linda~ Linda Comerford 317.786.6404 [log in to unmask] [1]www.comerfordconsulting.com ____________________________________________________________ From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Friday, August 19, 2011 9:41 AM To: [log in to unmask] Subject: Re: First Day Icebreakers for College English Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again. Carol:) --- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[2][log in to unmask]> wrote: The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day. Thanks so much. Carol Morrison To join or leave this LISTSERV list, please visit the list's web interface at: [3]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [4]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/ 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/ References 1. http://www.comerfordconsulting.com/ 2. http:[log in to unmask] 3. http://listserv.muohio.edu/archives/ateg.html 4. http://ateg.org/ -- [log in to unmask] 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/ --_----------=_131383127587941 MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="UTF-8" Date: Sat, 20 Aug 2011 05:07:55 -0400 X-Mailer: MessagingEngine.com Webmail Interface

An icebreaker I like is "favorite YouTube video."
 
If you're digital, you can use WallWisher to post them.
 
http://www.wallwisher.com/
 
Here's one of mine.
 
http://www.youtube.com/watch?NR=1&v=bR2ue7H-4cE
 
Mark
 
On Fri, 19 Aug 2011 13:59 -0700, "Carol Morrison" <[log in to unmask]> wrote:
Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
Carol:)

--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote:

From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM

This is too good!
 
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook."  What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?).  We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?

Geoff Layton
 
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]

Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I  think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.

--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:

From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM

One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name.  For example, I would be "Lively Linda."  They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
 
Regards,
Lively Linda~
 

Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
 
 
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)

--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM

I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.

On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.

A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).

Best of luck! You'll do great!

John

On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.

 

Thanks so much.

 

Carol Morrison

 
 
 

 

 

 
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Visit ATEG's web site at http://ateg.org/ --_----------=_131383127587941-- ========================================================================Date: Sat, 20 Aug 2011 10:33:28 -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: Amy Benjamin <[log in to unmask]> Subject: Membership in ATEG MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="part1_1536a.5d72fc66.3b811fb8_boundary" --part1_1536a.5d72fc66.3b811fb8_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See _www.ateg.org_ (http://www.ateg.org) for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ --part1_1536a.5d72fc66.3b811fb8_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
 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/ --part1_1536a.5d72fc66.3b811fb8_boundary-- ========================================================================Date: Sat, 20 Aug 2011 18:20:27 +0000 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: Interesting Article In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious. It would also be interesting to know how many of the bonus nouns are in PPs. -- Bill Spruiell On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]> wrote: I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs. How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions? Mark On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]> wrote: The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say: I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used. Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him"). It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size. On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote: Thanks for sharing, John! I found this excerpt particularly interesting. It's worth pondering. -- PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major. To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing. John Alexander On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote: Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment: http://www.scientificamerican.com/article.cfm?id=the-secret-language-code John 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/ -- [log in to unmask] 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: Sat, 20 Aug 2011 18:11:06 -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: "Peter H. Fries" <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd29cc061952704aaf71ffa Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Exactly P On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]>wrote: > I'd want to know if P. has actual evidence for a stronger effect of > concrete nouns or not. My suspicion, which partly dovetails with the > "grammatical complexity" argument, is that the higher-GPA writers are using > more nominalizations, thus displaying greater familiarity with (heavily > nominalized) scientific prose style. But if there is a bonus for concrete > nouns, my suspicion starts looking suspicious. > > It would also be interesting to know how many of the bonus nouns are in > PPs. > > -- Bill Spruiell > > > > On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask] [log in to unmask]>> wrote: > > I noticed that too and agree that what Pennebaker seems to have found is a > correlation, not a predictor. Of course, in any tabulation exercise we need > a reliable way to categorize parts of speech. Since the methodology behind > the counting was not explained, I suggest that on closer inspection we could > find that some of the "nouns" discovered may end up being adjectives, or > even verbs. > > How would we, at a grammatical level, distinguish between "complex" and > "simple" prose and would we be justified in assuming that a superior > intellect lurks beneath more complex constructions? > > Mark > > > On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask] [log in to unmask]>> wrote: > The comment that I referred to in my original message ties in very nicely > with your excerpt, John. Don't know if the responder is an ATEGer or not; > if not, he or she ought to be. Here's what one reader had to say: > > I would wager that the reported correlation between language use in college > admission essays and GPAs has more to do with the complexity of the > grammatical structures used by the writers than with a simple count of the > number of nouns and verbs they used. > > Verb use is not limited to the telling of stories, but rather plays a > central role in determining the grammatical structure of a given sentence. > Every sentence includes a verb--indeed that would have been a part of the > definition of "sentence" provided by your English teacher. The number of > nouns in a sentence actually depends on the verb that was chosen, varying > with the complexity of the predicate being expressed by that verb. For > example, a verb like "sleep," which describes the activity of one person, > the sleeper, would occur in a sentence with only one noun ("she slept"), > whereas a verb like "give" requires three nouns, the giver, the receiver, > and the thing that was given ("she gave the book to him"). > > It is likely that the reason that students who end up with higher GPAs used > more nouns in their admission essays is actually because they were using > verbs that expressed more complex predicates, which require more complex > grammatical structures, which require more nouns to fill them. GPA would > then be tied to grammatical abilities rather than vocabulary size. > > On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander < [log in to unmask]>[log in to unmask] [log in to unmask]>> wrote: > Thanks for sharing, John! > > I found this excerpt particularly interesting. It's worth pondering. > > -- > > PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile > is that we can predict peoples college performance reasonably well by > simply analyzing their college admissions essays. Across four years, we > analyzed the admissions essays of 25,000 students and then tracked their > grade point averages (GPAs). Higher GPAs were associated with admission > essays that used high rates of nouns and low rates of verbs and pronouns. > The effects were surprisingly strong and lasted across all years of college, > no matter what the students major. > > To me, the use of nouns -- especially concrete nouns -- reflects peoples > attempts to categorize and name objects, events, and ideas in their worlds. > The use of verbs and pronouns typically occur when people tell stories. > Universities clearly reward categorizers rather than story tellers. If true, > can we train young students to categorize more? Alternatively, are we > relying too much on categorization strategies in American education? > > -- > > I think this article highlights a wonderful example of how language > analysis, grammar teaching, and writing all go hand-in-hand. It also reminds > me that students would benefit from more of an introduction to cognition and > how our language choices are motivated in both speech and writing. > > John Alexander > > > > > > On Fri, Aug 19, 2011 at 3:08 AM, John Crow < > [log in to unmask]> wrote: > > Check out the following article from Scientific American. Be sure to > scroll down the comments at the end of the article to the one about the > pivotal role grammar plays. Right now, it's the last comment: > > >http://www.scientificamerican.com/article.cfm?id=the-secret-language-code > > John > 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/ > > -- > [log in to unmask] > 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/ > -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --000e0cd29cc061952704aaf71ffa Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Exactly
P

On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:
I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.

It would also be interesting to know how many of the bonus nouns are in PPs.

-- Bill Spruiell



On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:

I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.

How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?

Mark


On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:

I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.

Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").

It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.

On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.

To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander





On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:

Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:

<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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Visit ATEG's web site at http://ateg.org/ --000e0cd29cc061952704aaf71ffa-- ========================================================================Date: Sat, 20 Aug 2011 18:12:50 -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: "Peter H. Fries" <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd150c88a206304aaf725c5 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I apologize for sending to the list a response that was intended solely for Bill. Peter On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]>wrote: > I'd want to know if P. has actual evidence for a stronger effect of > concrete nouns or not. My suspicion, which partly dovetails with the > "grammatical complexity" argument, is that the higher-GPA writers are using > more nominalizations, thus displaying greater familiarity with (heavily > nominalized) scientific prose style. But if there is a bonus for concrete > nouns, my suspicion starts looking suspicious. > > It would also be interesting to know how many of the bonus nouns are in > PPs. > > -- Bill Spruiell > > > > On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask] [log in to unmask]>> wrote: > > I noticed that too and agree that what Pennebaker seems to have found is a > correlation, not a predictor. Of course, in any tabulation exercise we need > a reliable way to categorize parts of speech. Since the methodology behind > the counting was not explained, I suggest that on closer inspection we could > find that some of the "nouns" discovered may end up being adjectives, or > even verbs. > > How would we, at a grammatical level, distinguish between "complex" and > "simple" prose and would we be justified in assuming that a superior > intellect lurks beneath more complex constructions? > > Mark > > > On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask] [log in to unmask]>> wrote: > The comment that I referred to in my original message ties in very nicely > with your excerpt, John. Don't know if the responder is an ATEGer or not; > if not, he or she ought to be. Here's what one reader had to say: > > I would wager that the reported correlation between language use in college > admission essays and GPAs has more to do with the complexity of the > grammatical structures used by the writers than with a simple count of the > number of nouns and verbs they used. > > Verb use is not limited to the telling of stories, but rather plays a > central role in determining the grammatical structure of a given sentence. > Every sentence includes a verb--indeed that would have been a part of the > definition of "sentence" provided by your English teacher. The number of > nouns in a sentence actually depends on the verb that was chosen, varying > with the complexity of the predicate being expressed by that verb. For > example, a verb like "sleep," which describes the activity of one person, > the sleeper, would occur in a sentence with only one noun ("she slept"), > whereas a verb like "give" requires three nouns, the giver, the receiver, > and the thing that was given ("she gave the book to him"). > > It is likely that the reason that students who end up with higher GPAs used > more nouns in their admission essays is actually because they were using > verbs that expressed more complex predicates, which require more complex > grammatical structures, which require more nouns to fill them. GPA would > then be tied to grammatical abilities rather than vocabulary size. > > On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander < [log in to unmask]>[log in to unmask] [log in to unmask]>> wrote: > Thanks for sharing, John! > > I found this excerpt particularly interesting. It's worth pondering. > > -- > > PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile > is that we can predict peoples college performance reasonably well by > simply analyzing their college admissions essays. Across four years, we > analyzed the admissions essays of 25,000 students and then tracked their > grade point averages (GPAs). Higher GPAs were associated with admission > essays that used high rates of nouns and low rates of verbs and pronouns. > The effects were surprisingly strong and lasted across all years of college, > no matter what the students major. > > To me, the use of nouns -- especially concrete nouns -- reflects peoples > attempts to categorize and name objects, events, and ideas in their worlds. > The use of verbs and pronouns typically occur when people tell stories. > Universities clearly reward categorizers rather than story tellers. If true, > can we train young students to categorize more? Alternatively, are we > relying too much on categorization strategies in American education? > > -- > > I think this article highlights a wonderful example of how language > analysis, grammar teaching, and writing all go hand-in-hand. It also reminds > me that students would benefit from more of an introduction to cognition and > how our language choices are motivated in both speech and writing. > > John Alexander > > > > > > On Fri, Aug 19, 2011 at 3:08 AM, John Crow < > [log in to unmask]> wrote: > > Check out the following article from Scientific American. Be sure to > scroll down the comments at the end of the article to the one about the > pivotal role grammar plays. Right now, it's the last comment: > > >http://www.scientificamerican.com/article.cfm?id=the-secret-language-code > > John > 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/ > > -- > [log in to unmask] > 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/ > -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --000e0cd150c88a206304aaf725c5 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I apologize for sending to the list a response that was intended solely for Bill.
Peter

On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:
I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.

It would also be interesting to know how many of the bonus nouns are in PPs.

-- Bill Spruiell



On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:

I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.

How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?

Mark


On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:

I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.

Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").

It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.

On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.

To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander





On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:

Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:

<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
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Visit ATEG's web site at http://ateg.org/ --000e0cd150c88a206304aaf725c5-- ========================================================================Date: Sat, 20 Aug 2011 23:51:51 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Interesting Article In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639608EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639608EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Some of this discussion sounds a little reminiscent of discussions a couple of decades ago over the use of T-units as an object of quantitative studies of writing. A major problem with quantitative linguistic and behavioral studies of text is that pretty much anything in language that you can count doesn't. Counts tell us nothing about structure, function, or meaning or the relationships among these, and these are what writers manipulate, with varying levels of sophistication. Experienced writing teachers, rhetoricians, and grammarians can talk with some sensitivity about these matters, but they don't spend much time counting things. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries Sent: Saturday, August 20, 2011 6:13 PM To: [log in to unmask] Subject: Re: Interesting Article I apologize for sending to the list a response that was intended solely for Bill. Peter On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote: I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious. It would also be interesting to know how many of the bonus nouns are in PPs. -- Bill Spruiell On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]>> wrote: I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs. How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions? Mark On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]>> wrote: The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say: I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used. Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him"). It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size. On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <>[log in to unmask]>> wrote: Thanks for sharing, John! I found this excerpt particularly interesting. It's worth pondering. -- PENNEBAKER: One of the most fascinating effects I've seen in quite awhile is that we can predict people's college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students' major. To me, the use of nouns -- especially concrete nouns -- reflects people's attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing. John Alexander On Fri, Aug 19, 2011 at 3:08 AM, John Crow <>[log in to unmask]>> wrote: Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment: http://www.scientificamerican.com/article.cfm?id=the-secret-language-code John 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/ -- >[log in to unmask]> 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/ -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639608EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Some of this discussion sounds a little reminiscent of discussions a couple of decades ago over the use of T-units as an object of quantitative studies of writing.  A major problem with quantitative linguistic and behavioral studies of text is that pretty much anything in language that you can count doesn’t.  Counts tell us nothing about structure, function, or meaning or the relationships among these, and these are what writers manipulate, with varying levels of sophistication.  Experienced writing teachers, rhetoricians, and grammarians can talk with some sensitivity about these matters, but they don’t spend much time counting things.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries
Sent: Saturday, August 20, 2011 6:13 PM
To: [log in to unmask]
Subject: Re: Interesting Article

 

I apologize for sending to the list a response that was intended solely for Bill.
Peter

On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:

I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.

It would also be interesting to know how many of the bonus nouns are in PPs.

-- Bill Spruiell



On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:

I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor.  Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that  some of the "nouns" discovered may end up being adjectives, or even verbs.

How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?

Mark


On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John.  Don't know if the responder is an ATEGer or not; if not, he or she ought to be.  Here's what one reader had to say:

I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.

Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").

It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.

On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks for sharing, John!

I found this excerpt particularly interesting. It's worth pondering.

--

PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major.

To me, the use of nouns -- especially concrete nouns -- reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?

--

I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.

John Alexander





On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:

Check out the following article from Scientific American.  Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays.  Right now, it's the last comment:

<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code

John
To join or leave this LISTSERV list, please visit the list's web interface at: <http://listserv.muohio.edu/archives/ateg.html> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

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Peter H. Fries

Box 310
Mount Pleasant MI 48804

Phone:  989-644-3384
Cell:      989-400-3764

Email:  [log in to unmask]
           
Web page:  <http://cmich.edu/chsbs/x23516.xml>  [among 'emeritus faculty']
          

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639608EMAILBACKEND0_-- ========================================================================Date: Thu, 25 Aug 2011 13:06:24 -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: John Dews-Alexander <[log in to unmask]> Subject: ATEG Journal Teaser! MIME-Version: 1.0 Content-Type: multipart/mixed; boundarye6ba6e89da9e163404ab584a98 --90e6ba6e89da9e163404ab584a98 Content-Type: multipart/alternative; boundarye6ba6e89da9e162f04ab584a96 --90e6ba6e89da9e162f04ab584a96 Content-Type: text/plain; charset=ISO-8859-1 ATEG Listserv Members, Attached is a teaser of the recently completed edition of the *ATEG Journal*. Many thanks to the editors: Geoff Layton, Jean Waldman, and Marshall Myers! If you would like to receive full copies of the *ATEG Journal*, please consider membership in ATEG. If you are a current members and believe your mailing address is incorrectly recorded with ATEG, please contact Amy Benjamin at "Amy Benjamin" <[log in to unmask]>. Enjoy! John Alexander Note: This is an administrative attachment for official ATEG purposes. This list's no-attachment policy remains in place for the security of all users. 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/ --90e6ba6e89da9e162f04ab584a96 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable ATEG Listserv Members,

Attached is a teaser of the recently completed edition of the ATEG Journal. Many thanks to the editors: Geoff Layton, Jean Waldman, and Marshall Myers!

If you would like to receive full copies of the ATEG Journal, please consider membership in ATEG. If you are a current members and believe your mailing address is incorrectly recorded with ATEG, please contact Amy Benjamin at "Amy Benjamin" <[log in to unmask]>.

Enjoy!

John Alexander

Note: This is an administrative attachment for official ATEG purposes. This list's no-attachment policy remains in place for the security of all users.
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Visit ATEG's web site at http://ateg.org/ --90e6ba6e89da9e162f04ab584a96-- --90e6ba6e89da9e163404ab584a98 Content-Type: application/pdf; name="ListServe Teaser.pdf" Content-Disposition: attachment; filename="ListServe Teaser.pdf" Content-Transfer-Encoding: base64 X-Attachment-Id: f_grs1ovg90 JVBERi0xLjUNCiW1tbW1DQoxIDAgb2JqDQo8PC9UeXBlL0NhdGFsb2cvUGFnZXMgMiAwIFIvTGFu Zyhlbi1VUykgL1N0cnVjdFRyZWVSb290IDk2IDAgUi9NYXJrSW5mbzw8L01hcmtlZCB0cnVlPj4+ Pg0KZW5kb2JqDQoyIDAgb2JqDQo8PC9UeXBlL1BhZ2VzL0NvdW50IDEzL0tpZHNbIDMgMCBSIDIx IDAgUiAzNSAwIFIgNDYgMCBSIDU4IDAgUiA2NyAwIFIgNjkgMCBSIDcxIDAgUiA3MyAwIFIgNzUg MCBSIDc5IDAgUiA4MSAwIFIgODMgMCBSXSA+Pg0KZW5kb2JqDQozIDAgb2JqDQo8PC9UeXBlL1Bh Z2UvUGFyZW50IDIgMCBSL1Jlc291cmNlczw8L0ZvbnQ8PC9GMSA1IDAgUi9GMiA5IDAgUi9GMyAx MSAwIFIvRjQgMTMgMCBSPj4vRXh0R1N0YXRlPDwvR1M3IDcgMCBSL0dTOCA4IDAgUj4+L1hPYmpl Y3Q8PC9JbWFnZTE4IDE4IDAgUi9JbWFnZTIwIDIwIDAgUj4+L1Byb2NTZXRbL1BERi9UZXh0L0lt YWdlQi9JbWFnZUMvSW1hZ2VJXSA+Pi9NZWRpYUJveFsgMCAwIDUwNCA2MTJdIC9Db250ZW50cyA0 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English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Although my doctoral dissertation in contrastive linguistics was on discrepant subcategorization of nouns in Spanish and English, not being a Chomskyite, my druthers would go with the grammarians--not my fellow linguists. My only linguistics group is SIAD (Socit Internationale de Diachronie du Franais). I have, however, heard enough on the past perfect and delete any discussions pertaining thereto. Scott -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Thursday, July 21, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132) There are 3 messages totalling 1190 lines in this issue. Topics of the day: 1. How to deal with a crackpot (3) 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, 20 Jul 2011 15:58:13 +0300 From: M C Johnstone <[log in to unmask]> Subject: Re: How to deal with a crackpot Larry, I agree with you about dual sympathies and think that the ATEG list is enriched by a variety of opinion. I understand what Brad is saying below in All Gaul although I'm not sure what a group of prescriptivist grammarians would have do to, other than prescribing, and I've heard much more than anyone ever should hear about the past perfect. If I had my druthers, I'd go with the linguists and their "arcane tangents," but it needn't come to that. Brad can easily start a prescriptive grammar list and invite participants. I have seen this done on other lists in response to similar complaints. Mark On Mon, 18 Jul 2011 13:08 -0500, "Larry Beason" <[log in to unmask]> wrote: > I'd suggest we not split the list, esp since I think a number of us > identify with both grammarians and linguists. Setting aside a portion of > the list is in effect creating a new list within a list, and there are > practical problems. For instance, as the overall ATEG list grows and > changes, will newcomers know there are essentially two lists? How often > does the list manager have to update and revise these sub-lists? I think > it's a bit much to ask list managers to keep up with such matters. I > might be missing something, but it seems to me it would be overreacting > to some minor disputes. > > If someone wants to create a non-ATEG list devoted to grammar and > linguistics--fine. I think a number of us would want to join that one > also. But I for one see no reason to encourage creating various > sub-groups that have far more in common than they have differences. > > I've spend most of my career in the shadow of a split between literature > and composition/rhetoric faculty (if not a split between composition and > rhetoric, for heaven's sake), and it seems to me the splitting of this > list into grammarians vs linguists is not productive to either good > discussions of language or to our scholarly and teaching community. I've > grown tired of such false dichotomies, and I suspect I'm not alone. > > Larry > > ____________________________ > Larry Beason, Associate Professor > Director of Composition > University of South Alabama > Mobile, AL 36688-0002 > Office: 251-460-7861 > FAX: 251-461-1517 > > > >>> "Dixon, Jack" <[log in to unmask]> 7/18/2011 12:42 PM >>> > Excellent suggestion. Grammarians, communicate directly with the list > manager. > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Craig Hancock > Sent: Monday, July 18, 2011 11:47 AM > To: [log in to unmask] > Subject: Re: How to deal with a crackpot > > If I am not mistaken, it is possible to direct messages directly to > the keeper of the list. If there are grammarians among us who would > like to see the list (or a portion of the list) set aside for > grammarians only (as Brad would define it), without commentary from > linguists, then perhaps they should communicate that directly to the > list manager. If there are a large number among us who feel that way, > then the list manager could let that be known, and we could take the > suggestion seriously. If not, then let's continue as we have in the > past. > > Craig > > > > On 7/18/2011 12:39 PM, Carole Hurlbut wrote: > I would appreciate discussions to be respectful and positive. I delete > some emails and may need to use a filter or block. Thanks to members who > make positive choices in their responses. I appreciate it. > > Carole > > From: Brad Johnston > Sent: Monday, July 18, 2011 11:05 AM > To: [log in to unmask] > Subject: Re: How to deal with a crackpot > > Note this, Geoffrey. See what I mean? There's nothing "crackpot" about > "All Gaul is divided". > > Bully the chickens and they won't reply. They just won't. No one likes to > be bullied as Dick Veit likes to [try to] bully me. > > (I changed email addresses because Internet Explorer is having problems > that effect my old address. I now use Google Chrome and a new Yahoo > address. Nothing evil or devious about it.) > > "exactly what he wants", b.t.w, is very clearly, and reasonably, stated > in All Gaul is divided. Maybe, just maybe, the chickens don't want you in > their hen house, Dick. If you ever ask them what they want, ask them if > they want me in their hen house. If they (grammarians) don't, I will > withdraw with considerably more good grace that you exhibit below. > > .brad.18july11. > > ________________________________ > From: Dick Veit <[log in to unmask]> > To: [log in to unmask] > Sent: Monday, July 18, 2011 11:28 AM > Subject: How to deal with a crackpot > Why am I again getting mail from our resident crackpot, when I put a > filter on my email account to block his messages? > > Answers: > 1. He changed his email address (so I will now block the new one too). > 2. Non-crackpots keep responding to his mail. At long last, can't people > realize that it is exactly what he wants? Just stop responding to him, no > matter what crazy things he says to provoke you. > > ~~~~~ > > Date: Sun, 17 Jul 2011 06:35:31 -0700 > From: Brad Johnston > <[log in to unmask]> > Subject: All Gaul is divided > Regarding the possible division of the two main parts of ATEG, which I > hope will be considered at the annual meeting, it seems to me that the > goal of grammar is that we all might be on the same page, literally and > figuratively, so that we might be better able to understand one another. > > Understanding one another doesn't depend on where words and conventions > came from as much as what they mean. Linguists look at what people > actually say and write, (and said and wrote), whereas grammarians try to > agree on what makes sense to most of us most of the time. Linguists have > different training, different interests, and different goals. They look > at what divides us (descriptive grammar), while grammarians look for what > joins us together (prescriptive grammar). > > When the linguists, who dominate the ATEG listserv, go off on one of > their arcane tangents, the grammarians politely say to the linguists, > "that's interesting", but it's rather like a corn farmer saying "that's > interesting" to a cattle rancher who describes the particulars of raising > Holsteins. What interests the linguists IS interesting, it just isn't > what makes the grammar world go around. > > The demonstrable result is that the linguists tend to carry on their > exotic discussions on this listserv and the grammarians tend to lurk in > the shadows. I propose to you that there should be a way to better serve > the grammarians, of whom there are thousands in this country, and who > each have questions about the day-to-day of teaching grammar. > > The grammarians can go somewhere else, of course, and maybe they do, but > since ATEG is the Assembly for the Teaching of English Grammar, why is it > not appropriate that ATEG concern itself with English Grammar and let the > linguists go elsewhere and ponder, in a different venue, those things > that interest them? > > br-had.sun.17july11. > . > > 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/ > -- [log in to unmask] 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, 20 Jul 2011 08:31:46 -0700 From: "Paul E. Doniger" <[log in to unmask]> Subject: Re: How to deal with a crackpot --0-905509043-1311175906=:63679 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable I'm not sure why nobody has said this on this thread yet, but not all =0Agr= ammarians are prescriptivists. =0A=0A=0APaul D.=0A=A0"If this were play'd u= pon a stage now, I could condemn it as an improbable =0Afiction" (_Twelfth = Night_ 3.4.127-128). =0A=0A=0A=0A=0A=0A________________________________=0AF= rom: M C Johnstone <[log in to unmask]>=0ATo: [log in to unmask] t: Wed, July 20, 2011 8:58:13 AM=0ASubject: Re: How to deal with a crackpot= =0A=0ALarry,=0A=0AI agree with you about dual sympathies and think that the= ATEG list is=0Aenriched by a variety of opinion. I understand what Brad is= saying below=0Ain All Gaul although I'm not sure what a group of prescript= ivist=0Agrammarians would have do to, other than prescribing, and I've hear= d=0Amuch more than anyone ever should hear about the past perfect.=0A=0AIf = I had my druthers, I'd go with the linguists and their "arcane=0Atangents,"= but it needn't come to that. Brad can easily start a=0Aprescriptive gramma= r list and invite participants. I have seen this done=0Aon other lists in r= esponse to similar complaints.=0A=0AMark=0A=0AOn Mon, 18 Jul 2011 13:08 -05= 00, "Larry Beason" <[log in to unmask]>=0Awrote:=0A> I'd suggest we not s= plit the list, esp since I think a number of us=0A> identify with both gram= marians and linguists.=A0 Setting aside a portion of=0A> the list is in eff= ect creating a new list within a list, and there are=0A> practical problems= .=A0 For instance, as the overall ATEG list grows and=0A> changes, will new= comers know there are essentially two lists?=A0 How often=0A> does the list= manager have to update and revise these sub-lists?=A0 I think=0A> it's a b= it much to ask list managers to keep up with such matters.=A0 I=0A> might b= e missing something, but it seems to me it would be overreacting=0A> to som= e minor disputes.=0A> =0A> If someone wants to create a non-ATEG list devot= ed to grammar and=0A> linguistics--fine.=A0 I think a number of us would wa= nt to join that one=0A> also.=A0 But I for one see no reason to encourage c= reating various=0A> sub-groups that have far more in common than they have = differences.=A0 =0A> =0A> I've spend most of my career in the shadow of a s= plit between literature=0A> and composition/rhetoric faculty (if not a spli= t between composition and=0A> rhetoric, for heaven's sake), and it seems to= me the splitting of this=0A> list into grammarians vs linguists is not pro= ductive to either good=0A> discussions of language or to our scholarly and = teaching community.=A0 I've=0A> grown tired of such false dichotomies, and = I suspect I'm not alone.=0A> =0A> Larry=0A> =0A> __________________________= __=0A> Larry Beason, Associate Professor=0A> Director of Composition=0A> Un= iversity of South Alabama=0A> Mobile, AL 36688-0002=0A> Office: 251-460-786= 1=0A> FAX: 251-461-1517=0A> =0A> =0A> >>> "Dixon, Jack" 7/18/2011 12:42 PM >>>=0A> Excellent suggestion.=A0 =A0 Grammarians,= communicate directly with the list=0A> manager.=0A> =0A> From: Assembly fo= r the Teaching of English Grammar=0A> [mailto:[log in to unmask]] On = Behalf Of Craig Hancock=0A> Sent: Monday, July 18, 2011 11:47 AM=0A> To: AT= [log in to unmask] =0A> Subject: Re: How to deal with a crackpot=0A> = =0A>=A0 =A0 If I am not mistaken, it is possible to direct messages directl= y to=0A>=A0 =A0 the keeper of the list. If there are grammarians among us w= ho would=0A>=A0 =A0 like to see the list (or a portion of the list) set asi= de for=0A>=A0 =A0 grammarians only (as Brad would define it), without comme= ntary from=0A>=A0 =A0 linguists, then perhaps they should communicate that = directly to the=0A>=A0 =A0 list manager. If there are a large number among = us who feel that way,=0A>=A0 =A0 then the list manager could let that be kn= own, and we could take the=0A>=A0 =A0 suggestion seriously. If not, then le= t's continue as we have in the=0A>=A0 =A0 past.=0A> =0A> Craig=0A> =0A> =0A= > =0A> On 7/18/2011 12:39 PM, Carole Hurlbut wrote:=0A> I would appreciate = discussions to be respectful and positive. I delete=0A> some emails and may= need to use a filter or block. Thanks to members who=0A> make positive cho= ices in their responses. I appreciate it.=0A> =0A> Carole=0A> =0A> From: Br= ad Johnston=0A> Sent: Monday, July 18, 2011 1= 1:05 AM=0A> To: [log in to unmask]= =0A> Subject: Re: How to deal with a crackpot=0A> =0A> Note this, Geoffrey.= See what I mean? There's nothing "crackpot" about=0A> "All Gaul is divided= ".=0A> =0A> Bully the chickens and they won't reply. They just won't. No on= e likes to=0A> be bullied as Dick Veit likes to [try to] bully me.=0A> =0A>= (I changed email addresses because Internet Explorer is having problems=0A= > that effect my old address. I now use Google Chrome and a new Yahoo=0A> a= ddress.=A0 Nothing evil or devious about it.)=0A> =0A> "exactly what he wan= ts", b.t.w, is very clearly, and reasonably, stated=0A> in All Gaul is divi= ded. Maybe, just maybe, the chickens don't want you in=0A> their hen house,= Dick. If you ever ask them what they want, ask them if=0A> they want me in= their hen house. If they (grammarians) don't, I will=0A> withdraw with con= siderably more good grace that you exhibit below.=0A> =0A> .brad.18july11.= =0A> =0A> ________________________________=0A> From: Dick Veit =0A> To: [log in to unmask][log in to unmask]>=0A> Sent: Monday, July 18, 2011 11:28 AM=0A> Sub= ject: How to deal with a crackpot=0A> Why am I again getting mail from our = resident crackpot, when I put a=0A> filter on my email account to block his= messages?=0A> =0A> Answers:=0A> 1. He changed his email address (so I will= now block the new one too).=0A> 2. Non-crackpots keep responding to his ma= il. At long last, can't people=0A> realize that it is exactly what he wants= ? Just stop responding to him, no=0A> matter what crazy things he says to p= rovoke you.=0A> =0A> ~~~~~=0A> =0A> Date:=A0 =A0 Sun, 17 Jul 2011 06:35:31 = -0700=0A> From:=A0 =A0 Brad Johnston=0A> <[log in to unmask]>[log in to unmask]>=0A> Subject: All Gaul is divided=0A> Regarding the poss= ible division of the two main parts of ATEG, which I=0A> hope will be consi= dered at the annual meeting, it seems to me that the=0A> goal of grammar is= that we all might be on the same page, literally and=0A> figuratively, so = that we might be better able to understand one another.=0A> =0A> Understand= ing one another doesn't depend on where words and conventions=0A> came from= as much as what they mean. Linguists look at what people=0A> actually say = and write, (and said and wrote), whereas grammarians try to=0A> agree on wh= at makes sense to most of us most of the time. Linguists have=0A> different= training, different interests, and different goals. They look=0A> at what = divides us (descriptive grammar), while grammarians look for what=0A> joins= us together (prescriptive grammar).=0A> =0A> When the linguists, who domin= ate the ATEG listserv, go off on one of=0A> their arcane tangents, the gram= marians politely say to the linguists,=0A> "that's interesting", but it's r= ather like a corn farmer saying "that's=0A> interesting" to a cattle ranche= r who describes the particulars of raising=0A> Holsteins. What interests th= e linguists IS interesting, it just isn't=0A> what makes the grammar world = go around.=0A> =0A> The demonstrable result is that the linguists tend to c= arry on their=0A> exotic discussions on this listserv and the grammarians t= end to lurk in=0A> the shadows. I propose to you that there should be a way= to better serve=0A> the grammarians, of whom there are thousands in this c= ountry, and who=0A> each have questions about the day-to-day of teaching gr= ammar.=0A> =0A> The grammarians can go somewhere else, of course, and maybe= they do, but=0A> since ATEG is the Assembly for the Teaching of English Gr= ammar, why is it=0A> not appropriate that ATEG concern itself with English = Grammar and let the=0A> linguists go elsewhere and ponder, in a different v= enue, those things=0A> that interest them?=0A> =0A> br-had.sun.17july11.=0A= > .=0A> =0A> To join or leave this LISTSERV list, please visit the list's w= eb=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and sele= ct=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http://at= eg.org/ =0A> To join or leave this LISTSERV list, please visit the list's w= eb=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and sele= ct=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http://at= eg.org/ =0A> =0A> To join or leave this LISTSERV list, please visit the lis= t's web=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and= select=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http= ://ateg.org/ =0A> =0A> To join or leave this LISTSERV list, please visit th= e list's web=0A> interface at:=0A>=A0 =A0 =A0 http://listserv.muohio.edu/ar= chives/ateg.html =0A> and select "Join or leave the list"=0A> =0A> Visit AT= EG's web site at http://ateg.org/=0A> =0A> To join or leave this LISTSERV l= ist, please visit the list's web=0A> interface at:=0A>=A0 =A0 =A0 http://li= stserv.muohio.edu/archives/ateg.html=0A> and select "Join or leave the list= "=0A> =0A> Visit ATEG's web site at http://ateg.org/=0A> =0A--=0Amcjsa@123m= ail.org=0A=0ATo join or leave this LISTSERV list, please visit the list's w= eb interface at:=0A=A0 =A0 http://listserv.muohio.edu/archives/ateg.html=0A= and select "Join or leave the list"=0A=0AVisit ATEG's web site at http://at= eg.org/=0A 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/ --0-905509043-1311175906=:63679 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable

=0A
I'm not sure why nobody has said this = on this thread yet, but not all grammarians are prescriptivists.
=0A<= DIV> 
=0A
Paul D.
 
"If this were play'd upon a stage now, I could c= ondemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). = =0A

=0A

=0A
=0A
=0AFrom:<= /B> M C Johnstone <[log in to unmask]>
To: [log in to unmask]
Sent: Wed, July 20, 2011 8:58:13 AM
Subject: Re: How to deal with a crackp= ot

Larry,

I agree with you about dual sympathies and t= hink that the ATEG list is
enriched by a variety of opinion. I understan= d what Brad is saying below
in All Gaul although I'm not sure what a gro= up of prescriptivist
grammarians would have do to, other than prescribin= g, and I've heard
much more than anyone ever should hear about the past = perfect.

If I had my druthers, I'd go with the linguists and their "= arcane
tangents," but it needn't come to that. Brad can easily start aprescriptive grammar list and invite participants. I have seen this done<= BR>on other lists in response to similar complaints.

Mark

On Mon, 18 Jul 2011 13:= 08 -0500, "Larry Beason" <[log in to unmask]>
wrote:> I'd suggest we not split the list, esp since I think a number of us> identify with both grammarians and linguists.  Setting aside a = portion of
> the list is in effect creating a new list within a list,= and there are
> practical problems.  For instance, as the overa= ll ATEG list grows and
> changes, will newcomers know there are essen= tially two lists?  How often
> does the list manager have to upd= ate and revise these sub-lists?  I think
> it's a bit much to as= k list managers to keep up with such matters.  I
> might be miss= ing something, but it seems to me it would be overreacting
> to some = minor disputes.
>
> If someone wants to create a non-ATEG list devoted to grammar and
> linguistics--fine.  I think a num= ber of us would want to join that one
> also.  But I for one see= no reason to encourage creating various
> sub-groups that have far m= ore in common than they have differences. 
>
> I've spen= d most of my career in the shadow of a split between literature
> and= composition/rhetoric faculty (if not a split between composition and
&g= t; rhetoric, for heaven's sake), and it seems to me the splitting of this> list into grammarians vs linguists is not productive to either good<= BR>> discussions of language or to our scholarly and teaching community.=   I've
> grown tired of such false dichotomies, and I suspect I'= m not alone.
>
> Larry
>
> ______________________= ______
> Larry Beason, Associate Professor
> Director of Compos= ition
> University of South Alabama
> Mobile, AL 36688-0002
> Office: 251-460-7861
> FAX: 251-461-1517
> =
>
> >>> "Dixon, Jack" <[log in to unmask]" ymailto=3D"mailto:[log in to unmask]">Jack.Dixon@LONE= STAR.EDU> 7/18/2011 12:42 PM >>>
> Excellent suggesti= on.    Grammarians, communicate directly with the list
> ma= nager.
>
> From: Assembly for the Teaching of English Grammar<= BR>> [mailto:[log in to unmask]">[log in to unmask]] On Behalf Of Cra= ig Hancock
> Sent: Monday, July 18, 2011 11:47 AM
> To: [log in to unmask]
> Subject: Re: How to deal with a= crackpot
>
>    If I am not mistaken, it is possibl= e to direct messages directly to
>    the keeper of the lis= t. If there are grammarians among us who would
>    like to see = the list (or a portion of the list) set aside for
>    gram= marians only (as Brad would define it), without commentary from
>&nbs= p;   linguists, then perhaps they should communicate that directly to = the
>    list manager. If there are a large number among us= who feel that way,
>    then the list manager could let th= at be known, and we could take the
>    suggestion seriousl= y. If not, then let's continue as we have in the
>    past.=
>
> Craig
>
>
>
> On 7/18/2011 12:= 39 PM, Carole Hurlbut wrote:
> I would appreciate discussions to be r= espectful and positive. I delete
> some emails and may need to use a = filter or block. Thanks to members who
> make positive choices in the= ir responses. I appreciate it.
>
> Carole
>
> From: Brad Johnston<mailto:[log in to unmask]>= ;
> Sent: Monday, July 18, 2011 11:05 AM
> To: [log in to unmask]" ymailto=3D"mailto:[log in to unmask]">ATE= [log in to unmask]<mailto:[log in to unmask]>
> Subject: Re: How to deal with a crackpot
>
> No= te this, Geoffrey. See what I mean? There's nothing "crackpot" about
>= ; "All Gaul is divided".
>
> Bully the chickens and they won't= reply. They just won't. No one likes to
> be bullied as Dick Veit li= kes to [try to] bully me.
>
> (I changed email addresses becau= se Internet Explorer is having problems
> that effect my old address.= I now use Google Chrome and a new Yahoo
> address.  Nothing evi= l or devious about it.)
>
> "exactly what he wants", b.t.w, is ver= y clearly, and reasonably, stated
> in All Gaul is divided. Maybe, ju= st maybe, the chickens don't want you in
> their hen house, Dick. If = you ever ask them what they want, ask them if
> they want me in their= hen house. If they (grammarians) don't, I will
> withdraw with consi= derably more good grace that you exhibit below.
>
> .brad.18ju= ly11.
>
> ________________________________
> From: Dick = Veit <[log in to unmask]><mailto:[log in to unmask]><= BR>> To: [log in to unmask]">[log in to unmask]<mailto:[log in to unmask]&g= t;
> Sent: Monday, July 18, 2011 11:28 AM
> Subject: How to dea= l with a crackpot
> Why am I again getting mail from our resident cra= ckpot, when I put a
> filter on my email account to block his message= s?
>
> Answers:
> 1. He changed his email address (so I = will now block the new one too).
> 2. Non-crackpots keep responding t= o his mail. At long last, can't people
> realize that it is exactly w= hat he wants? Just stop responding to him, no
> matter what crazy thi= ngs he says to provoke you.
>
> ~~~~~
>
> Date:&n= bsp;   Sun, 17 Jul 2011 06:35:31 -0700
> From:    Brad= Johnston
> <[log in to unmask]">[log in to unmask]><mailto:[log in to unmask]>
= > Subject: All Gaul is divided
> Regarding the possible division o= f the two main parts of ATEG, which I
> hope will be considered at th= e annual meeting, it seems to me that the
> goal of grammar is that w= e all might be on the same page, literally and
> figuratively, so tha= t we might be better able to understand one another.
>
> Under= standing one another doesn't depend on where words and conventions
> = came from as much as what they mean. Linguists look at what people
> = actually say and write, (and said and wrote), whereas grammarians try to> agree on what makes sense to most of us most of the time. Linguists h= ave
> different training, different interests, and different goals. T= hey look
> at what divides us (descriptive grammar), while grammarian= s look for what
> joins us together (prescriptive grammar).
>
> When the linguists, who dominate the ATEG lists= erv, go off on one of
> their arcane tangents, the grammarians polite= ly say to the linguists,
> "that's interesting", but it's rather like= a corn farmer saying "that's
> interesting" to a cattle rancher who = describes the particulars of raising
> Holsteins. What interests the = linguists IS interesting, it just isn't
> what makes the grammar worl= d go around.
>
> The demonstrable result is that the linguists= tend to carry on their
> exotic discussions on this listserv and the= grammarians tend to lurk in
> the shadows. I propose to you that the= re should be a way to better serve
> the grammarians, of whom there a= re thousands in this country, and who
> each have questions about the= day-to-day of teaching grammar.
>
> The grammarians can go so= mewhere else, of course, and maybe they do, but
> since ATEG is the Assembly for the Teaching of English Grammar, why is it
> not= appropriate that ATEG concern itself with English Grammar and let the
&= gt; linguists go elsewhere and ponder, in a different venue, those things> that interest them?
>
> br-had.sun.17july11.
> .<= BR>>
> 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 w= eb site at http://ateg.org/ =
>
> To join or leave this LISTSERV list, please visit the lis= t's web
> interface at: http://listserv.muohio.edu/archives/ateg.html<= /A> 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 t= he list's web
> interface at:
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Visit ATEG's web site at http://ateg.org/ --0-905509043-1311175906=:63679-- ------------------------------ Date: Thu, 21 Jul 2011 01:02:45 +0300 From: M C Johnstone <[log in to unmask]> Subject: Re: How to deal with a crackpot This is a multi-part message in MIME format. --_----------=_1311199365208101 MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="us-ascii" Date: Wed, 20 Jul 2011 18:02:45 -0400 X-Mailer: MessagingEngine.com Webmail Interface I didn't mean to imply that grammarians must be prescriptivists. I was referring to Brad's dichotomy: > They [linguists] look > at what divides us (descriptive grammar), while grammarians look for what > joins us together (prescriptive grammar). Mark "The whole theory of modern education is radically unsound. Fortunately, in England at any rate, education has no effect whastoever." - Lady Bracknell in "The Importance of Being Earnest" On Wed, 20 Jul 2011 08:31 -0700, "Paul E. Doniger" <[log in to unmask]> wrote: I'm not sure why nobody has said this on this thread yet, but not all grammarians are prescriptivists. Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ____________________________________________________________ From: M C Johnstone <[log in to unmask]> To: [log in to unmask] Sent: Wed, July 20, 2011 8:58:13 AM Subject: Re: How to deal with a crackpot Larry, I agree with you about dual sympathies and think that the ATEG list is enriched by a variety of opinion. I understand what Brad is saying below in All Gaul although I'm not sure what a group of prescriptivist grammarians would have do to, other than prescribing, and I've heard much more than anyone ever should hear about the past perfect. If I had my druthers, I'd go with the linguists and their "arcane tangents," but it needn't come to that. Brad can easily start a prescriptive grammar list and invite participants. I have seen this done on other lists in response to similar complaints. Mark On Mon, 18 Jul 2011 13:08 -0500, "Larry Beason" <[1][log in to unmask]> wrote: > I'd suggest we not split the list, esp since I think a number of us > identify with both grammarians and linguists. Setting aside a portion of > the list is in effect creating a new list within a list, and there are > practical problems. For instance, as the overall ATEG list grows and > changes, will newcomers know there are essentially two lists? How often > does the list manager have to update and revise these sub-lists? I think > it's a bit much to ask list managers to keep up with such matters. I > might be missing something, but it seems to me it would be overreacting > to some minor disputes. > > If someone wants to create a non-ATEG list devoted to grammar and > linguistics--fine. I think a number of us would want to join that one > also. But I for one see no reason to encourage creating various > sub-groups that have far more in common than they have differences. > > I've spend most of my career in the shadow of a split between literature > and composition/rhetoric faculty (if not a split between composition and > rhetoric, for heaven's sake), and it seems to me the splitting of this > list into grammarians vs linguists is not productive to either good > discussions of language or to our scholarly and teaching community. I've > grown tired of such false dichotomies, and I suspect I'm not alone. > > Larry > > ____________________________ > Larry Beason, Associate Professor > Director of Composition > University of South Alabama > Mobile, AL 36688-0002 > Office: 251-460-7861 > FAX: 251-461-1517 > > > >>> "Dixon, Jack" <[2][log in to unmask]> 7/18/2011 12:42 PM >>> > Excellent suggestion. Grammarians, communicate directly with the list > manager. > > From: Assembly for the Teaching of English Grammar > [mailto:[3][log in to unmask]] On Behalf Of Craig Hancock > Sent: Monday, July 18, 2011 11:47 AM > To: [4][log in to unmask] > Subject: Re: How to deal with a crackpot > > If I am not mistaken, it is possible to direct messages directly to > the keeper of the list. If there are grammarians among us who would > like to see the list (or a portion of the list) set aside for > grammarians only (as Brad would define it), without commentary from > linguists, then perhaps they should communicate that directly to the > list manager. If there are a large number among us who feel that way, > then the list manager could let that be known, and we could take the > suggestion seriously. If not, then let's continue as we have in the > past. > > Craig > > > > On 7/18/2011 12:39 PM, Carole Hurlbut wrote: > I would appreciate discussions to be respectful and positive. I delete > some emails and may need to use a filter or block. Thanks to members who > make positive choices in their responses. I appreciate it. > > Carole > > From: Brad Johnston[log in to unmask]> > Sent: Monday, July 18, 2011 11:05 AM > To: [6][log in to unmask][log in to unmask]> > Subject: Re: How to deal with a crackpot > > Note this, Geoffrey. See what I mean? There's nothing "crackpot" about > "All Gaul is divided". > > Bully the chickens and they won't reply. They just won't. No one likes to > be bullied as Dick Veit likes to [try to] bully me. > > (I changed email addresses because Internet Explorer is having problems > that effect my old address. I now use Google Chrome and a new Yahoo > address. Nothing evil or devious about it.) > > "exactly what he wants", b.t.w, is very clearly, and reasonably, stated > in All Gaul is divided. Maybe, just maybe, the chickens don't want you in > their hen house, Dick. If you ever ask them what they want, ask them if > they want me in their hen house. If they (grammarians) don't, I will > withdraw with considerably more good grace that you exhibit below. > > .brad.18july11. > > ________________________________ > From: Dick Veit <[8][log in to unmask]>[log in to unmask]> > To: [10][log in to unmask][log in to unmask]> > Sent: Monday, July 18, 2011 11:28 AM > Subject: How to deal with a crackpot > Why am I again getting mail from our resident crackpot, when I put a > filter on my email account to block his messages? > > Answers: > 1. He changed his email address (so I will now block the new one too). > 2. Non-crackpots keep responding to his mail. At long last, can't people > realize that it is exactly what he wants? Just stop responding to him, no > matter what crazy things he says to provoke you. > > ~~~~~ > > Date: Sun, 17 Jul 2011 06:35:31 -0700 > From: Brad Johnston > <[12][log in to unmask]>[log in to unmask]> > Subject: All Gaul is divided > Regarding the possible division of the two main parts of ATEG, which I > hope will be considered at the annual meeting, it seems to me that the > goal of grammar is that we all might be on the same page, literally and > figuratively, so that we might be better able to understand one another. > > Understanding one another doesn't depend on where words and conventions > came from as much as what they mean. Linguists look at what people > actually say and write, (and said and wrote), whereas grammarians try to > agree on what makes sense to most of us most of the time. Linguists have > different training, different interests, and different goals. They look > at what divides us (descriptive grammar), while grammarians look for what > joins us together (prescriptive grammar). > > When the linguists, who dominate the ATEG listserv, go off on one of > their arcane tangents, the grammarians politely say to the linguists, > "that's interesting", but it's rather like a corn farmer saying "that's > interesting" to a cattle rancher who describes the particulars of raising > Holsteins. What interests the linguists IS interesting, it just isn't > what makes the grammar world go around. > > The demonstrable result is that the linguists tend to carry on their > exotic discussions on this listserv and the grammarians tend to lurk in > the shadows. I propose to you that there should be a way to better serve > the grammarians, of whom there are thousands in this country, and who > each have questions about the day-to-day of teaching grammar. > > The grammarians can go somewhere else, of course, and maybe they do, but > since ATEG is the Assembly for the Teaching of English Grammar, why is it > not appropriate that ATEG concern itself with English Grammar and let the > linguists go elsewhere and ponder, in a different venue, those things > that interest them? > > br-had.sun.17july11. > . > > To join or leave this LISTSERV list, please visit the list's web > interface at: [14]http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" > > Visit ATEG's web site at [15]http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web > interface at: [16]http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" > > Visit ATEG's web site at [17]http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web > interface at: [18]http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" > > Visit ATEG's web site at [19]http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web > interface at: > [20]http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at [21]http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web > interface at: > [22]http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at [23]http://ateg.org/ > -- [24][log in to unmask] To join or leave this LISTSERV list, please visit the list's web interface at: [25]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [26]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/ References 1. mailto:[log in to unmask] 2. mailto:[log in to unmask] 3. mailto:[log in to unmask] 4. mailto:[log in to unmask] 5. mailto:[log in to unmask] 6. mailto:[log in to unmask] 7. mailto:[log in to unmask] 8. mailto:[log in to unmask] 9. mailto:[log in to unmask] 10. mailto:[log in to unmask] 11. mailto:[log in to unmask] 12. mailto:[log in to unmask] 13. mailto:[log in to unmask] 14. http://listserv.muohio.edu/archives/ateg.html 15. http://ateg.org/ 16. http://listserv.muohio.edu/archives/ateg.html 17. http://ateg.org/ 18. http://listserv.muohio.edu/archives/ateg.html 19. http://ateg.org/ 20. http://listserv.muohio.edu/archives/ateg.html 21. http://ateg.org/ 22. http://listserv.muohio.edu/archives/ateg.html 23. http://ateg.org/ 24. mailto:[log in to unmask] 25. http://listserv.muohio.edu/archives/ateg.html 26. http://ateg.org/ -- [log in to unmask] 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/ --_----------=_1311199365208101 MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: text/html; charset="us-ascii" Date: Wed, 20 Jul 2011 18:02:45 -0400 X-Mailer: MessagingEngine.com Webmail Interface

I didn't mean to imply that grammarians must be prescriptivists. I was referring to Brad's dichotomy:
 
> They [linguists] look
> at what divides us (descriptive grammar), while grammarians look for what
> joins us together (prescriptive grammar).
 
Mark
 
"The whole theory of modern education is radically unsound. Fortunately, in England at any rate, education has no effect whastoever."
- Lady Bracknell in "The Importance of Being Earnest"
 
On Wed, 20 Jul 2011 08:31 -0700, "Paul E. Doniger" <[log in to unmask]> wrote:
 
I'm not sure why nobody has said this on this thread yet, but not all grammarians are prescriptivists.
 
Paul D.
 
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
 

From: M C Johnstone <[log in to unmask]>
To: [log in to unmask]
Sent: Wed, July 20, 2011 8:58:13 AM
Subject: Re: How to deal with a crackpot

Larry,

I agree with you about dual sympathies and think that the ATEG list is
enriched by a variety of opinion. I understand what Brad is saying below
in All Gaul although I'm not sure what a group of prescriptivist
grammarians would have do to, other than prescribing, and I've heard
much more than anyone ever should hear about the past perfect.

If I had my druthers, I'd go with the linguists and their "arcane
tangents," but it needn't come to that. Brad can easily start a
prescriptive grammar list and invite participants. I have seen this done
on other lists in response to similar complaints.

Mark

On Mon, 18 Jul 2011 13:08 -0500, "Larry Beason" <[log in to unmask]>
wrote:
> I'd suggest we not split the list, esp since I think a number of us
> identify with both grammarians and linguists.  Setting aside a portion of
> the list is in effect creating a new list within a list, and there are
> practical problems.  For instance, as the overall ATEG list grows and
> changes, will newcomers know there are essentially two lists?  How often
> does the list manager have to update and revise these sub-lists?  I think
> it's a bit much to ask list managers to keep up with such matters.  I
> might be missing something, but it seems to me it would be overreacting
> to some minor disputes.
>
> If someone wants to create a non-ATEG list devoted to grammar and
> linguistics--fine.  I think a number of us would want to join that one
> also.  But I for one see no reason to encourage creating various
> sub-groups that have far more in common than they have differences. 
>
> I've spend most of my career in the shadow of a split between literature
> and composition/rhetoric faculty (if not a split between composition and
> rhetoric, for heaven's sake), and it seems to me the splitting of this
> list into grammarians vs linguists is not productive to either good
> discussions of language or to our scholarly and teaching community.  I've
> grown tired of such false dichotomies, and I suspect I'm not alone.
>
> Larry
>
> ____________________________
> Larry Beason, Associate Professor
> Director of Composition
> University of South Alabama
> Mobile, AL 36688-0002
> Office: 251-460-7861
> FAX: 251-461-1517
>
>
> >>> "Dixon, Jack" <[log in to unmask]> 7/18/2011 12:42 PM >>>
> Excellent suggestion.    Grammarians, communicate directly with the list
> manager.
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Craig Hancock
> Sent: Monday, July 18, 2011 11:47 AM
> To: [log in to unmask]
> Subject: Re: How to deal with a crackpot
>
>    If I am not mistaken, it is possible to direct messages directly to
>    the keeper of the list. If there are grammarians among us who would
>    like to see the list (or a portion of the list) set aside for
>    grammarians only (as Brad would define it), without commentary from
>    linguists, then perhaps they should communicate that directly to the
>    list manager. If there are a large number among us who feel that way,
>    then the list manager could let that be known, and we could take the
>    suggestion seriously. If not, then let's continue as we have in the
>    past.
>
> Craig
>
>
>
> On 7/18/2011 12:39 PM, Carole Hurlbut wrote:
> I would appreciate discussions to be respectful and positive. I delete
> some emails and may need to use a filter or block. Thanks to members who
> make positive choices in their responses. I appreciate it.
>
> Carole
>
> From: Brad Johnston<mailto:[log in to unmask]>
> Sent: Monday, July 18, 2011 11:05 AM
> To: [log in to unmask]<mailt o:[log in to unmask]>
> Subject: Re: How to deal with a crackpot
>
> Note this, Geoffrey. See what I mean? There's nothing "crackpot" about
> "All Gaul is divided".
>
> Bully the chickens and they won't reply. They just won't. No one likes to
> be bullied as Dick Veit likes to [try to] bully me.
>
> (I changed email addresses because Internet Explorer is having problems
> that effect my old address. I now use Google Chrome and a new Yahoo
> address.  Nothing evil or devious about it.)
>
> "exactly what he wants", b.t.w, is very clearly, and reasonably, stated
> in All Gaul is divided. Maybe, just maybe, the chickens don't want you in
> their hen house, Dick. If you ever ask them what they want, ask them if
> they want me in their hen house. If they (grammarians) don't, I will
> withdraw with considerably more good grace that you exhibit below.
>
> .brad.18july11.
>
> ________________________________
> From: Dick Veit <[log in to unmask]><mailto:[log in to unmask]>
> To: [log in to unmask]<mailt o:[log in to unmask]>
> Sent: Monday, July 18, 2011 11:28 AM
> Subject: How to deal with a crackpot
> Why am I again getting mail from our resident crackpot, when I put a
> filter on my email account to block his messages?
>
> Answers:
> 1. He changed his email address (so I will now block the new one too).
> 2. Non-crackpots keep responding to his mail. At long last, can't people
> realize that it is exactly what he wants? Just stop responding to him, no
> matter what crazy things he says to provoke you.
>
> ~~~~~
>
> Date:    Sun, 17 Jul 2011 06:35:31 -0700
> From:    Brad Johnston
> <[log in to unmask]><mailto: [log in to unmask]>
> Subject: All Gaul is divided
> Regarding the possible division of the two main parts of ATEG, which I
> hope will be considered at the annual meeting, it seems to me that the
> goal of grammar is that we all might be on the same page, literally and
> figuratively, so that we might be better able to understand one another.
>
> Understanding one another doesn't depend on where words and conventions
> came from as much as what they mean. Linguists look at what people
> actually say and write, (and said and wrote), whereas grammarians try to
> agree on what makes sense to most of us most of the time. Linguists have
> different training, different interests, and different goals. They look
> at what divides us (descriptive grammar), while grammarians look for what
> joins us together (prescriptive grammar).
>
> When the linguists, who dominate the ATEG listserv, go off on one of
> their arcane tangents, the grammarians politely say to the linguists,
> "that's interesting", but it's rather like a corn farmer saying "that's
> interesting" to a cattle rancher who describes the particulars of raising
> Holsteins. What interests the linguists IS interesting, it just isn't
> what makes the grammar world go around.
>
> The demonstrable result is that the linguists tend to carry on their
> exotic discussions on this listserv and the grammarians tend to lurk in
> the shadows. I propose to you that there should be a way to better serve
> the grammarians, of whom there are thousands in this country, and who
> each have questions about the day-to-day of teaching grammar.
>
> The grammarians can go somewhere else, of course, and maybe they do, but
> since ATEG is the Assembly for the Teaching of English Grammar, why is it
> not appropriate that ATEG concern itself with English Grammar and let the
> linguists go elsewhere and ponder, in a different venue, those things
> that interest them?
>
> br-had.sun.17july11.
> .
>
> 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/
>
--
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Visit ATEG's web site at http://ateg.org/ --_----------=_1311199365208101-- ------------------------------ End of ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132) *********************************************************** 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 Aug 2011 10:19:07 -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: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_" MIME-Version: 1.0 --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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/ --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_-- ========================================================================Date: Fri, 26 Aug 2011 09:34:58 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Membership in ATEG In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba6e89da50de3f04ab6974b3 --90e6ba6e89da50de3f04ab6974b3 Content-Type: text/plain; charset=ISO-8859-1 We are working on a way to allow ATEG members to electronically access their ATEG profile, pay dues, check their status, update their address, etc. In the meantime, the best way to check on membership details is to communicate directly with president Amy Benjamin. PLEASE NOTE: I gave Amy Benjamin's OLD email address in my last post. The correct address should be [log in to unmask] Thanks! John On Fri, Aug 26, 2011 at 9:19 AM, Kathleen Bethell <[log in to unmask]>wrote: > I never received acknowledgement when I joined, so I am not sure if I am > even on the rolls, yet. Is there some way I can check to find out my > membership status?**** > > ** ** > > Kathi**** > > ** ** > > Kathleen Bethell**** > > Assistant Professor**** > > Liberal Arts, English**** > > Ivy Tech Community College**** > > 200 Daniels Way**** > > Bloomington, IN 47404**** > > ** ** > > *From:* Assembly for the Teaching of English Grammar [mailto: > [log in to unmask]] *On Behalf Of *Amy Benjamin > *Sent:* Saturday, August 20, 2011 10:33 AM > > *To:* [log in to unmask] > *Subject:* Membership in ATEG**** > > ** ** > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. **** > > **** > > See www.ateg.org for details, which are, we are happy to report, now > accurate!**** > > **** > > Membership in ATEG allows you to receive the Journal, published twice > yearly, and to keep ATEG as a (nagging) voice to our parent organization, > NCTE. We maintain this listserv, our website, and are allowed to host a > session at the NCTE annual conference. We also host an annual conference, > gathering together all of the educators in the English-speaking, > non-English-speaking, and non-speaking world, and non-world who are > interested in the teaching of grammar. Thankfully, all of these people can > fit easily into one room. **** > > **** > > So keep those cards and letters coming!**** > > Amy Benjamin**** > > ATEG co-president**** > > 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/ --90e6ba6e89da50de3f04ab6974b3 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable We are working on a way to allow ATEG members to electronically access their ATEG profile, pay dues, check their status, update their address, etc. In the meantime, the best way to check on membership details is to communicate directly with president Amy Benjamin.

PLEASE NOTE: I gave Amy Benjamin's OLD email address in my last post. The correct address should be [log in to unmask].

Thanks!

John



On Fri, Aug 26, 2011 at 9:19 AM, Kathleen Bethell <[log in to unmask]> wrote:

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

Kathi

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM

Subject: Membership in ATEG

As you know, our hot new ATEG Journalsare stacked and stampled in our mailroom (akamy basement)ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

See www.ateg.org for details, which are, we are happy to report, now accurate!

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-worldwho are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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/ --90e6ba6e89da50de3f04ab6974b3-- ========================================================================Date: Fri, 26 Aug 2011 09:38:45 -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: Geoffrey Layton <[log in to unmask]> Subject: Re: Membership in ATEG In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_b71f04d2-1790-4218-80fb-53d204e1cb0d_" MIME-Version: 1.0 --_b71f04d2-1790-4218-80fb-53d204e1cb0d_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant ProfessorLiberal Arts, EnglishIvy Tech Community College200 Daniels WayBloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo 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/ --_b71f04d2-1790-4218-80fb-53d204e1cb0d_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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/ --_b71f04d2-1790-4218-80fb-53d204e1cb0d_-- ========================================================================Date: Fri, 26 Aug 2011 12:16:31 -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: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_" MIME-Version: 1.0 --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I don't know why the cc didn't work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]. Geoff Layton ________________________________ Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I don’t know why the cc didn’t work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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/ --_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_-- ========================================================================Date: Fri, 26 Aug 2011 16:20:27 -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: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1557076334-1314400827=:99067" --0-1557076334-1314400827=:99067 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!   Kathi P.S. I don’t know why the cc didn’t work; the address is correct.   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG   Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton   Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?   Kathi   Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG   As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.   See www.ateg.org for details, which are, we are happy to report, now accurate!   Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.   So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ --0-1557076334-1314400827=:99067 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I don’t know why the cc didn’t work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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/ --0-1557076334-1314400827=:99067-- ========================================================================Date: Sat, 27 Aug 2011 08:52:09 +0900 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: =?UTF-8?B?6auY5qSF576O5rSl5a2Q?= <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8; format=flowed Content-Transfer-Encoding: quoted-printable Carol Morrison さんは書きました: > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > a historic hurricane is correct, because "historic" does not begin with a vowel sound. M.T. 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 Aug 2011 20:07:35 -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: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="--------MB_8CE326475423FF3_58C_1CBAF_webmail-d030.sysops.aol.com" This is a multi-part message in MIME format. ----------MB_8CE326475423FF3_58C_1CBAF_webmail-d030.sysops.aol.com Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="utf-8" Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I don’t know why the cc didn’t work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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.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.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ----------MB_8CE326475423FF3_58C_1CBAF_webmail-d030.sysops.aol.com Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="utf-8"

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow">[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ ----------MB_8CE326475423FF3_58C_1CBAF_webmail-d030.sysops.aol.com-- ========================================================================Date: Fri, 26 Aug 2011 19:16:27 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf307f385edc760304ab7193cc --20cf307f385edc760304ab7193cc Content-Type: text/plain; charset=ISO-2022-JP Content-Transfer-Encoding: 7bit M. T. is correct. I certainly don't endorse *everything* Grammar Girl says, but she often breaks things down in an easy-to-understand way. Her overview of "a vs. an" is here: http://grammar.quickanddirtytips.com/a-versus-an.aspx John 2011/8/26 $B9b0XH~DE;R(B <[log in to unmask]> > Carol Morrison $B$5$s$O=q$-$^$7$?(B: > > A friend just asked me which is correct: "a historic hurricane" or "an >> historic hurricane"? Can someone help me out here? >> Thanks! >> Carol >> >> a historic hurricane is correct, because "historic" does not begin with a > vowel sound. > > M.T. > > > 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/ --20cf307f385edc760304ab7193cc Content-Type: text/html; charset=ISO-2022-JP Content-Transfer-Encoding: base64 TS4gVC4gaXMgY29ycmVjdC4gPGJyPjxicj5JIGNlcnRhaW5seSBkb24mIzM5O3QgZW5kb3JzZSA8 aT5ldmVyeXRoaW5nPC9pPiBHcmFtbWFyIEdpcmwgc2F5cywgYnV0IHNoZSBvZnRlbiBicmVha3Mg dGhpbmdzIGRvd24gaW4gYW4gZWFzeS10by11bmRlcnN0YW5kIHdheS4gSGVyIG92ZXJ2aWV3IG9m ICZxdW90O2EgdnMuIGFuJnF1b3Q7IGlzIGhlcmU6PGJyPjxicj48YSBocmVmPSJodHRwOi8vZ3Jh bW1hci5xdWlja2FuZGRpcnR5dGlwcy5jb20vYS12ZXJzdXMtYW4uYXNweCI+aHR0cDovL2dyYW1t YXIucXVpY2thbmRkaXJ0eXRpcHMuY29tL2EtdmVyc3VzLWFuLmFzcHg8L2E+PGJyPgoKPGJyPkpv aG48YnI+PGJyPjxkaXYgY2xhc3M9ImdtYWlsX3F1b3RlIj4yMDExLzgvMjYgGyRCOWIwWEh+REU7 UhsoQiA8c3BhbiBkaXI9Imx0ciI+Jmx0OzxhIGhyZWY9Im1haWx0bzphcHBsZXBpZUBtaW5vcy5v Y24ubmUuanAiPmFwcGxlcGllQG1pbm9zLm9jbi5uZS5qcDwvYT4mZ3Q7PC9zcGFuPjxicj48Ymxv Y2txdW90ZSBjbGFzcz0iZ21haWxfcXVvdGUiIHN0eWxlPSJtYXJnaW46MCAwIDAgLjhleDtib3Jk ZXItbGVmdDoxcHggI2NjYyBzb2xpZDtwYWRkaW5nLWxlZnQ6MWV4OyI+CgpDYXJvbCBNb3JyaXNv biAbJEIkNSRzJE89cSQtJF4kNyQ/GyhCOjxkaXYgY2xhc3M9ImltIj48YnI+CjxibG9ja3F1b3Rl IGNsYXNzPSJnbWFpbF9xdW90ZSIgc3R5bGU9Im1hcmdpbjowIDAgMCAuOGV4O2JvcmRlci1sZWZ0 OjFweCAjY2NjIHNvbGlkO3BhZGRpbmctbGVmdDoxZXgiPgpBIGZyaWVuZCBqdXN0IGFza2VkIG1l IHdoaWNoIGlzIGNvcnJlY3Q6ICZxdW90O2EgaGlzdG9yaWMgaHVycmljYW5lJnF1b3Q7IG9yICZx dW90O2FuIGhpc3RvcmljIGh1cnJpY2FuZSZxdW90Oz8gQ2FuIHNvbWVvbmUgaGVscCBtZSBvdXQg aGVyZT88YnI+ClRoYW5rcyE8YnI+CkNhcm9sPGJyPgo8YnI+CjwvYmxvY2txdW90ZT48L2Rpdj4K YSBoaXN0b3JpYyBodXJyaWNhbmUgaXMgY29ycmVjdCwgYmVjYXVzZSAmcXVvdDtoaXN0b3JpYyZx dW90OyBkb2VzIG5vdCBiZWdpbiB3aXRoIGEgdm93ZWwgc291bmQuPGJyPgo8YnI+Ck0uVC48ZGl2 PjxkaXY+PC9kaXY+PGRpdiBjbGFzcz0iaDUiPjxicj4KPGJyPgpUbyBqb2luIG9yIGxlYXZlIHRo aXMgTElTVFNFUlYgbGlzdCwgcGxlYXNlIHZpc2l0IHRoZSBsaXN0JiMzOTtzIHdlYiBpbnRlcmZh Y2UgYXQ6PGJyPgogJm5ic3A7ICZuYnNwOzxhIGhyZWY9Imh0dHA6Ly9saXN0c2Vydi5tdW9oaW8u ZWR1L2FyY2hpdmVzL2F0ZWcuaHRtbCIgdGFyZ2V0PSJfYmxhbmsiPmh0dHA6Ly9saXN0c2Vydi5t dW9oaW8uZWR1Lzx1PjwvdT5hcmNoaXZlcy9hdGVnLmh0bWw8L2E+PGJyPgphbmQgc2VsZWN0ICZx dW90O0pvaW4gb3IgbGVhdmUgdGhlIGxpc3QmcXVvdDs8YnI+Cjxicj4KVmlzaXQgQVRFRyYjMzk7 cyB3ZWIgc2l0ZSBhdCA8YSBocmVmPSJodHRwOi8vYXRlZy5vcmcvIiB0YXJnZXQ9Il9ibGFuayI+ aHR0cDovL2F0ZWcub3JnLzwvYT48YnI+CjwvZGl2PjwvZGl2PjwvYmxvY2txdW90ZT48L2Rpdj48 YnI+Cg=--20cf307f385edc760304ab7193cc-- ========================================================================Date: Fri, 26 Aug 2011 17:21:38 -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: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1806326292-1314404498=:31898" --0-1806326292-1314404498=:31898 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 td{color:black;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 filtered {font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 filtered {font-family:Tahoma;panose-1:2 11 6 4 3 5 4 4 2 4;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p.yiv38122143MsoNormal, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 li.yiv38122143MsoNormal, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143MsoNormal {margin:0in;margin-bottom:.0001pt;font-size:12.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 a:link, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143MsoHyperlink {color:blue;text-decoration:underline;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 a:visited, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143MsoHyperlinkFollowed {color:purple;text-decoration:underline;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p {margin-right:0in;margin-left:0in;font-size:12.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p.yiv38122143ecxmsonormal, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 li.yiv38122143ecxmsonormal, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143ecxmsonormal {margin-right:0in;margin-left:0in;font-size:12.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p.yiv38122143ecxmsochpdefault, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 li.yiv38122143ecxmsochpdefault, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143ecxmsochpdefault {margin-right:0in;margin-left:0in;font-size:12.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxmsohyperlink {}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxmsohyperlinkfollowed {}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxemailstyle18 {}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p.yiv38122143ecxmsonormal1, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 li.yiv38122143ecxmsonormal1, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143ecxmsonormal1 {margin-right:0in;margin-bottom:0in;margin-left:0in;margin-bottom:.0001pt;font-size:12.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxmsohyperlink1 {color:blue;text-decoration:underline;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxmsohyperlinkfollowed1 {color:purple;text-decoration:underline;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143ecxemailstyle181 {font-family:"sans-serif";color:#1F497D;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 p.yiv38122143ecxmsochpdefault1, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 li.yiv38122143ecxmsochpdefault1, #yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143ecxmsochpdefault1 {margin-right:0in;margin-left:0in;font-size:10.0pt;font-family:"serif";}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 span.yiv38122143EmailStyle28 {font-family:"sans-serif";color:#1F497D;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 .yiv38122143MsoChpDefault {font-size:10.0pt;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 filtered {margin:1.0in 1.0in 1.0in 1.0in;}#yiv38122143 #yiv38122143AOLMsgPart_1_1d0d7547-3aa0-4e08-956c-021168484a74 div.yiv38122143WordSection1 {} Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!   Kathi P.S. I don’t know why the cc didn’t work; the address is correct.   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG   Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton   Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?   Kathi   Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG   As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.   See www.ateg.org for details, which are, we are happy to report, now accurate!   Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.   So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ --0-1806326292-1314404498=:31898 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ --0-1806326292-1314404498=:31898-- ========================================================================Date: Fri, 26 Aug 2011 22:37:24 -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: Grammar Question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_20447307-f151-497d-a39f-5f9bd848c272_" MIME-Version: 1.0 --_20447307-f151-497d-a39f-5f9bd848c272_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ --_20447307-f151-497d-a39f-5f9bd848c272_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ --_20447307-f151-497d-a39f-5f9bd848c272_-- ========================================================================Date: Sat, 27 Aug 2011 11:33:00 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundaryaec5299a0b4745d704ab7f3827 --bcaec5299a0b4745d704ab7f3827 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]>wrote: > Let's not dismiss this one so easily. > > In spite of what Grammar Girl says, does anyone honestly find that saying > "a historic hurricane" out loud actually sound better than "an historic > hurricane"? Only if the emphasis is on the indefinite article does "a > historic" sound ok (it still sounds wrong to me even though I know it's > right). However, if (as I would argue every native speaker does > automatically), the sound of the article is naturally elided with the "h," > tonally forming one word "anistoric," then "an historic hurricane" is the > proper choice - both orally and in writing. And why would the emphasis be > placed on an indefinite article anyway? If we were talking about "the > historic hurricane," then it makes some sense to emphasize "the," separating > tonally the two words. > > The next reason to savor this problem a bit more is that it is not a > grammar problem at all, but one of usage. So the question becomes (even if > we agree that "a historic" is "right") which "errors" of usage are worth > fighting over? My feeling is that this judgment should be based on meaning - > does the "error" affect the meaning? So this one ("an historic") fails to > meet just about any criteria that calls for correction. In fact, correcting > this "error" may even reach the level of "hyper-correctness" where being > "right" sounds wrong to everybody else except us schoolmarms (and, as > mentioned earlier, it even sounds wrong to this schoolmarm), so that not > only does "an historic" not affect the meaning negatively, it actually > enhances the meaning if it enhances the ability of all of but a select > audience to focus on what is being said rather than how it is being said. > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 17:21:38 -0700 > From: [log in to unmask] > > Subject: Re: Grammar Question > To: [log in to unmask] > > Thank you, Brad, M.T., and John for a quick response! I did not know the > answer because I've heard both "a" and "an" used in front of "historic". I > guess you would only use "an" if you pronounce "historic" with a silent "h". > Carol > --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote: > > > From: Brad Layton <[log in to unmask]> > Subject: Re: Grammar Question > To: [log in to unmask] > Date: Friday, August 26, 2011, 8:07 PM > > Carol, either is "correct." It simply depends on the idiolect of the > individual speaking ... specifically, whether that person pronounces the > "h" or does not pronounce the "h". I am unaware of any prescriptive case > for the superiority of either that would hold water ... or 100 mph winds, > for that matter ;) . > > > > -----Original Message----- > From: Carol Morrison <[log in to unmask]> > To: ATEG <[log in to unmask]> > Sent: Fri, Aug 26, 2011 6:41 pm > Subject: Grammar Question > > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > > --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]> > >* wrote: > > > From: Kathleen Bethell <[log in to unmask][log in to unmask]> > > > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > Date: Friday, August 26, 2011, 12:16 PM > > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > Kathi > P.S. I dont know why the cc didnt work; the address is correct. > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Geoffrey Layton > *Sent:* Friday, August 26, 2011 10:39 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Re: Membership in ATEG > > Kathi - I passed on your question to our president, Amy Benjamin - but I > tried to copy you on the message and got an undeliverable message for > [log in to unmask][log in to unmask]>. > > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 10:19:07 -0400 > From: [log in to unmask][log in to unmask]> > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > I never received acknowledgement when I joined, so I am not sure if I am > even on the rolls, yet. Is there some way I can check to find out my > membership status? > > Kathi > > Kathleen Bethell > Assistant Professor > Liberal Arts, English > Ivy Tech Community College > 200 Daniels Way > Bloomington, IN 47404 > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Amy Benjamin > *Sent:* Saturday, August 20, 2011 10:33 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Membership in ATEG > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. > > See www.ateg.org for details, which are, we are happy to report, now > accurate! > > Membership in ATEG allows you to receive the Journal, published twice > yearly, and to keep ATEG as a (nagging) voice to our parent organization, > NCTE. We maintain this listserv, our website, and are allowed to host a > session at the NCTE annual conference. We also host an annual conference, > gathering together all of the educators in the English-speaking, > non-English-speaking, and non-speaking world, and non-world who are > interested in the teaching of grammar. Thankfully, all of these people can > fit easily into one room. > > So keep those cards and letters coming! > Amy Benjamin > ATEG co-president > 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/ > 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/ --bcaec5299a0b4745d704ab7f3827 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.

In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinitearticle anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.

The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgmentshould be based onmeaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of"hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic".I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].

Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in ATEG
As you know, our hot new ATEG Journalsare stacked and stampled in our mailroom (akamy basement)ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-worldwho are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/


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Visit ATEG's web site at http://ateg.org/ --bcaec5299a0b4745d704ab7f3827-- ========================================================================Date: Sat, 27 Aug 2011 09:50:01 -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: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-785681720-1314463801=:7647" --0-785681720-1314463801=:7647 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote: Let's not dismiss this one so easily.   In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.   The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton   Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!   Kathi P.S. I don’t know why the cc didn’t work; the address is correct.   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG   Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton   Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?   Kathi   Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG   As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.   See www.ateg.org for details, which are, we are happy to report, now accurate!   Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.   So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ --0-785681720-1314463801=:7647 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
To: ATEG <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ --0-785681720-1314463801=:7647-- ========================================================================Date: Sat, 27 Aug 2011 14:02:07 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E1EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E1EMAILBACKEND0_ Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: base64 SSBkb27igJl0IHRoaW5rIHRoZXJl4oCZcyBhbnkgcmVtb3RlIG9yIHByb3NvZGljIGVmZmVjdCBo ZXJlLiAgSXTigJlzIHN0cmljdGx5IGEgbWF0dGVyIG9mIHdoZXRoZXIgeW91IHByb25vdW5jZSB0 aGUgaW5pdGlhbCA8aD4gb3Igbm90LiAgSSBub3JtYWxseSBzYXkg4oCcYSBoaXN0b3JpY+KApuKA 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- instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial or not. I normally say a historic with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PMI certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. JohnOn Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PMCarol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar QuestionA friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?Thanks!Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PMThank you, Geoff Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo 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/ 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/ 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/ --_de4660f5-40d8-4558-9e59-47303ea30221_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

Herb -
 
I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.

Geoff Layton
 
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

I dont think theres any remote or prosodic effect here.  Its strictly a matter of whether you pronounce the initial <h> or not.  I normally say a historic with the /h/, but I find myself occasionally eliding the /h/ and using an.  The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule.  Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies.  I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).

Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:


From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" target="_blank">[log in to unmask]


Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".

Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .

 

 

 

-----Original Message-----
From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]>
To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?

Thanks!

Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I dont know why the cc didnt work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/

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Visit ATEG's web site at http://ateg.org/ --_de4660f5-40d8-4558-9e59-47303ea30221_-- ========================================================================Date: Sat, 27 Aug 2011 17:52:03 -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: "Peter H. Fries" <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd522621f96db04ab83acf7 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Have I missed some mention of accent here? It seems to me that the placement of word accent influences whether h is optional or not. (or more properly, the probability of its appearance.) I certainly alternate in my pronunciation of historic either pronouncing or not pronouncing the initial h. However I am much less likely to omit the initial h in history, where the initial syllable is accented. The elision of initial h is quite common in words such as him and his, which are regularly unaccented. But compare the pronunciations of him in *give* it to him vs. give it to *him*. (Asterisks indicate sentence stress.) I am much more likely to omit the initial h in the first version than I am in the second. For those members of the list who are less familiar with English dialects, the pronunciation of initial h (both omission of h and insertion of h where it doesnt belong) is a feature that distinguishes many dialects, particularly British dialects. (Of course, talking about places where sounds are omitted or where they dont belong is only possible if one chooses the proper dialect as a reference point. So far as the speakers of the h insertion dialects are concerned, the h belongs there, its all the other speakers who omit it.) You may enjoy an old story from my family that turns on this difference in pronunciation of initial h. Many years ago (I suspect that it occurred in 1928 or 1929), when my parents were in England, they visited William Craigie (editor of the OED) and his wife, and at the end of the evening meal a considerable amount of one of the dishes had been left over, so Mrs. Craigie told the housekeeper that she should keep it over night and heat it up for breakfast. The next morning, when the dish didnt appear, Mrs. Craigie asked after the dish, and the answer came back Oh, You said I could heat it up for breakfast, so I het it up. Peter On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]>wrote: > Let's not dismiss this one so easily. > > In spite of what Grammar Girl says, does anyone honestly find that saying > "a historic hurricane" out loud actually sound better than "an historic > hurricane"? Only if the emphasis is on the indefinite article does "a > historic" sound ok (it still sounds wrong to me even though I know it's > right). However, if (as I would argue every native speaker does > automatically), the sound of the article is naturally elided with the "h," > tonally forming one word "anistoric," then "an historic hurricane" is the > proper choice - both orally and in writing. And why would the emphasis be > placed on an indefinite article anyway? If we were talking about "the > historic hurricane," then it makes some sense to emphasize "the," separating > tonally the two words. > > The next reason to savor this problem a bit more is that it is not a > grammar problem at all, but one of usage. So the question becomes (even if > we agree that "a historic" is "right") which "errors" of usage are worth > fighting over? My feeling is that this judgment should be based on meaning - > does the "error" affect the meaning? So this one ("an historic") fails to > meet just about any criteria that calls for correction. In fact, correcting > this "error" may even reach the level of "hyper-correctness" where being > "right" sounds wrong to everybody else except us schoolmarms (and, as > mentioned earlier, it even sounds wrong to this schoolmarm), so that not > only does "an historic" not affect the meaning negatively, it actually > enhances the meaning if it enhances the ability of all of but a select > audience to focus on what is being said rather than how it is being said. > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 17:21:38 -0700 > From: [log in to unmask] > Subject: Re: Grammar Question > To: [log in to unmask] > > Thank you, Brad, M.T., and John for a quick response! I did not know the > answer because I've heard both "a" and "an" used in front of "historic". I > guess you would only use "an" if you pronounce "historic" with a silent "h". > Carol > --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote: > > > From: Brad Layton <[log in to unmask]> > Subject: Re: Grammar Question > To: [log in to unmask] > Date: Friday, August 26, 2011, 8:07 PM > > Carol, either is "correct." It simply depends on the idiolect of the > individual speaking ... specifically, whether that person pronounces the > "h" or does not pronounce the "h". I am unaware of any prescriptive case > for the superiority of either that would hold water ... or 100 mph winds, > for that matter ;) . > > > > -----Original Message----- > From: Carol Morrison <[log in to unmask]> > To: ATEG <[log in to unmask]> > Sent: Fri, Aug 26, 2011 6:41 pm > Subject: Grammar Question > > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > > --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]> > >* wrote: > > > From: Kathleen Bethell <[log in to unmask][log in to unmask]> > > > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > Date: Friday, August 26, 2011, 12:16 PM > > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > Kathi > P.S. I dont know why the cc didnt work; the address is correct. > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Geoffrey Layton > *Sent:* Friday, August 26, 2011 10:39 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Re: Membership in ATEG > > Kathi - I passed on your question to our president, Amy Benjamin - but I > tried to copy you on the message and got an undeliverable message for > [log in to unmask][log in to unmask]>. > > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 10:19:07 -0400 > From: [log in to unmask][log in to unmask]> > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > I never received acknowledgement when I joined, so I am not sure if I am > even on the rolls, yet. Is there some way I can check to find out my > membership status? > > Kathi > > Kathleen Bethell > Assistant Professor > Liberal Arts, English > Ivy Tech Community College > 200 Daniels Way > Bloomington, IN 47404 > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Amy Benjamin > *Sent:* Saturday, August 20, 2011 10:33 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Membership in ATEG > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. > > See www.ateg.org for details, which are, we are happy to report, now > accurate! > > Membership in ATEG allows you to receive the Journal, published twice > yearly, and to keep ATEG as a (nagging) voice to our parent organization, > NCTE. We maintain this listserv, our website, and are allowed to host a > session at the NCTE annual conference. We also host an annual conference, > gathering together all of the educators in the English-speaking, > non-English-speaking, and non-speaking world, and non-world who are > interested in the teaching of grammar. Thankfully, all of these people can > fit easily into one room. > > So keep those cards and letters coming! > Amy Benjamin > ATEG co-president > 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/ > 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/ > -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --000e0cd522621f96db04ab83acf7 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Have I missed some mention of accent here? It seems to me that the placement of word accent influences whether ‘h’ is optional or not. (or more properly, the probability of its appearance.) I certainly alternate in my pronunciation of ‘historic’ either pronouncing or not pronouncing the initial ‘h’. However I am much less likely to omit the initial ‘h’ in ‘history’, where the initial syllable is accented.  The elision of initial ‘h’ is quite common in words such as ‘him’ and ‘his’, which are regularly unaccented.  But compare the pronunciations of ‘him’ in ‘*give* it to him’ vs. ‘give it to *him*’. (Asterisks indicate sentence stress.) I am much more likely to omit the initial ‘h’ in the first version than I am in the second.  

For those members of the list who are less familiar with English dialects, the pronunciation of initial ‘h’ (both omission of ‘h’ and insertion of ‘h’ where it ‘doesn’t belong’) is a feature that distinguishes many dialects, particularly British dialects. (Of course, talking about places where sounds are ‘omitted’ or where they ‘don’t belong’ is only possible if one chooses the proper dialect as a reference point. So far as the speakers of the “‘h’ insertion”  dialects are concerned, the ‘h’ belongs there, it’s all the other speakers who omit it.)

 

You may enjoy an old story from my family that turns on this difference in pronunciation of initial ‘h’.

Many years ago (I suspect that it occurred in 1928 or 1929), when my parents were in England, they visited William Craigie (editor of the OED) and his wife, and at the end of the evening meal  a considerable amount of one of the dishes had been left over, so Mrs. Craigie told the housekeeper that she should keep it over night and ‘heat it up for breakfast’. The next morning, when the dish didn’t appear, Mrs. Craigie asked after the dish, and the answer came back “Oh, You said I could heat it up for breakfast, so I het it up.” 

Peter



On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/
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--
Peter H. Fries

Box 310
Mount Pleasant MI 48804

Phone:  989-644-3384
Cell:      989-400-3764

Email:  [log in to unmask]
           
Web page:  <http://cmich.edu/chsbs/x23516.xml>  [among 'emeritus faculty']
          

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/ --000e0cd522621f96db04ab83acf7-- ========================================================================Date: Sat, 27 Aug 2011 23:54:47 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Geoff, Speaking phonetically, what happens in "a historical" is that the /h/, rather like the /h/ in "ahead," actually gets voiced and we get a moment of what phoneticians and the IPA call "murmur" or "breathy voicing." The is pronounced as a schwa. Since we don't, unlike Hindi, have breathy voiced consonants in English, we don't recognize this bit of breathy voicing as such and assume either that there's no /h/ pronounced or that it's pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I'll hazard a guess that you're a Northern Midlands speaker. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Saturday, August 27, 2011 3:59 PM To: [log in to unmask] Subject: Re: Grammar Question Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton ________________________________ Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I don't think there's any remote or prosodic effect here. It's strictly a matter of whether you pronounce the initial or not. I normally say "a historic..." with the /h/, but I find myself occasionally eliding the /h/ and using "an." The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It's more common in BrE to elide the /h/ than in American English, and I suspect that's where the misunderstanding applies. I have heard lots of American newsreaders use "an" with the /h/, and I think they've been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask][log in to unmask]>> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton ________________________________ Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask][log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask][log in to unmask]> Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask][log in to unmask]>> wrote: From: Brad Layton <[log in to unmask][log in to unmask]>> Subject: Re: Grammar Question To: [log in to unmask][log in to unmask]> Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask][log in to unmask]>> To: ATEG <[log in to unmask][log in to unmask]>> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>> wrote: From: Kathleen Bethell <[log in to unmask][log in to unmask]>> Subject: Re: Membership in ATEG To: [log in to unmask][log in to unmask]> Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I don't know why the cc didn't work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask][log in to unmask]> Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask][log in to unmask]>. Geoff Layton ________________________________ Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask][log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask][log in to unmask]> I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask][log in to unmask]> Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Geoff,

 

Speaking phonetically, what happens in “a historical” is that the /h/, rather like the /h/ in “ahead,” actually gets voiced and we get a moment of what phoneticians and the IPA call “murmur” or “breathy voicing.”  The <a> is pronounced as a schwa.  Since we don’t, unlike Hindi, have breathy voiced consonants in English, we don’t recognize this bit of breathy voicing as such and assume either that there’s no /h/ pronounced or that it’s pronounced in its fully voiceless form.  By the way, if you consider your speech to be non-regional, I’ll hazard a guess that you’re a Northern Midlands speaker.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

Herb -
 
I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.

Geoff Layton
 

Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

I don’t think there’s any remote or prosodic effect here.  It’s strictly a matter of whether you pronounce the initial <h> or not.  I normally say “a historic…” with the /h/, but I find myself occasionally eliding the /h/ and using “an.”  The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule.  It’s more common in BrE to elide the /h/ than in American English, and I suspect that’s where the misunderstanding applies.  I have heard lots of American newsreaders use “an” with the /h/, and I think they’ve been taught that prescriptively.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).

Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:


From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" target="_blank">[log in to unmask]


Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".

Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .

 

 

 

-----Original Message-----
From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]>
To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?

Thanks!

Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I don’t know why the cc didn’t work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_-- ========================================================================Date: Sun, 28 Aug 2011 00:03:21 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E6EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E6EMAILBACKEND0_ Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: base64 UGV0ZXIsDQpHcmVhdCBzdG9yeSEgIFlvdeKAmXJlIGNvcnJlY3QgaW4gcG9pbnRpbmcgb3V0IHRo YXQgaC1kZWxldGlvbiBhbmQgaC1pbnNlcnRpb24gYXJlIHZlcnkgbXVjaCBtYXR0ZXJzIG9mIGRp YWxlY3QuICBCdXQgaC1mdWwgZGlhbGVjdHMgYXNpZGUsIGxpa2UgbXVjaCBvZiBTRSBFbmdsYW5k 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ZWcub3JnLzwvYT4gPG86cD48L286cD48L3A+PC9kaXY+PC9ib2R5PjwvaHRtbD4 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E6EMAILBACKEND0_-- ========================================================================Date: Sun, 28 Aug 2011 09:15:16 -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: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 26 Aug 2011 to 27 Aug 2011 (#2011-160) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit I am from the Deep South and have heard only "a history" and "an historic" with the 'h' in historic not pronounced except in slow formal discourse with each word accented and a full plus juncture between each word. In other words, even the university professors in schools or at SAMLA conventions normally said "a history" but "an historic [moment]." Scott -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Sunday, August 28, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 26 Aug 2011 to 27 Aug 2011 (#2011-160) There are 6 messages totalling 4114 lines in this issue. Topics of the day: 1. Grammar Question (6) 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: Sat, 27 Aug 2011 11:33:00 -0500 From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question --bcaec5299a0b4745d704ab7f3827 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]>wrote: > Let's not dismiss this one so easily. > > In spite of what Grammar Girl says, does anyone honestly find that saying > "a historic hurricane" out loud actually sound better than "an historic > hurricane"? Only if the emphasis is on the indefinite article does "a > historic" sound ok (it still sounds wrong to me even though I know it's > right). However, if (as I would argue every native speaker does > automatically), the sound of the article is naturally elided with the "h," > tonally forming one word "anistoric," then "an historic hurricane" is the > proper choice - both orally and in writing. And why would the emphasis be > placed on an indefinite article anyway? If we were talking about "the > historic hurricane," then it makes some sense to emphasize "the," separating > tonally the two words. > > The next reason to savor this problem a bit more is that it is not a > grammar problem at all, but one of usage. So the question becomes (even if > we agree that "a historic" is "right") which "errors" of usage are worth > fighting over? My feeling is that this judgment should be based on meaning - > does the "error" affect the meaning? So this one ("an historic") fails to > meet just about any criteria that calls for correction. In fact, correcting > this "error" may even reach the level of "hyper-correctness" where being > "right" sounds wrong to everybody else except us schoolmarms (and, as > mentioned earlier, it even sounds wrong to this schoolmarm), so that not > only does "an historic" not affect the meaning negatively, it actually > enhances the meaning if it enhances the ability of all of but a select > audience to focus on what is being said rather than how it is being said. > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 17:21:38 -0700 > From: [log in to unmask] > > Subject: Re: Grammar Question > To: [log in to unmask] > > Thank you, Brad, M.T., and John for a quick response! I did not know the > answer because I've heard both "a" and "an" used in front of "historic". I > guess you would only use "an" if you pronounce "historic" with a silent "h". > Carol > --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote: > > > From: Brad Layton <[log in to unmask]> > Subject: Re: Grammar Question > To: [log in to unmask] > Date: Friday, August 26, 2011, 8:07 PM > > Carol, either is "correct." It simply depends on the idiolect of the > individual speaking ... specifically, whether that person pronounces the > "h" or does not pronounce the "h". I am unaware of any prescriptive case > for the superiority of either that would hold water ... or 100 mph winds, > for that matter ;) . > > > > -----Original Message----- > From: Carol Morrison <[log in to unmask]> > To: ATEG <[log in to unmask]> > Sent: Fri, Aug 26, 2011 6:41 pm > Subject: Grammar Question > > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > > --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]> > >* wrote: > > > From: Kathleen Bethell <[log in to unmask][log in to unmask]> > > > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > Date: Friday, August 26, 2011, 12:16 PM > > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > Kathi > P.S. I dont know why the cc didnt work; the address is correct. > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Geoffrey Layton > *Sent:* Friday, August 26, 2011 10:39 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Re: Membership in ATEG > > Kathi - I passed on your question to our president, Amy Benjamin - but I > tried to copy you on the message and got an undeliverable message for > [log in to unmask][log in to unmask]>. > > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 10:19:07 -0400 > From: [log in to unmask][log in to unmask]> > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > I never received acknowledgement when I joined, so I am not sure if I am > even on the rolls, yet. Is there some way I can check to find out my > membership status? > > Kathi > > Kathleen Bethell > Assistant Professor > Liberal Arts, English > Ivy Tech Community College > 200 Daniels Way > Bloomington, IN 47404 > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Amy Benjamin > *Sent:* Saturday, August 20, 2011 10:33 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Membership in ATEG > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. > > See www.ateg.org for details, which are, we are happy to report, now > accurate! > > Membership in ATEG allows you to receive the Journal, published twice > yearly, and to keep ATEG as a (nagging) voice to our parent organization, > NCTE. We maintain this listserv, our website, and are allowed to host a > session at the NCTE annual conference. We also host an annual conference, > gathering together all of the educators in the English-speaking, > non-English-speaking, and non-speaking world, and non-world who are > interested in the teaching of grammar. Thankfully, all of these people can > fit easily into one room. > > So keep those cards and letters coming! > Amy Benjamin > ATEG co-president > 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/ > 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/ --bcaec5299a0b4745d704ab7f3827 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.

In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinitearticle anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.

The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgmentshould be based onmeaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of"hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic".I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].

Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in ATEG
As you know, our hot new ATEG Journalsare stacked and stampled in our mailroom (akamy basement)ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-worldwho are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ --bcaec5299a0b4745d704ab7f3827-- ------------------------------ Date: Sat, 27 Aug 2011 09:50:01 -0700 From: Carol Morrison <[log in to unmask]> Subject: Re: Grammar Question --0-785681720-1314463801=:7647 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote: Let's not dismiss this one so easily.   In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.   The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton   Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!   Kathi P.S. I don’t know why the cc didn’t work; the address is correct.   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG   Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton   Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?   Kathi   Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG   As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.   See www.ateg.org for details, which are, we are happy to report, now accurate!   Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.   So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ --0-785681720-1314463801=:7647 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
To: ATEG <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/ --0-785681720-1314463801=:7647-- ------------------------------ Date: Sat, 27 Aug 2011 14:02:07 -0400 From: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Grammar Question --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E1EMAILBACKEND0_ Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: base64 SSBkb27igJl0IHRoaW5rIHRoZXJl4oCZcyBhbnkgcmVtb3RlIG9yIHByb3NvZGljIGVmZmVjdCBo ZXJlLiAgSXTigJlzIHN0cmljdGx5IGEgbWF0dGVyIG9mIHdoZXRoZXIgeW91IHByb25vdW5jZSB0 aGUgaW5pdGlhbCA8aD4gb3Igbm90LiAgSSBub3JtYWxseSBzYXkg4oCcYSBoaXN0b3JpY+KApuKA nSB3aXRoIHRoZSAvaC8sIGJ1dCBJIGZpbmQgbXlzZWxmIG9jY2FzaW9uYWxseSBlbGlkaW5nIHRo ZSAvaC8gYW5kIHVzaW5nIOKAnGFuLuKAnSAgVGhlIHByb251bmNpYXRpb24gd2l0aCBib3RoIHRo ZSAvbi8gYW5kIHRoZSAvaC8gYXJpc2VzLCBJIHRoaW5rLCBmcm9tIGEgbWlzdW5kZXJzdGFuZGlu ZyBvZiB0aGUgcnVsZS4gIEl04oCZcyBtb3JlIGNvbW1vbiBpbiBCckUgdG8gZWxpZGUgdGhlIC9o LyB0aGFuIGluIEFtZXJpY2FuIEVuZ2xpc2gsIGFuZCBJIHN1c3BlY3QgdGhhdOKAmXMgd2hlcmUg 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------------------------------ Date: Sat, 27 Aug 2011 14:58:31 -0500 From: Geoffrey Layton <[log in to unmask]> Subject: Re: Grammar Question --_de4660f5-40d8-4558-9e59-47303ea30221_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial or not. I normally say a historic with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PMI certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. JohnOn Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PMCarol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]> To: ATEG <[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar QuestionA friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?Thanks!Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PMThank you, Geoff Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask] Geoff Layton Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo 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/ 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/ 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/ --_de4660f5-40d8-4558-9e59-47303ea30221_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

Herb -
 
I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.

Geoff Layton
 
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

I dont think theres any remote or prosodic effect here.  Its strictly a matter of whether you pronounce the initial <h> or not.  I normally say a historic with the /h/, but I find myself occasionally eliding the /h/ and using an.  The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule.  Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies.  I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).

Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:


From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" target="_blank">[log in to unmask]


Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".

Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .

 

 

 

-----Original Message-----
From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]>
To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?

Thanks!

Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I dont know why the cc didnt work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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"

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Visit ATEG's web site at http://ateg.org/ --_de4660f5-40d8-4558-9e59-47303ea30221_-- ------------------------------ Date: Sat, 27 Aug 2011 17:52:03 -0400 From: "Peter H. Fries" <[log in to unmask]> Subject: Re: Grammar Question --000e0cd522621f96db04ab83acf7 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Have I missed some mention of accent here? It seems to me that the placement of word accent influences whether h is optional or not. (or more properly, the probability of its appearance.) I certainly alternate in my pronunciation of historic either pronouncing or not pronouncing the initial h. However I am much less likely to omit the initial h in history, where the initial syllable is accented. The elision of initial h is quite common in words such as him and his, which are regularly unaccented. But compare the pronunciations of him in *give* it to him vs. give it to *him*. (Asterisks indicate sentence stress.) I am much more likely to omit the initial h in the first version than I am in the second. For those members of the list who are less familiar with English dialects, the pronunciation of initial h (both omission of h and insertion of h where it doesnt belong) is a feature that distinguishes many dialects, particularly British dialects. (Of course, talking about places where sounds are omitted or where they dont belong is only possible if one chooses the proper dialect as a reference point. So far as the speakers of the h insertion dialects are concerned, the h belongs there, its all the other speakers who omit it.) You may enjoy an old story from my family that turns on this difference in pronunciation of initial h. Many years ago (I suspect that it occurred in 1928 or 1929), when my parents were in England, they visited William Craigie (editor of the OED) and his wife, and at the end of the evening meal a considerable amount of one of the dishes had been left over, so Mrs. Craigie told the housekeeper that she should keep it over night and heat it up for breakfast. The next morning, when the dish didnt appear, Mrs. Craigie asked after the dish, and the answer came back Oh, You said I could heat it up for breakfast, so I het it up. Peter On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]>wrote: > Let's not dismiss this one so easily. > > In spite of what Grammar Girl says, does anyone honestly find that saying > "a historic hurricane" out loud actually sound better than "an historic > hurricane"? Only if the emphasis is on the indefinite article does "a > historic" sound ok (it still sounds wrong to me even though I know it's > right). However, if (as I would argue every native speaker does > automatically), the sound of the article is naturally elided with the "h," > tonally forming one word "anistoric," then "an historic hurricane" is the > proper choice - both orally and in writing. And why would the emphasis be > placed on an indefinite article anyway? If we were talking about "the > historic hurricane," then it makes some sense to emphasize "the," separating > tonally the two words. > > The next reason to savor this problem a bit more is that it is not a > grammar problem at all, but one of usage. So the question becomes (even if > we agree that "a historic" is "right") which "errors" of usage are worth > fighting over? My feeling is that this judgment should be based on meaning - > does the "error" affect the meaning? So this one ("an historic") fails to > meet just about any criteria that calls for correction. In fact, correcting > this "error" may even reach the level of "hyper-correctness" where being > "right" sounds wrong to everybody else except us schoolmarms (and, as > mentioned earlier, it even sounds wrong to this schoolmarm), so that not > only does "an historic" not affect the meaning negatively, it actually > enhances the meaning if it enhances the ability of all of but a select > audience to focus on what is being said rather than how it is being said. > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 17:21:38 -0700 > From: [log in to unmask] > Subject: Re: Grammar Question > To: [log in to unmask] > > Thank you, Brad, M.T., and John for a quick response! I did not know the > answer because I've heard both "a" and "an" used in front of "historic". I > guess you would only use "an" if you pronounce "historic" with a silent "h". > Carol > --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote: > > > From: Brad Layton <[log in to unmask]> > Subject: Re: Grammar Question > To: [log in to unmask] > Date: Friday, August 26, 2011, 8:07 PM > > Carol, either is "correct." It simply depends on the idiolect of the > individual speaking ... specifically, whether that person pronounces the > "h" or does not pronounce the "h". I am unaware of any prescriptive case > for the superiority of either that would hold water ... or 100 mph winds, > for that matter ;) . > > > > -----Original Message----- > From: Carol Morrison <[log in to unmask]> > To: ATEG <[log in to unmask]> > Sent: Fri, Aug 26, 2011 6:41 pm > Subject: Grammar Question > > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > > --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]> > >* wrote: > > > From: Kathleen Bethell <[log in to unmask][log in to unmask]> > > > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > Date: Friday, August 26, 2011, 12:16 PM > > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > Kathi > P.S. I dont know why the cc didnt work; the address is correct. > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Geoffrey Layton > *Sent:* Friday, August 26, 2011 10:39 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Re: Membership in ATEG > > Kathi - I passed on your question to our president, Amy Benjamin - but I > tried to copy you on the message and got an undeliverable message for > [log in to unmask][log in to unmask]>. > > > Geoff Layton > > ------------------------------ > Date: Fri, 26 Aug 2011 10:19:07 -0400 > From: [log in to unmask][log in to unmask]> > Subject: Re: Membership in ATEG > To: [log in to unmask][log in to unmask]> > I never received acknowledgement when I joined, so I am not sure if I am > even on the rolls, yet. Is there some way I can check to find out my > membership status? > > Kathi > > Kathleen Bethell > Assistant Professor > Liberal Arts, English > Ivy Tech Community College > 200 Daniels Way > Bloomington, IN 47404 > > *From:* Assembly for the Teaching of English Grammar [ > mailto:[log in to unmask][log in to unmask]&>] > *On Behalf Of *Amy Benjamin > *Sent:* Saturday, August 20, 2011 10:33 AM > *To:* [log in to unmask][log in to unmask]> > *Subject:* Membership in ATEG > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. > > See www.ateg.org for details, which are, we are happy to report, now > accurate! > > Membership in ATEG allows you to receive the Journal, published twice > yearly, and to keep ATEG as a (nagging) voice to our parent organization, > NCTE. We maintain this listserv, our website, and are allowed to host a > session at the NCTE annual conference. We also host an annual conference, > gathering together all of the educators in the English-speaking, > non-English-speaking, and non-speaking world, and non-world who are > interested in the teaching of grammar. Thankfully, all of these people can > fit easily into one room. > > So keep those cards and letters coming! > Amy Benjamin > ATEG co-president > 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/ > 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/ > -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --000e0cd522621f96db04ab83acf7 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Have I missed some mention of accent here? It seems to me that the placement of word accent influences whether ‘h’ is optional or not. (or more properly, the probability of its appearance.) I certainly alternate in my pronunciation of ‘historic’ either pronouncing or not pronouncing the initial ‘h’. However I am much less likely to omit the initial ‘h’ in ‘history’, where the initial syllable is accented.  The elision of initial ‘h’ is quite common in words such as ‘him’ and ‘his’, which are regularly unaccented.  But compare the pronunciations of ‘him’ in ‘*give* it to him’ vs. ‘give it to *him*’. (Asterisks indicate sentence stress.) I am much more likely to omit the initial ‘h’ in the first version than I am in the second.  

For those members of the list who are less familiar with English dialects, the pronunciation of initial ‘h’ (both omission of ‘h’ and insertion of ‘h’ where it ‘doesn’t belong’) is a feature that distinguishes many dialects, particularly British dialects. (Of course, talking about places where sounds are ‘omitted’ or where they ‘don’t belong’ is only possible if one chooses the proper dialect as a reference point. So far as the speakers of the “‘h’ insertion”  dialects are concerned, the ‘h’ belongs there, it’s all the other speakers who omit it.)

 

You may enjoy an old story from my family that turns on this difference in pronunciation of initial ‘h’.

Many years ago (I suspect that it occurred in 1928 or 1929), when my parents were in England, they visited William Craigie (editor of the OED) and his wife, and at the end of the evening meal  a considerable amount of one of the dishes had been left over, so Mrs. Craigie told the housekeeper that she should keep it over night and ‘heat it up for breakfast’. The next morning, when the dish didn’t appear, Mrs. Craigie asked after the dish, and the answer came back “Oh, You said I could heat it up for breakfast, so I het it up.” 

Peter



On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/
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--
Peter H. Fries

Box 310
Mount Pleasant MI 48804

Phone:  989-644-3384
Cell:      989-400-3764

Email:  [log in to unmask]
           
Web page:  <http://cmich.edu/chsbs/x23516.xml>  [among 'emeritus faculty']
          

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Visit ATEG's web site at http://ateg.org/ --000e0cd522621f96db04ab83acf7-- ------------------------------ Date: Sat, 27 Aug 2011 23:54:47 -0400 From: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Grammar Question --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Geoff, Speaking phonetically, what happens in "a historical" is that the /h/, rather like the /h/ in "ahead," actually gets voiced and we get a moment of what phoneticians and the IPA call "murmur" or "breathy voicing." The is pronounced as a schwa. Since we don't, unlike Hindi, have breathy voiced consonants in English, we don't recognize this bit of breathy voicing as such and assume either that there's no /h/ pronounced or that it's pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I'll hazard a guess that you're a Northern Midlands speaker. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Saturday, August 27, 2011 3:59 PM To: [log in to unmask] Subject: Re: Grammar Question Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton ________________________________ Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I don't think there's any remote or prosodic effect here. It's strictly a matter of whether you pronounce the initial or not. I normally say "a historic..." with the /h/, but I find myself occasionally eliding the /h/ and using "an." The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It's more common in BrE to elide the /h/ than in American English, and I suspect that's where the misunderstanding applies. I have heard lots of American newsreaders use "an" with the /h/, and I think they've been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). Carol --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote: From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask][log in to unmask]>> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton ________________________________ Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask][log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask][log in to unmask]> Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". Carol --- On Fri, 8/26/11, Brad Layton <[log in to unmask][log in to unmask]>> wrote: From: Brad Layton <[log in to unmask][log in to unmask]>> Subject: Re: Grammar Question To: [log in to unmask][log in to unmask]> Date: Friday, August 26, 2011, 8:07 PM Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask][log in to unmask]>> To: ATEG <[log in to unmask][log in to unmask]>> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? Thanks! Carol --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>> wrote: From: Kathleen Bethell <[log in to unmask][log in to unmask]>> Subject: Re: Membership in ATEG To: [log in to unmask][log in to unmask]> Date: Friday, August 26, 2011, 12:16 PM Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I don't know why the cc didn't work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask][log in to unmask]> Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask][log in to unmask]>. Geoff Layton ________________________________ Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask][log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask][log in to unmask]> I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask][log in to unmask]> Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! Amy Benjamin ATEG co-president 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/ 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/ 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Geoff,

 

Speaking phonetically, what happens in “a historical” is that the /h/, rather like the /h/ in “ahead,” actually gets voiced and we get a moment of what phoneticians and the IPA call “murmur” or “breathy voicing.”  The <a> is pronounced as a schwa.  Since we don’t, unlike Hindi, have breathy voiced consonants in English, we don’t recognize this bit of breathy voicing as such and assume either that there’s no /h/ pronounced or that it’s pronounced in its fully voiceless form.  By the way, if you consider your speech to be non-regional, I’ll hazard a guess that you’re a Northern Midlands speaker.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

Herb -
 
I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.

Geoff Layton
 

Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]

I don’t think there’s any remote or prosodic effect here.  It’s strictly a matter of whether you pronounce the initial <h> or not.  I normally say “a historic…” with the /h/, but I find myself occasionally eliding the /h/ and using “an.”  The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule.  It’s more common in BrE to elide the /h/ than in American English, and I suspect that’s where the misunderstanding applies.  I have heard lots of American newsreaders use “an” with the /h/, and I think they’ve been taught that prescriptively.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question

 

For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).

Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:


From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 

Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" target="_blank">[log in to unmask]


Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".

Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .

 

 

 

-----Original Message-----
From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]>
To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?

Thanks!

Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> wrote:


From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!

 

Kathi

P.S. I don’t know why the cc didn’t work; the address is correct.

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG

 

Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].

Geoff Layton
 

Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]

I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?

 

Kathi

 

Kathleen Bethell

Assistant Professor

Liberal Arts, English

Ivy Tech Community College

200 Daniels Way

Bloomington, IN 47404

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Membership in ATEG

 

As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.

 

See www.ateg.org for details, which are, we are happy to report, now accurate!

 

Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.

 

So keep those cards and letters coming!

Amy Benjamin

ATEG co-president

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"

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_-- ------------------------------ End of ATEG Digest - 26 Aug 2011 to 27 Aug 2011 (#2011-160) *********************************************************** 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: Sun, 28 Aug 2011 09:23:46 -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: Arthur Henne <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask] bsu.edu> Mime-Version: 1.0 Content-Type: multipart/alternative; boundary="=====================_734971062==.ALT" --=====================_734971062==.ALT Content-Type: text/plain; charset="iso-8859-1"; format=flowed Content-Transfer-Encoding: quoted-printable I'm neither a linguist nor a phonetician (just a comp instructor), but I think stress must play a role here. The analogy to "ahead" might more properly be to "a history," where the stress comes immediately after the "a," whereas it seems more natural to say "an historical moment," perhaps because the stress falls on the second syllable of the following word. Does that make any sense to those of you who are either linguists or phoneticians? Arthur Henne At 11:54 PM 8/27/2011, STAHLKE, HERBERT F wrote: >Geoff, > >Speaking phonetically, what happens in a >historical is that the /h/, rather like the /h/ >in ahead, actually gets voiced and we get a >moment of what phoneticians and the IPA call >murmur or breathy voicing. The is >pronounced as a schwa. Since we dont, unlike >Hindi, have breathy voiced consonants in >English, we dont recognize this bit of breathy >voicing as such and assume either that theres >no /h/ pronounced or that its pronounced in its >fully voiceless form. By the way, if you >consider your speech to be non-regional, Ill >hazard a guess that youre a Northern Midlands speaker. > >Herb > >From: Assembly for the Teaching of English >Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton >Sent: Saturday, August 27, 2011 3:59 PM >To: [log in to unmask] >Subject: Re: Grammar Question > >Herb - > >I'd rephrase this - instead of saying it's a >matter of whether you prononce the or not, >I'd suggest that it's a matter of whether you >are forced to pronounce it. In other words, if > precedes "historic hurricane," then the , >in historic must be pronounced; if , >precedes, then it isn't pronounced and becomes >elided. My contention is that this is an issue >of usage, not grammar. To me (and I'm about as >non-regional as they come, although I suppose >being totally non-regional is impossible), "a >historic" (where both the and the must >be pronounced as separate sounds) appears >totally unnatural, both to the eye and to the ear. > >Geoff Layton > > >---------- >Date: Sat, 27 Aug 2011 14:02:07 -0400 >From: [log in to unmask] >Subject: Re: Grammar Question >To: [log in to unmask] >I dont think theres any remote or prosodic >effect here. Its strictly a matter of whether >you pronounce the initial or not. I >normally say a historic with the /h/, but I >find myself occasionally eliding the /h/ and >using an. The pronunciation with both the /n/ >and the /h/ arises, I think, from a >misunderstanding of the rule. Its more common >in BrE to elide the /h/ than in American >English, and I suspect thats where the >misunderstanding applies. I have heard lots of >American newsreaders use an with the /h/, and >I think theyve been taught that prescriptively. > >Herb > >From: Assembly for the Teaching of English >Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison >Sent: Saturday, August 27, 2011 12:50 PM >To: [log in to unmask] >Subject: Re: Grammar Question > >For some reason "an historic event" sounds >better than "a historic event," but I agree with >John that "a historic hurricane" sounds less >awkward than "an historic hurricane." Perhaps, >as Geoff said, when one says: "anistoric event," >"an historic" is pronounced as one word because >the word event follows it, and "event" begins >with a vowel. It is easier to say "A historic >hurricane" because both "h's" are pronounced, >and "an historic hurricane" sounds too wordy or >awkward. (I know none of that probably made any sense). >Carol > >--- On Sat, 8/27/11, John Dews-Alexander ><[log in to unmask]> wrote: > >From: John Dews-Alexander ><[log in to unmask]> >Subject: Re: Grammar Question >To: [log in to unmask] >Date: Saturday, August 27, 2011, 12:33 PM >I certainly agree with you when it comes to >usage and the folly of pressing an "error" issue >here, but I don't necessarily think "an historic >hurricane" sounds more grammatical than "a >historic hurricane." I'm going purely off of my >instinct as a native speaker of English; perhaps >there is a regional/dialectal aspect concerning >the degree to which one pronounces the "h." > >"An historic hurricane" doesn't sound >ungrammatical to me, just odd. I see what you're >saying about the eliding that can take place, >but it rings in my ear as something done by people "not from around here." > >I'll keep my ears open and listen for local usage. Maybe I'm off base on this. > >John >On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey >Layton ><[log in to unmask]>[log in to unmask]> >wrote: >Let's not dismiss this one so easily. > >In spite of what Grammar Girl says, does anyone >honestly find that saying "a historic hurricane" >out loud actually sound better than "an historic >hurricane"? Only if the emphasis is on the >indefinite article does "a historic" sound ok >(it still sounds wrong to me even though I know >it's right). However, if (as I would argue every >native speaker does automatically), the sound of >the article is naturally elided with the "h," >tonally forming one word "anistoric," then "an >historic hurricane" is the proper choice - both >orally and in writing. And why would the >emphasis be placed on an indefinite article >anyway? If we were talking about "the historic >hurricane," then it makes some sense to >emphasize "the," separating tonally the two words. > >The next reason to savor this problem a bit more >is that it is not a grammar problem at all, but >one of usage. So the question becomes (even if >we agree that "a historic" is "right") which >"errors" of usage are worth fighting over? My >feeling is that this judgment should be based on >meaning - does the "error" affect the meaning? >So this one ("an historic") fails to meet just >about any criteria that calls for correction. In >fact, correcting this "error" may even reach the >level of "hyper-correctness" where being "right" >sounds wrong to everybody else except us >schoolmarms (and, as mentioned earlier, it even >sounds wrong to this schoolmarm), so that not >only does "an historic" not affect the meaning >negatively, it actually enhances the meaning if >it enhances the ability of all of but a select >audience to focus on what is being said rather than how it is being said. > >Geoff Layton > > >---------- >Date: Fri, 26 Aug 2011 17:21:38 -0700 >From: >[log in to unmask]>[log in to unmask] > > >Subject: Re: Grammar Question >To: >[log in to unmask]>[log in to unmask] >Thank you, Brad, M.T., and John for a quick >response! I did not know the answer because I've >heard both "a" and "an" used in front of >"historic". I guess you would only use "an" if >you pronounce "historic" with a silent "h". >Carol >--- On Fri, 8/26/11, Brad Layton ><[log in to unmask]>[log in to unmask]> >wrote: > >From: Brad Layton ><[log in to unmask]>[log in to unmask]> >Subject: Re: Grammar Question >To: >[log in to unmask]>[log in to unmask] >Date: Friday, August 26, 2011, 8:07 PM >Carol, either is "correct." It simply depends >on the idiolect of the individual speaking ... >specifically, whether that person pronounces the >"h" or does not pronounce the "h". I am unaware >of any prescriptive case for the superiority of >either that would hold water ... or 100 mph winds, for that matter ;) . > > > >-----Original Message----- >From: Carol Morrison ><[log in to unmask]>[log in to unmask]> >To: ATEG ><[log in to unmask]>[log in to unmask]> >Sent: Fri, Aug 26, 2011 6:41 pm >Subject: Grammar Question >A friend just asked me which is correct: "a >historic hurricane" or "an historic hurricane"? Can someone help me out here? >Thanks! >Carol > >--- On Fri, 8/26/11, Kathleen Bethell ><[log in to unmask]>[log in to unmask]> >wrote: > >From: Kathleen Bethell ><[log in to unmask]>[log in to unmask]> >Subject: Re: Membership in ATEG >To: >[log in to unmask]>[log in to unmask] >Date: Friday, August 26, 2011, 12:16 PM >Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > >Kathi >P.S. I dont know why the cc didnt work; the address is correct. > >From: Assembly for the Teaching of English >Grammar >[[log in to unmask]&>mailto:[log in to unmask]] >On Behalf Of Geoffrey Layton >Sent: Friday, August 26, 2011 10:39 AM >To: >[log in to unmask]>[log in to unmask] >Subject: Re: Membership in ATEG > >Kathi - I passed on your question to our >president, Amy Benjamin - but I tried to copy >you on the message and got an undeliverable >message for >[log in to unmask]>[log in to unmask] > > >Geoff Layton > > >---------- >Date: Fri, 26 Aug 2011 10:19:07 -0400 >From: >[log in to unmask]>[log in to unmask] >Subject: Re: Membership in ATEG >To: >[log in to unmask]>[log in to unmask] >I never received acknowledgement when I joined, >so I am not sure if I am even on the rolls, yet. >Is there some way I can check to find out my membership status? > >Kathi > >Kathleen Bethell >Assistant Professor >Liberal Arts, English >Ivy Tech Community College >200 Daniels Way >Bloomington, IN 47404 > >From: Assembly for the Teaching of English >Grammar >[[log in to unmask]&>mailto:[log in to unmask]] >On Behalf Of Amy Benjamin >Sent: Saturday, August 20, 2011 10:33 AM >To: >[log in to unmask]>[log in to unmask] >Subject: Membership in ATEG > >As you know, our hot new ATEG Journals are >stacked and stampled in our mailroom (aka my >basement) ready to go out to ATEG members. As we >now do have a better system of keeping track of, >acknowledging, and servicing ATEG members, please consider joining officially. > >See www.ateg.org for >details, which are, we are happy to report, now accurate! > >Membership in ATEG allows you to receive the >Journal, published twice yearly, and to keep >ATEG as a (nagging) voice to our parent >organization, NCTE. We maintain this listserv, >our website, and are allowed to host a session >at the NCTE annual conference. We also host an >annual conference, gathering together all of the >educators in the English-speaking, >non-English-speaking, and non-speaking world, >and non-world who are interested in the teaching >of grammar. Thankfully, all of these people can fit easily into one room. > >So keep those cards and letters coming! >Amy Benjamin >ATEG co-president >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/ >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/ >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/ --=====================_734971062==.ALT Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I'm neither a linguist nor a phonetician (just a comp instructor), but I think stress must play a role here.  The analogy to "ahead" might more properly be to "a history," where the stress comes immediately after the "a,"  whereas it seems more natural to say "an historical moment," perhaps because the stress falls on the second syllable of the following word.  Does that make any sense to those of you who are either linguists or phoneticians?

Arthur Henne




At 11:54 PM 8/27/2011, STAHLKE, HERBERT F wrote:

Geoff,
 
Speaking phonetically, what happens in a historical is that the /h/, rather like the /h/ in ahead, actually gets voiced and we get a moment of what phoneticians and the IPA call murmur or breathy voicing.  The <a> is pronounced as a schwa.  Since we dont, unlike Hindi, have breathy voiced consonants in English, we dont recognize this bit of breathy voicing as such and assume either that theres no /h/ pronounced or that its pronounced in its fully voiceless form.  By the way, if you consider your speech to be non-regional, Ill hazard a guess that youre a Northern Midlands speaker.
 
Herb
 
From: Assembly for the Teaching of English Grammar [ mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question
 
Herb -
 
I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.

Geoff Layton
 
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
I dont think theres any remote or prosodic effect here.  Its strictly a matter of whether you pronounce the initial <h> or not.  I normally say a historic with the /h/, but I find myself occasionally eliding the /h/ and using an.  The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule.  Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies.  I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively.
 
Herb
 
From: Assembly for the Teaching of English Grammar [ mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question
 
For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol

--- On Sat, 8/27/11, John Dews-Alexander < [log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask] >
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]"> [log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]"> [log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]"> [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]"> [log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]"> [log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]"> [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
 
 
 
-----Original Message-----
From: Carol Morrison <[log in to unmask]"> [log in to unmask]>
To: ATEG <[log in to unmask]"> [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]"> [log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]"> [log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]"> [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&"> mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]"> [log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]"> [log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]"> [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]"> [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&"> mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]"> [log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --=====================_734971062==.ALT-- ========================================================================Date: Sun, 28 Aug 2011 09:11:13 -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: "T. J. Ray" <[log in to unmask]> Subject: Re: Grammar Question MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_SW_516801400_1314540673_mpa=" This is a multi-part message in MIME format. ------=_SW_516801400_1314540673_mpaContent-Type: text/plain; charset=utf-8; format=flowed Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmarp02.mcs.muohio.edu id p7SEBGGH020397 I probably overlooked someone already offering this comment, so pardon me if that's the case. Seems to me the question has two answers: "an historic" is good if the H is silent in the second word, hence we have the indefinite article preceding a vowel sound. Of course we can't see that in the written form. "a historic" is good if the H is pronounced in the second word. tj On Saturday 08/27/2011 at 11:55 am, Carol Morrison wrote: > > For some reason "an historic event" sounds better than "a historic > event," but I agree with John that "a historic hurricane" sounds less > awkward than "an historic hurricane." Perhaps, as Geoff said, when one > says: "anistoric event," "an historic" is pronounced as one word > because the word event follows it, and "event" begins with a vowel. It > is easier to say "A historic hurricane" because both "h's" are > pronounced, and "an historic hurricane" sounds too wordy or awkward. > (I know none of that probably made any sense). > Carol > > --- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> > wrote: >> >> >> From: John Dews-Alexander <[log in to unmask]> >> Subject: Re: Grammar Question >> To: [log in to unmask] >> Date: Saturday, August 27, 2011, 12:33 PM >> >> >> I certainly agree with you when it comes to usage and the folly of >> pressing an "error" issue here, but I don't necessarily think "an >> historic hurricane" sounds more grammatical than "a historic >> hurricane." I'm going purely off of my instinct as a native speaker of >> English; perhaps there is a regional/dialectal aspect concerning the >> degree to which one pronounces the "h." >> >> "An historic hurricane" doesn't sound ungrammatical to me, just odd. I >> see what you're saying about the eliding that can take place, but it >> rings in my ear as something done by people "not from around here." >> >> I'll keep my ears open and listen for local usage. Maybe I'm off base >> on this. >> >> John >> >> >> On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton >> <[log in to unmask]> wrote: >>> >>> >>> >>> Let's not dismiss this one so easily. >>> >>> In spite of what Grammar Girl says, does anyone honestly find that >>> saying "a historic hurricane" out loud actually sound better than "an >>> historic hurricane"? Only if the emphasis is on the indefinite article >>> does "a historic" sound ok (it still sounds wrong to me even though I >>> know it's right). However, if (as I would argue every native speaker >>> does automatically), the sound of the article is naturally elided with >>> the "h," tonally forming one word "anistoric," then "an historic >>> hurricane" is the proper choice - both orally and in writing. And why >>> would the emphasis be placed on an indefinite article anyway? If we >>> were talking about "the historic hurricane," then it makes some sense >>> to emphasize "the," separating tonally the two words. >>> >>> The next reason to savor this problem a bit more is that it is not a >>> grammar problem at all, but one of usage. So the question becomes >>> (even if we agree that "a historic" is "right") which "errors" of >>> usage are worth fighting over? My feeling is that this judgment should >>> be based on meaning - does the "error" affect the meaning? So this one >>> ("an historic") fails to meet just about any criteria that calls for >>> correction. In fact, correcting this "error" may even reach the level >>> of "hyper-correctness" where being "right" sounds wrong to everybody >>> else except us schoolmarms (and, as mentioned earlier, it even sounds >>> wrong to this schoolmarm), so that not only does "an historic" not >>> affect the meaning negatively, it actually enhances the meaning if it >>> enhances the ability of all of but a select audience to focus on what >>> is being said rather than how it is being said. >>> >>> Geoff Layton >>> >>> >>> Date: Fri, 26 Aug 2011 17:21:38 -0700 >>> From: [log in to unmask] >>> >>> >>> Subject: Re: Grammar Question >>> To: [log in to unmask] >>> >>> >>> Thank you, Brad, M.T., and John for a quick response! I did not know >>> the answer because I've heard both "a" and "an" used in front of >>> "historic". I guess you would only use "an" if you pronounce >>> "historic" with a silent "h". >>> Carol >>> --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote: >>>> >>>> >>>> From: Brad Layton <[log in to unmask]> >>>> Subject: Re: Grammar Question >>>> To: [log in to unmask] >>>> Date: Friday, August 26, 2011, 8:07 PM >>>> >>>> >>>> >>>> Carol, either is "correct." It simply depends on the idiolect of the >>>> individual speaking ... specifically, whether that person pronounces >>>> the "h" or does not pronounce the "h". I am unaware of any >>>> prescriptive case for the superiority of either that would hold water >>>> ... or 100 mph winds, for that matter ;) . >>>> >>>> >>>> >>>> >>>> >>>> -----Original Message----- >>>> From: Carol Morrison <[log in to unmask]> >>>> To: ATEG <[log in to unmask]> >>>> Sent: Fri, Aug 26, 2011 6:41 pm >>>> Subject: Grammar Question >>>> >>>> >>>> >>>> A friend just asked me which is correct: "a historic hurricane" or "an >>>> historic hurricane"? Can someone help me out here? >>>> Thanks! >>>> Carol >>>> >>>> --- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote: >>>>> >>>>> >>>>> From: Kathleen Bethell <[log in to unmask]> >>>>> Subject: Re: Membership in ATEG >>>>> To: [log in to unmask] >>>>> Date: Friday, August 26, 2011, 12:16 PM >>>>> >>>>> >>>>> >>>>> >>>>> Thank you, Geoff – Amy already got in touch. ATEG folks are >>>>> wonderful! >>>>> >>>>> Kathi >>>>> P.S. I don’t know why the cc didn’t work; the address is correct. >>>>> >>>>> >>>>> >>>>> From: Assembly for the Teaching of English Grammar >>>>> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton >>>>> Sent: Friday, August 26, 2011 10:39 AM >>>>> To: [log in to unmask] >>>>> Subject: Re: Membership in ATEG >>>>> >>>>> >>>>> Kathi - I passed on your question to our president, Amy Benjamin - but >>>>> I tried to copy you on the message and got an undeliverable message >>>>> for [log in to unmask] >>>>> >>>>> Geoff Layton >>>>> >>>>> >>>>> >>>>> Date: Fri, 26 Aug 2011 10:19:07 -0400 >>>>> From: [log in to unmask] >>>>> Subject: Re: Membership in ATEG >>>>> To: [log in to unmask] >>>>> >>>>> I never received acknowledgement when I joined, so I am not sure if I >>>>> am even on the rolls, yet. Is there some way I can check to find out >>>>> my membership status? >>>>> >>>>> Kathi >>>>> >>>>> >>>>> Kathleen Bethell >>>>> Assistant Professor >>>>> Liberal Arts, English >>>>> Ivy Tech Community College >>>>> 200 Daniels Way >>>>> Bloomington, IN 47404 >>>>> >>>>> >>>>> >>>>> From: Assembly for the Teaching of English Grammar >>>>> [mailto:[log in to unmask]] On Behalf Of Amy Benjamin >>>>> Sent: Saturday, August 20, 2011 10:33 AM >>>>> To: [log in to unmask] >>>>> Subject: Membership in ATEG >>>>> >>>>> >>>>> As you know, our hot new ATEG Journals are stacked and stampled in our >>>>> mailroom (aka my basement) ready to go out to ATEG members. As we now >>>>> do have a better system of keeping track of, acknowledging, and >>>>> servicing ATEG members, please consider joining officially. >>>>> >>>>> >>>>> >>>>> See www.ateg.org for details, which are, we are happy to report, now >>>>> accurate! >>>>> >>>>> >>>>> >>>>> Membership in ATEG allows you to receive the Journal, published twice >>>>> yearly, and to keep ATEG as a (nagging) voice to our parent >>>>> organization, NCTE. We maintain this listserv, our website, and are >>>>> allowed to host a session at the NCTE annual conference. We also host >>>>> an annual conference, gathering together all of the educators in the >>>>> English-speaking, non-English-speaking, and non-speaking world, and >>>>> non-world who are interested in the teaching of grammar. Thankfully, >>>>> all of these people can fit easily into one room. >>>>> >>>>> >>>>> >>>>> So keep those cards and letters coming! >>>>> >>>>> Amy Benjamin >>>>> >>>>> ATEG co-president >>>>> 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/ 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/ 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/ ------=_SW_516801400_1314540673_mpaContent-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable I probably overlooked someone already offering this comment, so pardon me if that's the case.


Seems to me the question has two answers: "an historic" is good if the H is silent in the second word,
hence we have the indefinite article preceding a vowel sound.  Of course we can't see that in the
written form.  "a historic" is good if the H is pronounced in the second word.

tj


On Saturday 08/27/2011 at 11:55 am, Carol Morrison wrote:
For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol

--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:

From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM

I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."

"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."

I'll keep my ears open and listen for local usage. Maybe I'm off base on this.

John

On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:
Let's not dismiss this one so easily.
 
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.

Geoff Layton
 
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]" target="_blank">[log in to unmask]

Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]

Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM

Carol, either is "correct."  It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h".  I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .



-----Original Message-----
From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]>
To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question

A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol

--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> wrote:

From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM

Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful!
 
Kathi
P.S. I don’t know why the cc didn’t work; the address is correct.
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
 
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].

Geoff Layton
 
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]" target="_blank">[log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
 
Kathi
 
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
 
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]" target="_blank">[log in to unmask]
Subject: Membership in ATEG
 
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
 
See www.ateg.org for details, which are, we are happy to report, now accurate!
 
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
 
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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/
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/

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Visit ATEG's web site at http://ateg.org/ ------=_SW_516801400_1314540673_mpa=-- ========================================================================Date: Sun, 28 Aug 2011 16:11:06 +0100 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: Edmond Wright <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> Mime-version: 1.0 Content-type: text/plain; charset="ISO-8859-1" Content-transfer-encoding: quoted-printable Herb, Just two slight adjustments from a British speaker. We say 'hyumer' for 'humour' (as well as putting in that French 'u' in the spelling)'. You seem to have got the 'erb'/'herb' pronunciations the wrong way round. I'm sure, Herb, you meant to type 'herb' for the British pronunciation, and 'erb' for the American. Perhaps an unconscious interference from your name! Edmond Dr. Edmond Wright 3 Boathouse Court Trafalgar Road Cambridge CB4 1DU England Email: [log in to unmask] Website: http://people.pwf.cam.ac.uk/elw33/ Phone [00 44] (0)1223 350256 > Peter, > Great story! Youre correct in pointing out that h-deletion and h-insertion > are very much matters of dialect. But h-ful dialects aside, like much of SE > England, there is also a lot of variation within dialects as to which initial > h get pronounced and which do not. Ive heard speakers, especially BrE but > also AmE, say an otel and thee otel. British speakers tend to say > yumor for humor and, as someone else pointed out erb for herb. > Historic is much more likely to elide its initial /h/ in BrE than in AmE, > but as honor, humor, honest, etc. suggest, stress placement has little > to do with the presence or absence of initial /h/ in speech. > > Herb > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > Sent: Saturday, August 27, 2011 5:52 PM > To: [log in to unmask] > Subject: Re: Grammar Question > > Have I missed some mention of accent here? It seems to me that the placement > of word accent influences whether h is optional or not. (or more properly, > the probability of its appearance.) I certainly alternate in my pronunciation > of historic either pronouncing or not pronouncing the initial h. However I > am much less likely to omit the initial h in history, where the initial > syllable is accented. The elision of initial h is quite common in words > such as him and his, which are regularly unaccented. But compare the > pronunciations of him in *give* it to him vs. give it to *him*. > (Asterisks indicate sentence stress.) I am much more likely to omit the > initial h in the first version than I am in the second. > For those members of the list who are less familiar with English dialects, the > pronunciation of initial h (both omission of h and insertion of h where > it doesnt belong) is a feature that distinguishes many dialects, > particularly British dialects. (Of course, talking about places where sounds > are omitted or where they dont belong is only possible if one chooses the > proper dialect as a reference point. So far as the speakers of the h > insertion dialects are concerned, the h belongs there, its all the other > speakers who omit it.) > > You may enjoy an old story from my family that turns on this difference in > pronunciation of initial h. > Many years ago (I suspect that it occurred in 1928 or 1929), when my parents > were in England, they visited William Craigie (editor of the OED) and his > wife, and at the end of the evening meal a considerable amount of one of the > dishes had been left over, so Mrs. Craigie told the housekeeper that she > should keep it over night and heat it up for breakfast. The next morning, > when the dish didnt appear, Mrs. Craigie asked after the dish, and the answer > came back Oh, You said I could heat it up for breakfast, so I het it up. > Peter > > On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton > <[log in to unmask]> wrote: > Let's not dismiss this one so easily. > > In spite of what Grammar Girl says, does anyone honestly find that saying "a > historic hurricane" out loud actually sound better than "an historic > hurricane"? Only if the emphasis is on the indefinite article does "a > historic" sound ok (it still sounds wrong to me even though I know it's > right). However, if (as I would argue every native speaker does > automatically), the sound of the article is naturally elided with the "h," > tonally forming one word "anistoric," then "an historic hurricane" is the > proper choice - both orally and in writing. And why would the emphasis be > placed on an indefinite article anyway? If we were talking about "the historic > hurricane," then it makes some sense to emphasize "the," separating tonally > the two words. > > The next reason to savor this problem a bit more is that it is not a grammar > problem at all, but one of usage. So the question becomes (even if we agree > that "a historic" is "right") which "errors" of usage are worth fighting over? > My feeling is that this judgment should be based on meaning - does the "error" > affect the meaning? So this one ("an historic") fails to meet just about any > criteria that calls for correction. In fact, correcting this "error" may even > reach the level of "hyper-correctness" where being "right" sounds wrong to > everybody else except us schoolmarms (and, as mentioned earlier, it even > sounds wrong to this schoolmarm), so that not only does "an historic" not > affect the meaning negatively, it actually enhances the meaning if it enhances > the ability of all of but a select audience to focus on what is being said > rather than how it is being said. > > Geoff Layton > > ________________________________ > Date: Fri, 26 Aug 2011 17:21:38 -0700 > From: [log in to unmask] > Subject: Re: Grammar Question > To: [log in to unmask] > Thank you, Brad, M.T., and John for a quick response! I did not know the > answer because I've heard both "a" and "an" used in front of "historic". I > guess you would only use "an" if you pronounce "historic" with a silent "h". > Carol > --- On Fri, 8/26/11, Brad Layton <[log in to unmask]> > wrote: > > From: Brad Layton <[log in to unmask]> > Subject: Re: Grammar Question > To: [log in to unmask] > Date: Friday, August 26, 2011, 8:07 PM > Carol, either is "correct." It simply depends on the idiolect of the > individual speaking ... specifically, whether that person pronounces the "h" > or does not pronounce the "h". I am unaware of any prescriptive case for the > superiority of either that would hold water ... or 100 mph winds, for that > matter ;) . > > > > -----Original Message----- > From: Carol Morrison <[log in to unmask]> > To: ATEG <[log in to unmask]> > Sent: Fri, Aug 26, 2011 6:41 pm > Subject: Grammar Question > A friend just asked me which is correct: "a historic hurricane" or "an > historic hurricane"? Can someone help me out here? > Thanks! > Carol > > --- On Fri, 8/26/11, Kathleen Bethell > <[log in to unmask] VYTECH.EDU>> wrote: > > From: Kathleen Bethell > <[log in to unmask] VYTECH.EDU>> > Subject: Re: Membership in ATEG > To: > [log in to unmask] STSERV.MUOHIO.EDU> > Date: Friday, August 26, 2011, 12:16 PM > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > Kathi > P.S. I dont know why the cc didnt work; the address is correct. > > From: Assembly for the Teaching of English Grammar > [mailto:[log in to unmask] [log in to unmask]&>] On Behalf Of Geoffrey Layton > Sent: Friday, August 26, 2011 10:39 AM > To: > [log in to unmask] STSERV.MUOHIO.EDU> > Subject: Re: Membership in ATEG > > Kathi - I passed on your question to our president, Amy Benjamin - but I tried > to copy you on the message and got an undeliverable message for > [log in to unmask] YTECH.EDU>. > > Geoff Layton > > ________________________________ > Date: Fri, 26 Aug 2011 10:19:07 -0400 > From: > [log in to unmask] YTECH.EDU> > Subject: Re: Membership in ATEG > To: > [log in to unmask] STSERV.MUOHIO.EDU> > I never received acknowledgement when I joined, so I am not sure if I am even > on the rolls, yet. Is there some way I can check to find out my membership > status? > > Kathi > > Kathleen Bethell > Assistant Professor > Liberal Arts, English > Ivy Tech Community College > 200 Daniels Way > Bloomington, IN 47404 > > From: Assembly for the Teaching of English Grammar > [mailto:ATEG@LISTSERV.MUOHIO.EDU [log in to unmask]&>] On Behalf Of Amy Benjamin > Sent: Saturday, August 20, 2011 10:33 AM > To: > [log in to unmask] STSERV.MUOHIO.EDU> > Subject: Membership in ATEG > > As you know, our hot new ATEG Journals are stacked and stampled in our > mailroom (aka my basement) ready to go out to ATEG members. As we now do have > a better system of keeping track of, acknowledging, and servicing ATEG > members, please consider joining officially. > > See www.ateg.org for details, which are, we are happy to > report, now accurate! > > Membership in ATEG allows you to receive the Journal, published twice yearly, > and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We > maintain this listserv, our website, and are allowed to host a session at the > NCTE annual conference. We also host an annual conference, gathering together > all of the educators in the English-speaking, non-English-speaking, and > non-speaking world, and non-world who are interested in the teaching of > grammar. Thankfully, all of these people can fit easily into one room. > > So keep those cards and letters coming! > Amy Benjamin > ATEG co-president > 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/ > 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/ > > > > -- > Peter H. Fries > > Box 310 > Mount Pleasant MI 48804 > > Phone: 989-644-3384 > Cell: 989-400-3764 > > Email: [log in to unmask] > > Web page: > > [among > 'emeritus faculty'] > > > 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: Sun, 28 Aug 2011 11:40:14 -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: Dick Veit <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --0016364ef6fa42a69604ab9298a9 Content-Type: text/plain; charset=ISO-8859-1 Stress certainly seems a factor here. I notice that I can use "an" before an unstressed syllable beginning with "h", but never before a stressed syllable. a history class a(n) historic moment a horrible moment a(n) horrific moment a hex, a hexagon a(n) hexagonal figure a Hispaniola map a(n) Hispanic custom a Hermes myth a(n) hermetically sealed container I probably use "a" more often than "an" before unstressed h-syllables, but I would not notice anything odd if I heard "an." However, I would never use "an" before a stressed h-syllable and, if I heard it, it would certainly strike me as odd. The exception, of course, is where "h" is silent ("an honors class"). Dick On Sun, Aug 28, 2011 at 9:23 AM, Arthur Henne <[log in to unmask]> wrote: > I'm neither a linguist nor a phonetician (just a comp instructor), but I > think stress must play a role here. The analogy to "ahead" might more > properly be to "a history," where the stress comes immediately after the > "a," whereas it seems more natural to say "an historical moment," perhaps > because the stress falls on the second syllable of the following word. Does > that make any sense to those of you who are either linguists or > phoneticians? > > Arthur Henne > 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/ --0016364ef6fa42a69604ab9298a9 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Stress certainly seems a factor here. I notice that I can use "an" before an unstressed syllable beginning with "h", but never before a stressed syllable.

a history class
a(n) historic moment

a horrible moment
a(n) horrific moment

a hex, a hexagon
a(n) hexagonal figure

a Hispaniola map
a(n) Hispanic custom

a Hermes myth
a(n) hermetically sealed container

I probably use "a" more often than "an" before unstressed h-syllables, but I would not notice anything odd if I heard "an." However, I would never use "an" before a stressed h-syllable and, if I heard it, it would certainly strike me as odd.

The exception, of course, is where "h" is silent ("an honors class").

Dick



On Sun, Aug 28, 2011 at 9:23 AM, Arthur Henne <[log in to unmask]> wrote:
I'm neither a linguist nor a phonetician (just a comp instructor), but I think stress must play a role here. The analogy to "ahead" might more properly be to "a history," where the stress comes immediately after the "a," whereas it seems more natural to say "an historical moment," perhaps because the stress falls on the second syllable of the following word. Does that make any sense to those of you who are either linguists or phoneticians?

Arthur Henne

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Visit ATEG's web site at http://ateg.org/ --0016364ef6fa42a69604ab9298a9-- ========================================================================Date: Sun, 28 Aug 2011 11:48:35 -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: Dick Veit <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --0016367fa34e1e543204ab92b6d6 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Herb, The "yumor" pronunciation is typical of New Yorkers. Raised on Long Island, I briefly taught high school in Cleveland, where my pronunciation of "yuman being" (and also "Flahrida") got some laughs. I made a quick adjustment to "hyuman being" and "Flawrida" and have retained them ever since. Dick On Sun, Aug 28, 2011 at 12:03 AM, STAHLKE, HERBERT F <[log in to unmask]>wrote: > Peter,**** > > Great story! Youre correct in pointing out that h-deletion and > h-insertion are very much matters of dialect. But h-ful dialects aside, > like much of SE England, there is also a lot of variation within dialects as > to which initial h get pronounced and which do not. Ive heard speakers, > especially BrE but also AmE, say an otel and thee otel. British > speakers tend to say yumor for humor and, as someone else pointed out > erb for herb. Historic is much more likely to elide its initial /h/ > in BrE than in AmE, but as honor, humor, honest, etc. suggest, stress > placement has little to do with the presence or absence of initial /h/ in > speech.**** > > ** ** > > Herb > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --0016367fa34e1e543204ab92b6d6 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Herb,

The "yumor" pronunciation is typical of New Yorkers. Raised on Long Island, I briefly taught high school in Cleveland, where my pronunciation of "yuman being" (and also "Flahrida") got some laughs. I made a quick adjustment to "hyuman being" and "Flawrida" and have retained them ever since.

Dick

On Sun, Aug 28, 2011 at 12:03 AM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

Peter,

Great story! Youre correct in pointing out that h-deletion and h-insertion are very much matters of dialect. But h-ful dialects aside, like much of SE England, there is also a lot of variation within dialects as to which initial h get pronounced and which do not. Ive heard speakers, especially BrE but also AmE, say an otel and thee otel. British speakers tend to say yumor for humor and, as someone else pointed out erb for herb. Historic is much more likely to elide its initial /h/ in BrE than in AmE, but as honor, humor, honest, etc. suggest, stress placement has little to do with the presence or absence of initial /h/ in speech.

Herb


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Visit ATEG's web site at http://ateg.org/ --0016367fa34e1e543204ab92b6d6-- ========================================================================Date: Sun, 28 Aug 2011 15:00:07 -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: "Peter H. Fries" <[log in to unmask]> Subject: Re: Grammar Question In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --000e0cd22f72129dc904ab95633a Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Herb said but as honor, humor, honest, etc. suggest, stress placement has little to do with the presence or absence of initial /h/ in speech Peters response I need some clarification here. What kind of variation are you addressing in the sentence above -- Variation among dialects or variation within the speech of individuals? If you are talking of variation among dialects, including historical development, you are quite right. However if you are discussing variation within a single dialect (or person) Im not sure I understand. At least as I say the words honor and honest, the hs exist solely in the spellings, therefore I dont see how those two words illustrate the irrelevance of stress to the pronunciation of initial 'h'. (or to put it strictly from the point of view of my dialect, the pronunciation of hs that dont exist.) Could you say some more? Peter On Sun, Aug 28, 2011 at 11:11 AM, Edmond Wright <[log in to unmask]>wrote: > Herb, > > Just two slight adjustments from a British speaker. > > We say 'hyumer' for 'humour' (as well as putting in that French 'u' in the > spelling)'. > > You seem to have got the 'erb'/'herb' pronunciations the wrong way round. > I'm sure, Herb, you meant to type 'herb' for the British pronunciation, and > 'erb' for the American. Perhaps an unconscious interference from your > name! > > Edmond > > > Dr. Edmond Wright > 3 Boathouse Court > Trafalgar Road > Cambridge > CB4 1DU > England > > Email: [log in to unmask] > Website: http://people.pwf.cam.ac.uk/elw33/ > Phone [00 44] (0)1223 350256 > > > > > > > > Peter, > > Great story! Youre correct in pointing out that h-deletion and > h-insertion > > are very much matters of dialect. But h-ful dialects aside, like much of > SE > > England, there is also a lot of variation within dialects as to which > initial > > h get pronounced and which do not. Ive heard speakers, especially BrE > but > > also AmE, say an otel and thee otel. British speakers tend to say > > yumor for humor and, as someone else pointed out erb for herb. > > Historic is much more likely to elide its initial /h/ in BrE than in > AmE, > > but as honor, humor, honest, etc. suggest, stress placement has > little > > to do with the presence or absence of initial /h/ in speech. > > > > Herb > > > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > > Sent: Saturday, August 27, 2011 5:52 PM > > To: [log in to unmask] > > Subject: Re: Grammar Question > > > > Have I missed some mention of accent here? It seems to me that the > placement > > of word accent influences whether h is optional or not. (or more > properly, > > the probability of its appearance.) I certainly alternate in my > pronunciation > > of historic either pronouncing or not pronouncing the initial h. > However I > > am much less likely to omit the initial h in history, where the > initial > > syllable is accented. The elision of initial h is quite common in > words > > such as him and his, which are regularly unaccented. But compare the > > pronunciations of him in *give* it to him vs. give it to *him*. > > (Asterisks indicate sentence stress.) I am much more likely to omit the > > initial h in the first version than I am in the second. > > For those members of the list who are less familiar with English > dialects, the > > pronunciation of initial h (both omission of h and insertion of h > where > > it doesnt belong) is a feature that distinguishes many dialects, > > particularly British dialects. (Of course, talking about places where > sounds > > are omitted or where they dont belong is only possible if one > chooses the > > proper dialect as a reference point. So far as the speakers of the h > > insertion dialects are concerned, the h belongs there, its all the > other > > speakers who omit it.) > > > > You may enjoy an old story from my family that turns on this difference > in > > pronunciation of initial h. > > Many years ago (I suspect that it occurred in 1928 or 1929), when my > parents > > were in England, they visited William Craigie (editor of the OED) and his > > wife, and at the end of the evening meal a considerable amount of one of > the > > dishes had been left over, so Mrs. Craigie told the housekeeper that she > > should keep it over night and heat it up for breakfast. The next > morning, > > when the dish didnt appear, Mrs. Craigie asked after the dish, and the > answer > > came back Oh, You said I could heat it up for breakfast, so I het it > up. > > Peter > > > > On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton > > <[log in to unmask]> wrote: > > Let's not dismiss this one so easily. > > > > In spite of what Grammar Girl says, does anyone honestly find that saying > "a > > historic hurricane" out loud actually sound better than "an historic > > hurricane"? Only if the emphasis is on the indefinite article does "a > > historic" sound ok (it still sounds wrong to me even though I know it's > > right). However, if (as I would argue every native speaker does > > automatically), the sound of the article is naturally elided with the > "h," > > tonally forming one word "anistoric," then "an historic hurricane" is the > > proper choice - both orally and in writing. And why would the emphasis be > > placed on an indefinite article anyway? If we were talking about "the > historic > > hurricane," then it makes some sense to emphasize "the," separating > tonally > > the two words. > > > > The next reason to savor this problem a bit more is that it is not a > grammar > > problem at all, but one of usage. So the question becomes (even if we > agree > > that "a historic" is "right") which "errors" of usage are worth fighting > over? > > My feeling is that this judgment should be based on meaning - does the > "error" > > affect the meaning? So this one ("an historic") fails to meet just about > any > > criteria that calls for correction. In fact, correcting this "error" may > even > > reach the level of "hyper-correctness" where being "right" sounds wrong > to > > everybody else except us schoolmarms (and, as mentioned earlier, it even > > sounds wrong to this schoolmarm), so that not only does "an historic" not > > affect the meaning negatively, it actually enhances the meaning if it > enhances > > the ability of all of but a select audience to focus on what is being > said > > rather than how it is being said. > > > > Geoff Layton > > > > ________________________________ > > Date: Fri, 26 Aug 2011 17:21:38 -0700 > > From: [log in to unmask] > > Subject: Re: Grammar Question > > To: [log in to unmask] > > Thank you, Brad, M.T., and John for a quick response! I did not know the > > answer because I've heard both "a" and "an" used in front of "historic". > I > > guess you would only use "an" if you pronounce "historic" with a silent > "h". > > Carol > > --- On Fri, 8/26/11, Brad Layton <[log in to unmask] [log in to unmask]>> > > wrote: > > > > From: Brad Layton <[log in to unmask]> > > Subject: Re: Grammar Question > > To: [log in to unmask] > > Date: Friday, August 26, 2011, 8:07 PM > > Carol, either is "correct." It simply depends on the idiolect of the > > individual speaking ... specifically, whether that person pronounces the > "h" > > or does not pronounce the "h". I am unaware of any prescriptive case for > the > > superiority of either that would hold water ... or 100 mph winds, for > that > > matter ;) . > > > > > > > > -----Original Message----- > > From: Carol Morrison <[log in to unmask] [log in to unmask]>> > > To: ATEG <[log in to unmask]> > > Sent: Fri, Aug 26, 2011 6:41 pm > > Subject: Grammar Question > > A friend just asked me which is correct: "a historic hurricane" or "an > > historic hurricane"? Can someone help me out here? > > Thanks! > > Carol > > > > --- On Fri, 8/26/11, Kathleen Bethell > > <[log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@I > > VYTECH.EDU>> wrote: > > > > From: Kathleen Bethell > > <[log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@I > > VYTECH.EDU>> > > Subject: Re: Membership in ATEG > > To: > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI > > STSERV.MUOHIO.EDU> > > Date: Friday, August 26, 2011, 12:16 PM > > Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! > > > > Kathi > > P.S. I dont know why the cc didnt work; the address is correct. > > > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to > > [log in to unmask]&>] On Behalf Of Geoffrey Layton > > Sent: Friday, August 26, 2011 10:39 AM > > To: > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI > > STSERV.MUOHIO.EDU> > > Subject: Re: Membership in ATEG > > > > Kathi - I passed on your question to our president, Amy Benjamin - but I > tried > > to copy you on the message and got an undeliverable message for > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@IV > > YTECH.EDU>. > > > > Geoff Layton > > > > ________________________________ > > Date: Fri, 26 Aug 2011 10:19:07 -0400 > > From: > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@IV > > YTECH.EDU> > > Subject: Re: Membership in ATEG > > To: > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI > > STSERV.MUOHIO.EDU> > > I never received acknowledgement when I joined, so I am not sure if I am > even > > on the rolls, yet. Is there some way I can check to find out my > membership > > status? > > > > Kathi > > > > Kathleen Bethell > > Assistant Professor > > Liberal Arts, English > > Ivy Tech Community College > > 200 Daniels Way > > Bloomington, IN 47404 > > > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to > > [log in to unmask]&>] On Behalf Of Amy Benjamin > > Sent: Saturday, August 20, 2011 10:33 AM > > To: > > [log in to unmask]< > http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI > > STSERV.MUOHIO.EDU> > > Subject: Membership in ATEG > > > > As you know, our hot new ATEG Journals are stacked and stampled in our > > mailroom (aka my basement) ready to go out to ATEG members. As we now do > have > > a better system of keeping track of, acknowledging, and servicing ATEG > > members, please consider joining officially. > > > > See www.ateg.org for details, which are, we are > happy to > > report, now accurate! > > > > Membership in ATEG allows you to receive the Journal, published twice > yearly, > > and to keep ATEG as a (nagging) voice to our parent organization, NCTE. > We > > maintain this listserv, our website, and are allowed to host a session at > the > > NCTE annual conference. We also host an annual conference, gathering > together > > all of the educators in the English-speaking, non-English-speaking, and > > non-speaking world, and non-world who are interested in the teaching of > > grammar. Thankfully, all of these people can fit easily into one room. > > > > So keep those cards and letters coming! > > Amy Benjamin > > ATEG co-president > > 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/ > > 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/ > > > > > > > > -- > > Peter H. Fries > > > > Box 310 > > Mount Pleasant MI 48804 > > > > Phone: 989-644-3384 > > Cell: 989-400-3764 > > > > Email: [log in to unmask] > > > > Web page: > > > > [among > > 'emeritus faculty'] > > > > > > 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/ > -- Peter H. Fries Box 310 Mount Pleasant MI 48804 Phone: 989-644-3384 Cell: 989-400-3764 Email: [log in to unmask] Web page: > [among 'emeritus faculty'] 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/ --000e0cd22f72129dc904ab95633a Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Herb said

“but as ³honor,² ³humor,² ³honest,² etc. suggest, stress placement has little to do with the presence or absence of initial /h/ in speech”

 

Peter’s response

I need some clarification here. What kind of variation are you addressing in the sentence above -- Variation among dialects or variation within the speech of individuals? If you are talking of variation among dialects, including historical development, you are quite right. However if you are discussing variation within a single dialect (or person) I’m not sure I understand. At least as I say the words ‘honor’ and ‘honest’, the ‘h’s exist solely in the spellings,  therefore I don’t see how those two words illustrate the irrelevance of stress to the pronunciation of initial 'h'. (or to put it strictly from the point of view of my dialect, the pronunciation of  ‘h’s that don’t exist.)

Could you say some more?

Peter



On Sun, Aug 28, 2011 at 11:11 AM, Edmond Wright <[log in to unmask]> wrote:
Herb,

Just two slight adjustments from a British speaker.

We say 'hyumer' for 'humour' (as well as putting in that French 'u' in the
spelling)'.

You seem to have got the 'erb'/'herb' pronunciations the wrong way round.
I'm sure, Herb, you meant to type 'herb' for the British pronunciation, and
'erb' for the American.  Perhaps an unconscious interference from your name!

Edmond


Dr. Edmond Wright
3 Boathouse Court
Trafalgar Road
Cambridge
CB4 1DU
England

Email: [log in to unmask]
Website: http://people.pwf.cam.ac.uk/elw33/
Phone [00 44] (0)1223 350256






> Peter,
> Great story!  You¹re correct in pointing out that h-deletion and h-insertion
> are very much matters of dialect.  But h-ful dialects aside, like much of SE
> England, there is also a lot of variation within dialects as to which initial
> h get pronounced and which do not.  I¹ve heard speakers, especially BrE but
> also AmE, say ³an Œotel² and ³thee Œotel.²  British speakers tend to say
> ³yumor² for ³humor² and, as someone else pointed out ³erb² for ³herb.²
> ³Historic² is much more likely to elide its initial /h/ in BrE than in AmE,
> but as ³honor,² ³humor,² ³honest,² etc. suggest, stress placement has little
> to do with the presence or absence of initial /h/ in speech.
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Peter H. Fries
> Sent: Saturday, August 27, 2011 5:52 PM
> To: [log in to unmask]
> Subject: Re: Grammar Question
>
> Have I missed some mention of accent here? It seems to me that the placement
> of word accent influences whether Œh¹ is optional or not. (or more properly,
> the probability of its appearance.) I certainly alternate in my pronunciation
> of Œhistoric¹ either pronouncing or not pronouncing the initial Œh¹. However I
> am much less likely to omit the initial Œh¹ in Œhistory¹, where the initial
> syllable is accented.  The elision of initial Œh¹ is quite common in words
> such as Œhim¹ and Œhis¹, which are regularly unaccented.  But compare the
> pronunciations of Œhim¹ in Œ*give* it to him¹ vs. Œgive it to *him*¹.
> (Asterisks indicate sentence stress.) I am much more likely to omit the
> initial Œh¹ in the first version than I am in the second.
> For those members of the list who are less familiar with English dialects, the
> pronunciation of initial Œh¹ (both omission of Œh¹ and insertion of Œh¹ where
> it Œdoesn¹t belong¹) is a feature that distinguishes many dialects,
> particularly British dialects. (Of course, talking about places where sounds
> are Œomitted¹ or where they Œdon¹t belong¹ is only possible if one chooses the
> proper dialect as a reference point. So far as the speakers of the ³Œh¹
> insertion²  dialects are concerned, the Œh¹ belongs there, it¹s all the other
> speakers who omit it.)
>
> You may enjoy an old story from my family that turns on this difference in
> pronunciation of initial Œh¹.
> Many years ago (I suspect that it occurred in 1928 or 1929), when my parents
> were in England, they visited William Craigie (editor of the OED) and his
> wife, and at the end of the evening meal  a considerable amount of one of the
> dishes had been left over, so Mrs. Craigie told the housekeeper that she
> should keep it over night and Œheat it up for breakfast¹. The next morning,
> when the dish didn¹t appear, Mrs. Craigie asked after the dish, and the answer
> came back ³Oh, You said I could heat it up for breakfast, so I het it up.²
> Peter
>
> On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton
> <[log in to unmask]<mailto:[log in to unmask]>> wrote:
> Let's not dismiss this one so easily.
>
> In spite of what Grammar Girl says, does anyone honestly find that saying "a
> historic hurricane" out loud actually sound better than "an historic
> hurricane"? Only if the emphasis is on the indefinite article does "a
> historic" sound ok (it still sounds wrong to me even though I know it's
> right). However, if (as I would argue every native speaker does
> automatically), the sound of the article is naturally elided with the "h,"
> tonally forming one word "anistoric," then "an historic hurricane" is the
> proper choice - both orally and in writing. And why would the emphasis be
> placed on an indefinite article anyway? If we were talking about "the historic
> hurricane," then it makes some sense to emphasize "the," separating tonally
> the two words.
>
> The next reason to savor this problem a bit more is that it is not a grammar
> problem at all, but one of usage. So the question becomes (even if we agree
> that "a historic" is "right") which "errors" of usage are worth fighting over?
> My feeling is that this judgment should be based on meaning - does the "error"
> affect the meaning? So this one ("an historic") fails to meet just about any
> criteria that calls for correction. In fact, correcting this "error" may even
> reach the level of "hyper-correctness" where being "right" sounds wrong to
> everybody else except us schoolmarms (and, as mentioned earlier, it even
> sounds wrong to this schoolmarm), so that not only does "an historic" not
> affect the meaning negatively, it actually enhances the meaning if it enhances
> the ability of all of but a select audience to focus on what is being said
> rather than how it is being said.
>
> Geoff Layton
>
> ________________________________
> Date: Fri, 26 Aug 2011 17:21:38 -0700
> From: [log in to unmask]<mailto:[log in to unmask]>
> Subject: Re: Grammar Question
> To: [log in to unmask]<mailto:[log in to unmask]>
> Thank you, Brad, M.T., and John for a quick response! I did not know the
> answer because I've heard both "a" and "an" used in front of "historic". I
> guess you would only use "an" if you pronounce "historic" with a silent "h".
> Carol
> --- On Fri, 8/26/11, Brad Layton <[log in to unmask]<mailto:[log in to unmask]>>
> wrote:
>
> From: Brad Layton <[log in to unmask]<mailto:[log in to unmask]>>
> Subject: Re: Grammar Question
> To: [log in to unmask]<mailto:[log in to unmask]>
> Date: Friday, August 26, 2011, 8:07 PM
> Carol, either is "correct."  It simply depends on the idiolect of the
> individual speaking ... specifically, whether that person pronounces the "h"
> or does not pronounce the "h".  I am unaware of any prescriptive case for the
> superiority of either that would hold water ... or 100 mph winds, for that
> matter ;) .
>
>
>
> -----Original Message-----
> From: Carol Morrison <[log in to unmask]<mailto:[log in to unmask]>>
> To: ATEG <[log in to unmask]<mailto:[log in to unmask]>>
> Sent: Fri, Aug 26, 2011 6:41 pm
> Subject: Grammar Question
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
> --- On Fri, 8/26/11, Kathleen Bethell
> <[log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@I
> VYTECH.EDU>> wrote:
>
> From: Kathleen Bethell
> <[log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@I
> VYTECH.EDU>>
> Subject: Re: Membership in ATEG
> To:
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI
> STSERV.MUOHIO.EDU>
> Date: Friday, August 26, 2011, 12:16 PM
> Thank you, Geoff ­ Amy already got in touch. ATEG folks are wonderful!
>
> Kathi
> P.S. I don¹t know why the cc didn¹t work; the address is correct.
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to
> =[log in to unmask]&>] On Behalf Of Geoffrey Layton
> Sent: Friday, August 26, 2011 10:39 AM
> To:
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI
> STSERV.MUOHIO.EDU>
> Subject: Re: Membership in ATEG
>
> Kathi - I passed on your question to our president, Amy Benjamin - but I tried
> to copy you on the message and got an undeliverable message for
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@IV
> YTECH.EDU>.
>
> Geoff Layton
>
> ________________________________
> Date: Fri, 26 Aug 2011 10:19:07 -0400
> From:
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=kbethell@IV
> YTECH.EDU>
> Subject: Re: Membership in ATEG
> To:
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI
> STSERV.MUOHIO.EDU>
> I never received acknowledgement when I joined, so I am not sure if I am even
> on the rolls, yet. Is there some way I can check to find out my membership
> status?
>
> Kathi
>
> Kathleen Bethell
> Assistant Professor
> Liberal Arts, English
> Ivy Tech Community College
> 200 Daniels Way
> Bloomington, IN 47404
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to
> =[log in to unmask]&>] On Behalf Of Amy Benjamin
> Sent: Saturday, August 20, 2011 10:33 AM
> To:
> [log in to unmask]<http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LI
> STSERV.MUOHIO.EDU>
> Subject: Membership in ATEG
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do have
> a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially.
>
> See www.ateg.org<http://www.ateg.org/> for details, which are, we are happy to
> report, now accurate!
>
> Membership in ATEG allows you to receive the Journal, published twice yearly,
> and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We
> maintain this listserv, our website, and are allowed to host a session at the
> NCTE annual conference. We also host an annual conference, gathering together
> all of the educators in the English-speaking, non-English-speaking, and
> non-speaking world, and non-world who are interested in the teaching of
> grammar. Thankfully, all of these people can fit easily into one room.
>
> So keep those cards and letters coming!
> Amy Benjamin
> ATEG co-president
> 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/
> 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:
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> list"
>
> Visit ATEG's web site at http://ateg.org/
>
>
>
> --
> Peter H. Fries
>
> Box 310
> Mount Pleasant MI 48804
>
> Phone:  989-644-3384
> Cell:      989-400-3764
>
> Email:  [log in to unmask]<mailto:[log in to unmask]>
>
> Web page:
> <http://cmich.edu/chsbs/x23516.xml<http://cmich.edu/chsbs/x23516.xml>>  [among
> 'emeritus faculty']
>
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the
> list"
>
> Visit ATEG's web site at http://ateg.org/

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--
Peter H. Fries

Box 310
Mount Pleasant MI 48804

Phone:  989-644-3384
Cell:      989-400-3764

Email:  [log in to unmask]
           
Web page:  <http://cmich.edu/chsbs/x23516.xml>  [among 'emeritus faculty']
          

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/ --000e0cd22f72129dc904ab95633a-- ========================================================================Date: Mon, 29 Aug 2011 12:19:35 -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: Scott Catledge <[log in to unmask]> Subject: Dropping the h MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_00A6_01CC6645.EA1DA650" This is a multi-part message in MIME format. ------=_NextPart_000_00A6_01CC6645.EA1DA650 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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_00A6_01CC6645.EA1DA650 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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_00A6_01CC6645.EA1DA650-- ========================================================================Date: Mon, 29 Aug 2011 17:24:54 -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: Eduard Hanganu <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_Part_20632_640456547.1314653094746" ------=_Part_20632_640456547.1314653094746 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Norman Scott, I _ope _hat _his _elpful t_oug_t and r_etorical question mig_t _elp t_is _ost of folks to _ave an _istorical impact on _his issue.   Eduard ----- Original Message ----- From: "Scott Catledge" <[log in to unmask]> To: [log in to unmask] Sent: Monday, August 29, 2011 11:19:35 AM Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology.   I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is silent—but why?  I cannot think of another phrase comparable to “an historical”   except ‘an hysterical.”  Can you?   Norman Scott Catledge, PhD/STD Professor Emeritus history & languages   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/ ------=_Part_20632_640456547.1314653094746 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Norman Scott,

 

I _ope _hat _his _elpful t_oug_t and r_etorical question mig_t _elp t_is _ost of folks to _ave an _istorical impact on _his issue.

 

Eduard



 

From: "Scott Catledge" <[log in to unmask]>
To: [log in to unmask]
Sent: Monday, August 29, 2011 11:19:35 AM
Subject: Dropping the h

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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/ ------=_Part_20632_640456547.1314653094746-- ========================================================================Date: Mon, 29 Aug 2011 23:45:34 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Here's a short treatment of initial in English. I'm taking a historical approach to the problem in part out of inclination-I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history. In this discussion, I'm using the linguistic conventions of // to identify sounds and <> to identify letters. /h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in "listen," "whistle," "wrestle," "often," etc. However, social and other external pressures can interfere with this regularity, and that's what's happened with English initial /h/. Old English had initial /h/ in words like "horse," "heart," "hand," "hound," and many others and did not drop it. /h/ dropping didn't begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French. In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter . As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not. We still have this in words like "honor," "honest," and "hour," all French loans that have remained /h/-less, unlike "hotel" and "hospital," French loans that have gained an initial /h/. The initial that are now pronounced in loan words are examples of what's called "spelling pronunciation," the same force that leads people to pronounce the in "often" or the in "almond." Spelling pronunciation applies haphazardly. It's not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in "history"; in others it has not. The difference between "an historic event," without the /h/, and "a history of English," with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite "an" and the definite /Di/, which sounds like "thee." What has happened with some words, like "history," is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite "a." /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn't know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it's there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_-- ========================================================================Date: Tue, 30 Aug 2011 13:00:40 +0000 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: Jane Mairs <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_6E822C0B6D7765478B5C96D1CFF3E7457EC380EXCHANGEmwcomoffi_" MIME-Version: 1.0 --_000_6E822C0B6D7765478B5C96D1CFF3E7457EC380EXCHANGEmwcomoffi_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Herb, Wow. That helps a lot! Thanks, Jane Mairs From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of STAHLKE, HERBERT F Sent: Monday, August 29, 2011 11:46 PM To: [log in to unmask] Subject: Re: Dropping the h Here's a short treatment of initial in English. I'm taking a historical approach to the problem in part out of inclination-I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history. In this discussion, I'm using the linguistic conventions of // to identify sounds and <> to identify letters. /h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in "listen," "whistle," "wrestle," "often," etc. However, social and other external pressures can interfere with this regularity, and that's what's happened with English initial /h/. Old English had initial /h/ in words like "horse," "heart," "hand," "hound," and many others and did not drop it. /h/ dropping didn't begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French. In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter . As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not. We still have this in words like "honor," "honest," and "hour," all French loans that have remained /h/-less, unlike "hotel" and "hospital," French loans that have gained an initial /h/. The initial that are now pronounced in loan words are examples of what's called "spelling pronunciation," the same force that leads people to pronounce the in "often" or the in "almond." Spelling pronunciation applies haphazardly. It's not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in "history"; in others it has not. The difference between "an historic event," without the /h/, and "a history of English," with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite "an" and the definite /Di/, which sounds like "thee." What has happened with some words, like "history," is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite "a." /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn't know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it's there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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/ --_000_6E822C0B6D7765478B5C96D1CFF3E7457EC380EXCHANGEmwcomoffi_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Herb,

 

Wow. That helps a lot!

 

Thanks,

Jane Mairs

 

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of STAHLKE, HERBERT F
Sent: Monday, August 29, 2011 11:46 PM
To: [log in to unmask]
Subject: Re: Dropping the h

 

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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Visit ATEG's web site at http://ateg.org/ --_000_6E822C0B6D7765478B5C96D1CFF3E7457EC380EXCHANGEmwcomoffi_-- ========================================================================Date: Tue, 30 Aug 2011 06:25:16 -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: Carol Morrison <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-49185890-1314710716=:49071" --0-49185890-1314710716=:49071 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices." Best- Carol  --- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Dropping the h To: [log in to unmask] Date: Monday, August 29, 2011, 11:45 PM Here’s a short treatment of initial in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters.    /h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French.  In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter .     As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the in “often” or the in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.   The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.”    /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions.    Herb   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h   My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology.   I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is silent—but why?  I cannot think of another phrase comparable to “an historical”   except ‘an hysterical.”  Can you?   Norman Scott Catledge, PhD/STD Professor Emeritus history & languages   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/ --0-49185890-1314710716=:49071 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices."
Best-
Carol 

--- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Dropping the h
To: [log in to unmask]
Date: Monday, August 29, 2011, 11:45 PM

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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"
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Visit ATEG's web site at http://ateg.org/ --0-49185890-1314710716=:49071-- ========================================================================Date: Tue, 30 Aug 2011 09:29:33 -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: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Why would one say an hotel without the /h/ and /Di/ hotel with the /h/. Should not one drop the /h/ or say the article with a schwa--not an /i/. Is that just as ideolectical variation on my part? Scott -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Tuesday, August 30, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) There are 3 messages totalling 568 lines in this issue. Topics of the day: 1. Dropping the h (3) 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, 29 Aug 2011 12:19:35 -0400 From: Scott Catledge <[log in to unmask]> Subject: Dropping the h This is a multi-part message in MIME format. ------=_NextPart_000_00A6_01CC6645.EA1DA650 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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_00A6_01CC6645.EA1DA650 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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_00A6_01CC6645.EA1DA650-- ------------------------------ Date: Mon, 29 Aug 2011 17:24:54 -0400 From: Eduard Hanganu <[log in to unmask]> Subject: Re: Dropping the h ------=_Part_20632_640456547.1314653094746 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Norman Scott, I _ope _hat _his _elpful t_oug_t and r_etorical question mig_t _elp t_is _ost of folks to _ave an _istorical impact on _his issue.   Eduard ----- Original Message ----- From: "Scott Catledge" <[log in to unmask]> To: [log in to unmask] Sent: Monday, August 29, 2011 11:19:35 AM Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology.   I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is silent—but why?  I cannot think of another phrase comparable to “an historical”   except ‘an hysterical.”  Can you?   Norman Scott Catledge, PhD/STD Professor Emeritus history & languages   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/ ------=_Part_20632_640456547.1314653094746 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Norman Scott,

 

I _ope _hat _his _elpful t_oug_t and r_etorical question mig_t _elp t_is _ost of folks to _ave an _istorical impact on _his issue.

 

Eduard



 

From: "Scott Catledge" <[log in to unmask]>
To: [log in to unmask]
Sent: Monday, August 29, 2011 11:19:35 AM
Subject: Dropping the h

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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"

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Visit ATEG's web site at http://ateg.org/ ------=_Part_20632_640456547.1314653094746-- ------------------------------ Date: Mon, 29 Aug 2011 23:45:34 -0400 From: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Dropping the h --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Here's a short treatment of initial in English. I'm taking a historical approach to the problem in part out of inclination-I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history. In this discussion, I'm using the linguistic conventions of // to identify sounds and <> to identify letters. /h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in "listen," "whistle," "wrestle," "often," etc. However, social and other external pressures can interfere with this regularity, and that's what's happened with English initial /h/. Old English had initial /h/ in words like "horse," "heart," "hand," "hound," and many others and did not drop it. /h/ dropping didn't begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French. In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter . As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not. We still have this in words like "honor," "honest," and "hour," all French loans that have remained /h/-less, unlike "hotel" and "hospital," French loans that have gained an initial /h/. The initial that are now pronounced in loan words are examples of what's called "spelling pronunciation," the same force that leads people to pronounce the in "often" or the in "almond." Spelling pronunciation applies haphazardly. It's not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in "history"; in others it has not. The difference between "an historic event," without the /h/, and "a history of English," with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite "an" and the definite /Di/, which sounds like "thee." What has happened with some words, like "history," is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite "a." /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn't know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it's there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/

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Visit ATEG's web site at http://ateg.org/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_-- ------------------------------ End of ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) *********************************************************** 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: Tue, 30 Aug 2011 06:28:43 -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: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-1678196040-1314710923=:77201" --0-1678196040-1314710923=:77201 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Ooops! Thank you, Herb. (Had to correct myself). I must proofread my comments before I post them! Carol --- On Tue, 8/30/11, Carol Morrison <[log in to unmask]> wrote: From: Carol Morrison <[log in to unmask]> Subject: Re: Dropping the h To: [log in to unmask] Date: Tuesday, August 30, 2011, 9:25 AM Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices." Best- Carol  --- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Dropping the h To: [log in to unmask] Date: Monday, August 29, 2011, 11:45 PM Here’s a short treatment of initial in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters.    /h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French.  In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter .     As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the in “often” or the in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.   The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.”    /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions.    Herb   From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h   My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology.   I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is silent—but why?  I cannot think of another phrase comparable to “an historical”   except ‘an hysterical.”  Can you?   Norman Scott Catledge, PhD/STD Professor Emeritus history & languages   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/ --0-1678196040-1314710923=:77201 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Ooops! Thank you, Herb. (Had to correct myself). I must proofread my comments before I post them!
Carol

--- On Tue, 8/30/11, Carol Morrison <[log in to unmask]> wrote:

From: Carol Morrison <[log in to unmask]>
Subject: Re: Dropping the h
To: [log in to unmask]
Date: Tuesday, August 30, 2011, 9:25 AM

Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices."
Best-
Carol 

--- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Dropping the h
To: [log in to unmask]
Date: Monday, August 29, 2011, 11:45 PM

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

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/ --0-1678196040-1314710923=:77201-- ========================================================================Date: Tue, 30 Aug 2011 09:02:16 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba613888bb0b0c04abb9764a --90e6ba613888bb0b0c04abb9764a Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I want to add another voice of thanks! I appreciate you taking the time to articulate this information in an easy-to-understand format. This is NOT above the heads of high school students, and I look forward to sharing it with them! I think this would make a great "exploration of English" tidbit. John On Mon, Aug 29, 2011 at 10:45 PM, STAHLKE, HERBERT F <[log in to unmask]>wrote: > Heres a short treatment of initial in English. Im taking a > historical approach to the problem in part out of inclinationI do > historical linguistics, but I also think understanding why orthographic > initial behaves a little oddly in English requires understanding its > history. In this discussion, Im using the linguistic conventions of // to > identify sounds and <> to identify letters. **** > > ** ** > > /h/ deletion is a bit messy. One of the fundamental discoveries and > principles of historical linguistics is that sound change is regular. If a > sound changes, it changes all across the language, not just in some words. > For example, English /t/ has deleted consistently between a fricative (/th, > f, s/) and /l/ or /n/, as in listen, whistle, wrestle, often, etc. > However, social and other external pressures can interfere with this > regularity, and thats whats happened with English initial /h/. Old > English had initial /h/ in words like horse, heart, hand, hound, and > many others and did not drop it. /h/ dropping didnt begin till well after > the Norman invasion and was influenced by French spelling. English borrowed > lots of French words spelled with initial , a sound that was not, and is > not today, pronounced in French. In fact, those initial had never been > pronounced, not even when they originated in Latin, as most of them did. So > the words were borrowed without the initial /h/ sound but were spelled with > the letter . **** > > ** ** > > As literacy spread, English speakers who did not speak French confronted > initial that were pronounced and initial that were not. We still > have this in words like honor, honest, and hour, all French loans that > have remained /h/-less, unlike hotel and hospital, French loans that > have gained an initial /h/. The initial that are now pronounced in loan > words are examples of whats called spelling pronunciation, the same force > that leads people to pronounce the in often or the in almond. > Spelling pronunciation applies haphazardly. Its not a form of regular > sound change. Rather, it a kind of hyper-correction. In many cases, the > initial /h/ has come to be accepted as standard, as in history; in others > it has not.**** > > ** ** > > The difference between an historic event, without the /h/, and a history > of English, with the /h/, shows how the /h/-less pronunciation of the > loanword would lead to the use of the indefinite an and the definite /Di/, > which sounds like thee. What has happened with some words, like > history, is that they have sounded the initial through spelling > pronunciation, and this change then analogizes to the adjective form so that > it too is consonant-initial and takes the indefinite a. **** > > ** ** > > /h/-insertion, in those dialects of BrE English that have it, and this > covers most of England, is a form of hypercorrection. The speaker knows > that in BBC English, for example, some are pronounced and some are not, > but the speaker doesnt know which are which, and so he or she will tend to > omit /h/ unless the word is emphasized, in which case an /h/ gets inserted > whether its there in BBC English or not. Like other examples of > hypercorrection, this is not a rule-governed, regular phonological pattern. > It varies with speakers and occasions. **** > > ** ** > > Herb**** > > ** ** > > *From:* Assembly for the Teaching of English Grammar [mailto: > [log in to unmask]] *On Behalf Of *Scott Catledge > *Sent:* Monday, August 29, 2011 12:20 PM > > *To:* [log in to unmask] > *Subject:* Dropping the h**** > > ** ** > > My MS Word did not like most of the discussion and left only a few > sentences legible.**** > > For this reason I may be repeating what others have said; if so , my > apology.**** > > ** ** > > I keep the h in the historical and drop it in an historical. I say > a history. Why do**** > > I not say an history. The very presence of an tells me that the h in > historical is**** > > silentbut why? I cannot think of another phrase comparable to an > historical **** > > except an hysterical. **** > > Can you?**** > > ** ** > > Norman Scott Catledge, PhD/STD**** > > Professor Emeritus**** > > history & languages**** > > ** ** > > 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/ --90e6ba613888bb0b0c04abb9764a Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable I want to add another voice of thanks! I appreciate you taking the time to articulate this information in an easy-to-understand format. This is NOT above the heads of high school students, and I look forward to sharing it with them! I think this would make a great "exploration of English" tidbit.

John

On Mon, Aug 29, 2011 at 10:45 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:

Heres a short treatment of initial <h> in English. Im taking a historical approach to the problem in part out of inclinationI do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history. In this discussion, Im using the linguistic conventions of // to identify sounds and <> to identify letters.

/h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in listen, whistle, wrestle, often, etc. However, social and other external pressures can interfere with this regularity, and thats whats happened with English initial /h/. Old English had initial /h/ in words like horse, heart, hand, hound, and many others and did not drop it. /h/ dropping didnt begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French. In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not. We still have this in words like honor, honest, and hour, all French loans that have remained /h/-less, unlike hotel and hospital, French loans that have gained an initial /h/. The initial <h> that are now pronounced in loan words are examples of whats called spelling pronunciation, the same force that leads people to pronounce the <t> in often or the <l> in almond. Spelling pronunciation applies haphazardly. Its not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in history; in others it has not.

The difference between an historic event, without the /h/, and a history of English, with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite an and the definite /Di/, which sounds like thee. What has happened with some words, like history, is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite a.

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesnt know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether its there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions.

Herb

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM


To: [log in to unmask]
Subject: Dropping the h

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

I keep the h in the historical and drop it in an historical. I say a history. Why do

I not say an history. The very presence of an tells me that the h in historical is

silentbut why? I cannot think of another phrase comparable to an historical

except an hysterical.

Can you?

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

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Visit ATEG's web site at http://ateg.org/ --90e6ba613888bb0b0c04abb9764a-- ========================================================================Date: Tue, 30 Aug 2011 07:20:11 -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: "Paul E. Doniger" <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-266264756-1314714011=:91998" --0-266264756-1314714011=:91998 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable For the record, I have been pronouncing the /h/ in 'herb' all my life - 'erb' sounds so odd to my weird ears.  I'm not British, but I do believe the Brits do pronounce the /h/.  I'm a native New Yorker (N.Y. City), but I don't know that my pronunciation is typically New York-ish. Anybody know about this? Also, is this really a grammar question? Even if it isn't, it's interesting. Paul  "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). ________________________________ From: Carol Morrison <[log in to unmask]> To: [log in to unmask] Sent: Tue, August 30, 2011 9:25:16 AM Subject: Re: Dropping the h Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices." Best- Carol  --- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote: >From: STAHLKE, HERBERT F <[log in to unmask]> >Subject: Re: Dropping the h >To: [log in to unmask] >Date: Monday, August 29, 2011, 11:45 PM > > >Here’s a short treatment of initial in English.  I’m taking a historical >approach to the problem in part out of inclination—I do historical linguistics, >but I also think understanding why orthographic initial behaves a little >oddly in English requires understanding its history.  In this discussion, I’m >using the linguistic conventions of // to identify sounds and <> to identify >letters.  > >  >/h/ deletion is a bit messy.  One of the fundamental discoveries and principles >of historical linguistics is that sound change is regular.  If a sound changes, >it changes all across the language, not just in some words.  For example, >English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or >/n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and >other external pressures can interfere with this regularity, and that’s what’s >happened with English initial /h/.  Old English had initial /h/ in words like >“horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ >dropping didn’t begin till well after the Norman invasion and was influenced by >French spelling.  English borrowed lots of French words spelled with initial >, a sound that was not, and is not today, pronounced in French.  In fact, >those initial had never been pronounced, not even when they originated in >Latin, as most of them did.  So the words were borrowed without the initial /h/ >sound but were spelled with the letter .   > >  >As literacy spread, English speakers who did not speak French confronted initial > that were pronounced and initial that were not.  We still have this in >words like “honor,” “honest,” and “hour,” all French loans that have remained >/h/-less, unlike “hotel” and “hospital,” French loans that have gained an >initial /h/.  The initial that are now pronounced in loan words are examples >of what’s called “spelling pronunciation,” the same force that leads people to >pronounce the in “often” or the in “almond.”  Spelling pronunciation >applies haphazardly.  It’s not a form of regular sound change.  Rather, it a >kind of hyper-correction.  In many cases, the initial /h/ has come to be >accepted as standard, as in “history”; in others it has not. > >  >The difference between “an historic event,” without the /h/, and “a history of >English,” with the /h/, shows how the /h/-less pronunciation of the loanword >would lead to the use of the indefinite “an” and the definite /Di/, which sounds >like “thee.”  What has happened with some words, like “history,” is that they >have sounded the initial through spelling pronunciation, and this change >then analogizes to the adjective form so that it too is consonant-initial and >takes the indefinite “a.”  > >  >/h/-insertion, in those dialects of BrE English that have it, and this covers >most of England, is a form of hypercorrection.  The speaker knows that in BBC >English, for example, some are pronounced and some are not, but the speaker >doesn’t know which are which, and so he or she will tend to omit /h/ unless the >word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC >English or not.  Like other examples of hypercorrection, this is not a >rule-governed, regular phonological pattern.  It varies with speakers and >occasions.  > >  >Herb >  >From:Assembly for the Teaching of English Grammar >[mailto:[log in to unmask]] On Behalf Of Scott Catledge >Sent: Monday, August 29, 2011 12:20 PM >To: [log in to unmask] >Subject: Dropping the h >  >My MS Word did not like most of the discussion and left only a few sentences >legible. > >For this reason I may be repeating what others have said; if so , my apology. >  >I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a >history.”  Why do > >I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in >historical is > >silent—but why?  I cannot think of another phrase comparable to “an historical”  > > except ‘an hysterical.”  >Can you? >  >Norman Scott Catledge, PhD/STD >Professor Emeritus >history & languages >  >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/ --0-266264756-1314714011=:91998 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

For the record, I have been pronouncing the /h/ in 'herb' all my life - 'erb' sounds so odd to my weird ears.  I'm not British, but I do believe the Brits do pronounce the /h/.  I'm a native New Yorker (N.Y. City), but I don't know that my pronunciation is typically New York-ish. Anybody know about this? Also, is this really a grammar question? Even if it isn't, it's interesting.
 
Paul
 
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).


From: Carol Morrison <[log in to unmask]>
To: [log in to unmask]
Sent: Tue, August 30, 2011 9:25:16 AM
Subject: Re: Dropping the h

Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices."
Best-
Carol 

--- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Dropping the h
To: [log in to unmask]
Date: Monday, August 29, 2011, 11:45 PM

Here’s a short treatment of initial <h> in English.  I’m taking a historical approach to the problem in part out of inclination—I do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history.  In this discussion, I’m using the linguistic conventions of // to identify sounds and <> to identify letters. 

 

/h/ deletion is a bit messy.  One of the fundamental discoveries and principles of historical linguistics is that sound change is regular.  If a sound changes, it changes all across the language, not just in some words.  For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in “listen,” “whistle,” “wrestle,” “often,” etc.  However, social and other external pressures can interfere with this regularity, and that’s what’s happened with English initial /h/.  Old English had initial /h/ in words like “horse,” “heart,” “hand,” “hound,” and many others and did not drop it.  /h/ dropping didn’t begin till well after the Norman invasion and was influenced by French spelling.  English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French.  In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did.  So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.  

 

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not.  We still have this in words like “honor,” “honest,” and “hour,” all French loans that have remained /h/-less, unlike “hotel” and “hospital,” French loans that have gained an initial /h/.  The initial <h> that are now pronounced in loan words are examples of what’s called “spelling pronunciation,” the same force that leads people to pronounce the <t> in “often” or the <l> in “almond.”  Spelling pronunciation applies haphazardly.  It’s not a form of regular sound change.  Rather, it a kind of hyper-correction.  In many cases, the initial /h/ has come to be accepted as standard, as in “history”; in others it has not.

 

The difference between “an historic event,” without the /h/, and “a history of English,” with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite “an” and the definite /Di/, which sounds like “thee.”  What has happened with some words, like “history,” is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite “a.” 

 

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection.  The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesn’t know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it’s there in BBC English or not.  Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern.  It varies with speakers and occasions. 

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

 

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

 

I keep the ‘h’ in “the historical” and drop it in “an historical.”  I say “a history.”  Why do

I not say “an history.”  The very presence of ‘an’ tells me that the ‘h’ in historical is

silent—but why?  I cannot think of another phrase comparable to “an historical” 

 except ‘an hysterical.” 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ --0-266264756-1314714011=:91998-- ========================================================================Date: Tue, 30 Aug 2011 09:37:13 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba6e89dab9b3d804abb9f3ea --90e6ba6e89dab9b3d804abb9f3ea Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Paul, it's funny you say that because I, too, have always defied the general rule that Americans pronounce the in "herb." I have often been corrected by my elders, but I discovered the word "herb" (I believe) in the written language long before the spoken language. It made sense to me to pronounce it with the and it stuck. I remember being intrigued when I discovered that one of my college professors, Dr. Catherine Davies, wrote articles about Martha Stewart's language and the possible linguistic influence on her audience, which included her pronunciation of "herb" with the . (For anyone interested, I believe the references below are correct.) Davies, C. Martha Stewart and American "good taste," *New Media Language*, Jean Aitchison and Diana Lewis (eds), pp. 146-155, Routledge, 2003. Davies, C. "Martha Stewart's linguistic presentation of self," *Texas Linguistic Forum*, vol. 44 (1), pp. 73-89, 2002. John On Tue, Aug 30, 2011 at 9:20 AM, Paul E. Doniger <[log in to unmask]> wrote: > For the record, I have been pronouncing the /h/ in 'herb' all my life - > 'erb' sounds so odd to my weird ears. I'm not British, but I do believe the > Brits do pronounce the /h/. I'm a native New Yorker (N.Y. City), but I > don't know that my pronunciation is typically New York-ish. Anybody know > about this? Also, is this really a grammar question? Even if it isn't, it's > interesting. > > Paul > > "If this were play'd upon a stage now, I could condemn it as an improbable > fiction" (_Twelfth Night_ 3.4.127-128). > > > ------------------------------ > *From:* Carol Morrison <[log in to unmask]> > > *To:* [log in to unmask] > *Sent:* Tue, August 30, 2011 9:25:16 AM > *Subject:* Re: Dropping the h > > Thank, you Herb! This is very informative. I was thinking that you > probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as > in "herbs and spices." > Best- > Carol > > --- On *Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]>* wrote: > > > From: STAHLKE, HERBERT F <[log in to unmask]> > Subject: Re: Dropping the h > > To: [log in to unmask] > Date: Monday, August 29, 2011, 11:45 PM > > > Heres a short treatment of initial in English. Im taking a > historical approach to the problem in part out of inclinationI do > historical linguistics, but I also think understanding why orthographic > initial behaves a little oddly in English requires understanding its > history. In this discussion, Im using the linguistic conventions of // to > identify sounds and <> to identify letters. > > > > /h/ deletion is a bit messy. One of the fundamental discoveries and > principles of historical linguistics is that sound change is regular. If a > sound changes, it changes all across the language, not just in some words. > For example, English /t/ has deleted consistently between a fricative (/th, > f, s/) and /l/ or /n/, as in listen, whistle, wrestle, often, etc. > However, social and other external pressures can interfere with this > regularity, and thats whats happened with English initial /h/. Old > English had initial /h/ in words like horse, heart, hand, hound, and > many others and did not drop it. /h/ dropping didnt begin till well after > the Norman invasion and was influenced by French spelling. English borrowed > lots of French words spelled with initial , a sound that was not, and is > not today, pronounced in French. In fact, those initial had never been > pronounced, not even when they originated in Latin, as most of them did. So > the words were borrowed without the initial /h/ sound but were spelled with > the letter . > > > > As literacy spread, English speakers who did not speak French confronted > initial that were pronounced and initial that were not. We still > have this in words like honor, honest, and hour, all French loans that > have remained /h/-less, unlike hotel and hospital, French loans that > have gained an initial /h/. The initial that are now pronounced in loan > words are examples of whats called spelling pronunciation, the same force > that leads people to pronounce the in often or the in almond. > Spelling pronunciation applies haphazardly. Its not a form of regular > sound change. Rather, it a kind of hyper-correction. In many cases, the > initial /h/ has come to be accepted as standard, as in history; in others > it has not. > > > > The difference between an historic event, without the /h/, and a history > of English, with the /h/, shows how the /h/-less pronunciation of the > loanword would lead to the use of the indefinite an and the definite /Di/, > which sounds like thee. What has happened with some words, like > history, is that they have sounded the initial through spelling > pronunciation, and this change then analogizes to the adjective form so that > it too is consonant-initial and takes the indefinite a. > > > > /h/-insertion, in those dialects of BrE English that have it, and this > covers most of England, is a form of hypercorrection. The speaker knows > that in BBC English, for example, some are pronounced and some are not, > but the speaker doesnt know which are which, and so he or she will tend to > omit /h/ unless the word is emphasized, in which case an /h/ gets inserted > whether its there in BBC English or not. Like other examples of > hypercorrection, this is not a rule-governed, regular phonological pattern. > It varies with speakers and occasions. > > > > Herb > > > > *From:* Assembly for the Teaching of English Grammar [mailto: > [log in to unmask]] *On Behalf Of *Scott Catledge > *Sent:* Monday, August 29, 2011 12:20 PM > *To:* [log in to unmask] > *Subject:* Dropping the h > > > > My MS Word did not like most of the discussion and left only a few > sentences legible. > > For this reason I may be repeating what others have said; if so , my > apology. > > > > I keep the h in the historical and drop it in an historical. I say > a history. Why do > > I not say an history. The very presence of an tells me that the h in > historical is > > silentbut why? I cannot think of another phrase comparable to an > historical > > except an hysterical. > > Can you? > > > > Norman Scott Catledge, PhD/STD > > Professor Emeritus > > history & languages > > > > 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/ --90e6ba6e89dab9b3d804abb9f3ea Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Paul, it's funny you say that because I, too, have always defied the general rule that Americans pronounce the <h> in "herb." I have often been corrected by my elders, but I discovered the word "herb" (I believe) in the written language long before the spoken language. It made sense to me to pronounce it with the <h> and it stuck.

I remember being intrigued when I discovered that one of my college professors, Dr. Catherine Davies, wrote articles about Martha Stewart's language and the possible linguistic influence on her audience, which included her pronunciation of "herb" with the <h>. (For anyone interested, I believe the references below are correct.)

Davies, C. Martha Stewart and American "good taste," New Media Language, Jean Aitchison and Diana Lewis (eds), pp. 146-155, Routledge, 2003.

Davies, C. "Martha Stewart's linguistic presentation of self," Texas Linguistic Forum, vol. 44 (1), pp. 73-89, 2002.

John

On Tue, Aug 30, 2011 at 9:20 AM, Paul E. Doniger <[log in to unmask]> wrote:
For the record, I have been pronouncing the /h/ in 'herb' all my life - 'erb' sounds so odd to my weird ears. I'm not British, but I do believe the Brits do pronounce the /h/. I'm a native New Yorker (N.Y. City), but I don't know that my pronunciation is typically New York-ish. Anybody know about this? Also, is this really a grammar question? Even if it isn't, it's interesting.
Paul
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).


From: Carol Morrison <[log in to unmask]>

To: [log in to unmask]
Sent: Tue, August 30, 2011 9:25:16 AM
Subject: Re: Dropping the h

Thank, you Herb! This is very informative. I was thinking that you probably pronounce the /h/ in "Herb" but it is not prounounced in "herbs" as in "herbs and spices."
Best-
Carol

--- On Mon, 8/29/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:

From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Dropping the h

To: [log in to unmask]
Date: Monday, August 29, 2011, 11:45 PM


Heres a short treatment of initial <h> in English. Im taking a historical approach to the problem in part out of inclinationI do historical linguistics, but I also think understanding why orthographic initial <h> behaves a little oddly in English requires understanding its history. In this discussion, Im using the linguistic conventions of // to identify sounds and <> to identify letters.

/h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in listen, whistle, wrestle, often, etc. However, social and other external pressures can interfere with this regularity, and thats whats happened with English initial /h/. Old English had initial /h/ in words like horse, heart, hand, hound, and many others and did not drop it. /h/ dropping didnt begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial <h>, a sound that was not, and is not today, pronounced in French. In fact, those initial <h> had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter <h>.

As literacy spread, English speakers who did not speak French confronted initial <h> that were pronounced and initial <h> that were not. We still have this in words like honor, honest, and hour, all French loans that have remained /h/-less, unlike hotel and hospital, French loans that have gained an initial /h/. The initial <h> that are now pronounced in loan words are examples of whats called spelling pronunciation, the same force that leads people to pronounce the <t> in often or the <l> in almond. Spelling pronunciation applies haphazardly. Its not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in history; in others it has not.

The difference between an historic event, without the /h/, and a history of English, with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite an and the definite /Di/, which sounds like thee. What has happened with some words, like history, is that they have sounded the initial <h> through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite a.

/h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some <h> are pronounced and some are not, but the speaker doesnt know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether its there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions.

Herb

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
To: [log in to unmask]
Subject: Dropping the h

My MS Word did not like most of the discussion and left only a few sentences legible.

For this reason I may be repeating what others have said; if so , my apology.

I keep the h in the historical and drop it in an historical. I say a history. Why do

I not say an history. The very presence of an tells me that the h in historical is

silentbut why? I cannot think of another phrase comparable to an historical

except an hysterical.

Can you?

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

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"

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Visit ATEG's web site at http://ateg.org/ --90e6ba6e89dab9b3d804abb9f3ea-- ========================================================================Date: Tue, 30 Aug 2011 10:00:46 -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: John Dews-Alexander <[log in to unmask]> Subject: The Domain of Grammar MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf307f385ef1150904abba4763 --20cf307f385ef1150904abba4763 Content-Type: text/plain; charset=ISO-8859-1 Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.) If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning? What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers? We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis) It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with. I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum. I look forward to hearing what everyone thinks! John 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/ --20cf307f385ef1150904abba4763 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.)

If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning?

What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers?

We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis)

It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with.

I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum.

I look forward to hearing what everyone thinks!

John


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Visit ATEG's web site at http://ateg.org/ --20cf307f385ef1150904abba4763-- ========================================================================Date: Tue, 30 Aug 2011 11:55:17 -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: The Domain of Grammar 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 John, These are extraordinarily interesting questions. I hope we can offer different perspectives on it in a spirit of collegiality. In the public mind, error is grammar and grammar is error. They often seem to think of it as a set of prescriptive rules that are only tangentially associated with discourse (what is "appropriate") or cognition. Grammar can be looked at as a discreet formal system, which means a focus on underlying (non-prescriptive) rules. Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from the lexicon and from pragmatics and from cognition. Of course, if you study grammar as an isolated formal system, it will be difficult to apply that to--for example--writing. You need to devise a whole other set of "rules" before that knowledge can be put to use. If we see grammar as a somewhat elitist set of prescriptive rules (many very weak in foundation) or as a set of neutral formal rules, it's easy to argue against including grammar in the English curriculum, as happened in the 1960's and for decades beyond. For a functional linguist, though--and I don't mean to imply that all functionalists think alike--these approaches are limited and limiting. First of all, grammar and lexicon are not separate, but part of a lexico-grammar cline, with the lexicon at a higher level of delicacy. "When they use a language, people bring together their knowledge of word behavior (lexis) with their knowledge of grammatical patterns. These two aspects of language interact in lexico-grammatical patterns" (Biber et. al. Longman Student Grammar). As second difference, functionalists would say that a language is what it is because of what it does, and that responsiveness to task happens in and through the grammar. For systemic functional linguists, for example, three kinds of meaning are interwoven through the clause: we represent the world, enact relations, and construct text in and through the grammar. Cognitivists would certainly include cognition in the mix. Grammar is not separate from the way we see and construct the world. One advantage to a functional approach--and again, there are many ways in which that is happening--is that it is immediately applicable to the kind of literacy we try to mentor as English teachers. ATEG has been and should be a big tent, allowing prescriptivists and formalists and functionalists to bring their perspectives to the table. The biggest problem, as I see it, is not with each other, but with so many English teachers that are too sure of what grammar means and too sure that it is not particularly valuable or important. Because it has been missing from the curriculum for so long, it's hard to hold a thoughtful conversation. Craig On 8/30/2011 11:00 AM, John Dews-Alexander wrote: > Picking up on a point made by Paul, I want to ask the question, "What > is the domain of grammar? What does grammar encompass? What does it > NOT encompass? What aspects of grammar should/should not be > incorporated into the language arts curriculum?" (I am referring to > only the grammar of English.) > > If we talk about language sounds (phonetics) and how we use them > (phonology), are we talking about grammar? Do we need to concern > ourselves in the classroom with breaking language down into it's basic > units of meaning (morphology) to examine the construction of words? > Are the rules for forming phrases, clauses, and sentences (syntax) the > Sovereign of Grammar and how far do we take the teaching of these > "rules"? Do we go beyond this level? Do we consider larger units of > language (discourse) and its aspects of cohesion, coherence, clarity, > information structuring? What about all of the context that informs > our understanding of language (pragmatics) -- is that grammar? Do we > even consider including stress, rhythm, and intonation (prosody) even > if they have a huge impact on meaning? > > What supports the teaching of grammar? Is it valuable/worth while to > look at the history that informs/shapes the grammar (historical > linguistics)? Is a unit on animal communication worthwhile in order to > emphasize what makes human language/grammar so special? Where do we > even start with all of the social/cultural implications of grammar > (dialectology/sociolinguistics/anthropology/sociology)? Would we be > doing a major disservice by failing to team up with our neighboring > science teachers to discuss the cognitive/neural basis of grammar > (cognitive/neurolinguistics) -- what we know about grammar and the > brain/cognition is fascinating, but is it a part of grammar to English > teachers? > > We must teach literature as well, but do we bring grammar along to > analyze these canonized writings? (stylistics/text analysis) > > It's a big question, I know, and certainly one addressed before, but > the composition of this list has changed quite a bit, and I think that > it is a discussion worth revisiting for the benefit of all members. Of > course, reality precludes us from using an ideal definition of grammar > in many cases, but I'm more interested in what that ideal would look > like to begin with. > > I know this also brings into question the relationship between the > English/Language Arts teacher and the linguist (or the role of those > with a foot in both camps), but I'd like to believe that we all agree > by now that no harm comes from a sharing, amicable relationship at a > minimum. > > I look forward to hearing what everyone thinks! > > John > > > 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: Tue, 30 Aug 2011 12:28:12 -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: "R. Michael Medley (ck)" <[log in to unmask]> Subject: Re: dropping the h In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain;charset=iso-8859-1 Content-Transfer-Encoding: 8bit I appreciated Herb's historical tour of h-words in English. It did seem, however, a round-about way of answering Scott's question. I get Herb's point that the pronunciation of h or not is tied to individual speakers and speech contexts. I feel comfortable with that answer. However, Scott's speech seems to be showing a regular pattern. He pronounces the h when the initial syllable of the word is stressed (as in a history book), but he elides it when the initial syllable is unstressed (as in an historical or an hysterical). Did I miss something in the previous discussion that makes this answer seem too simple? Another interesting h-word not mentioned so far is "herb." My daughter-in-law, who grew up in the south of England and has retained a strong British accent, pronounces that word with the h, as we would pronounce Herb Stahlke's name. Do many Americans use h-sound when talking about "herbs and spices"? R. Michael Medley, Ph.D. Professor of English Eastern Mennonite University 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: Tue, 30 Aug 2011 12:07:28 -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: Robert Yates <[log in to unmask]> Subject: Re: The Domain of Grammar Mime-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Really? >>> Craig Hancock <[log in to unmask]> 08/30/11 10:56 AM >>> Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from the lexicon and from pragmatics and from cognition. Of course, if you study grammar as an isolated formal system, it will be difficult to apply that to--for example--writing. You need to devise a whole other set of "rules" before that knowledge can be put to use. Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing. For an example of what Craig dismisses, you might want to read: Kenkel, J. & Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416. Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful. Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers. In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do. Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations. In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred. Bob Yates 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: Tue, 30 Aug 2011 17:45:47 +0000 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: "Myers, Marshall" <[log in to unmask]> Subject: Re: dropping the h In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 ATEG Members: In the part of Kentucky I was reared there were speakers who did not pronounce the h in humble. I wonder why that is? The speakers were native to the area, but who generally were not in the mainstream of other speakers in the area. Marshall -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of R. Michael Medley (ck) Sent: Tuesday, August 30, 2011 12:28 PM To: [log in to unmask] Subject: Re: dropping the h I appreciated Herb's historical tour of h-words in English. It did seem, however, a round-about way of answering Scott's question. I get Herb's point that the pronunciation of h or not is tied to individual speakers and speech contexts. I feel comfortable with that answer. However, Scott's speech seems to be showing a regular pattern. He pronounces the h when the initial syllable of the word is stressed (as in a history book), but he elides it when the initial syllable is unstressed (as in an historical or an hysterical). Did I miss something in the previous discussion that makes this answer seem too simple? Another interesting h-word not mentioned so far is "herb." My daughter-in-law, who grew up in the south of England and has retained a strong British accent, pronounces that word with the h, as we would pronounce Herb Stahlke's name. Do many Americans use h-sound when talking about "herbs and spices"? R. Michael Medley, Ph.D. Professor of English Eastern Mennonite University 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: Tue, 30 Aug 2011 12:47:33 -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: John Dews-Alexander <[log in to unmask]> Subject: Re: The Domain of Grammar In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundarye6ba6e89da6b838c04abbc9ce2 --90e6ba6e89da6b838c04abbc9ce2 Content-Type: text/plain; charset=ISO-8859-1 Whoah, there. Didn't see anything in there about you, Bob. Unless you are "much of twentieth century linguistics" or perhaps if you "study grammar as an isolated formal system" (maybe you do, but I didn't think so), I don't see how you take this as a slight. How are you dismissed? Offended? Really? Craig reminds us, quite accurately, of ATEG's big tent nature with invitations for all. This is your response? I'm not "defending" Craig, only expressing how tired I am of the pattern. Craig posts collegiality; Bob yells foul. C'mon, brother. Either grow a thicker skin, contribute *your* input without feeling the need to defend yourself, or simply don't read emails that are from people you don't care for. Email filters are easy to set up. Maybe this is how things are done in whatever academic bubble you reside , but here it is simply not helpful. We've got to make ATEG a community of practitioners that are more concerned about *sharing*, *building, *and * growing* than defending their own towers. Definitely just my opinion. John On Tue, Aug 30, 2011 at 12:07 PM, Robert Yates <[log in to unmask]> wrote: > Really? > > >>> Craig Hancock <[log in to unmask]> 08/30/11 10:56 AM >>> > Much of twentieth century linguistics has done exactly that, dealing with > grammar as separate from > the lexicon and from pragmatics and from cognition. Of course, if you > study grammar as an isolated formal system, it will be difficult to > apply that to--for example--writing. You need to devise a whole other > set of "rules" before that knowledge can be put to use. > > Thanks Craig for once again writing in this public forum that the work Jim > Kenkel and I have done over the last decade has absolutely nothing to say > about developmental writing. > > For an example of what Craig dismisses, you might want to read: > > Kenkel, J. & Yates, R. (2009). The interlanguage grammar of information in > L1 and L2 developmental writing. Written Communication, 26/4, 392-416. > > Someday you might actually read that work, Craig, and explain how that > paper is seriously flawed and your perspective is more insightful. > > Let me make the following challenge so you can stop writing the above: > Let's propose a presentation at a conference and you can tell me to my face > why my work has nothing to say about the teaching of writing to > developmental writers. > > In the meantime, I'm more than willing to tell you why Systemic Functional > Linguistics can't explain (at least the papers I know) why developmental > writers do what they do. > > Of course, it could be we are interested in two different things: you want > to describe developmental writing as how it deviates from some standard > while Jim and I have been interested in understanding what the underlying > principles are that result in such deviations. > > In the meantime, your last post is incredibly offensive to the work Jim > Kenkel and I have done. and you know this because i have written this > before. Please educate yourself and stop it or tell me how our work is > useless and you assumptions are to be preferred. > > Bob Yates > > 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/ --90e6ba6e89da6b838c04abbc9ce2 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Whoah, there. Didn't see anything in there about you, Bob. Unless you are "much of twentieth century linguistics" or perhaps if you "study grammar as an isolated formal system" (maybe you do, but I didn't think so), I don't see how you take this as a slight.

How are you dismissed? Offended? Really? Craig reminds us, quite accurately, of ATEG's big tent nature with invitations for all. This is your response?

I'm not "defending" Craig, only expressing how tired I am of the pattern. Craig posts collegiality; Bob yells foul. C'mon, brother. Either grow a thicker skin, contribute your input without feeling the need to defend yourself, or simply don't read emails that are from people you don't care for. Email filters are easy to set up.

Maybe this is how things are done in whatever academic bubble you reside , but here it is simply not helpful. We've got to make ATEG a community of practitioners that are more concerned about sharing, building, and growing than defending their own towers.

Definitely just my opinion.

John

On Tue, Aug 30, 2011 at 12:07 PM, Robert Yates <[log in to unmask]> wrote:
Really?

>>> Craig Hancock <[log in to unmask]> 08/30/11 10:56 AM >>>
Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from
the lexicon and from pragmatics and from cognition. Of course, if you
study grammar as an isolated formal system, it will be difficult to
apply that to--for example--writing. You need to devise a whole other
set of "rules" before that knowledge can be put to use.

Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing.

For an example of what Craig dismisses, you might want to read:

Kenkel, J. & Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416.

Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful.

Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers.

In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do.

Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations.

In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred.

Bob Yates

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Visit ATEG's web site at http://ateg.org/ --90e6ba6e89da6b838c04abbc9ce2-- ========================================================================Date: Tue, 30 Aug 2011 13:16:17 -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: Robert Yates <[log in to unmask]> Subject: Re: The Domain of Grammar Comments: To: [log in to unmask] Mime-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: quoted-printable Content-Disposition: inline John, This statement by Craig is what I found so offensive. It is not new. Of course, if you > study grammar as an isolated formal system, it will be difficult to > apply that to--for example--writing. You need to devise a whole other > set of "rules" before that knowledge can be put to use. I cried foul because Craig has taken the position that formal linguistics can't be applied to writing ever since he got here. I cried foul because I have tried to point out the problem with that position and that there is work that tries to apply formal linguistic assumptions to writing. I cried foul because I have tried to share that work with Craig and ATEG. Craig has claimed to have read it. I cried foul because once again he wrote that wok that Jim Kenkel and I have done can't do what we think ti does. Now, how would you like to be told your investment in work for over a decade is useless by someone who has been told repeatedly to read that work and then critique it? John, the point here is repeatedly. If this was the first time, I would not have reacted the way I did. Now, the work Jim and I have done could be seriously flawed, but Craig has NEVER paid it the decent respect to read it and share what those flaws are. Instead he keeps repeating at exactly this level of generalist that it can't be done. Are you suggesting in the "big tent" of ATEG that as someone who has shared, and continues to share the work I have done I'm to remain silent? Bob Yates, University of Central Missouri >>> John Dews-Alexander <[log in to unmask]> 08/30/11 12:48 PM >>> Whoah, there. Didn't see anything in there about you, Bob. Unless you are "much of twentieth century linguistics" or perhaps if you "study grammar as an isolated formal system" (maybe you do, but I didn't think so), I don't see how you take this as a slight. How are you dismissed? Offended? Really? Craig reminds us, quite accurately, of ATEG's big tent nature with invitations for all. This is your response? I'm not "defending" Craig, only expressing how tired I am of the pattern. Craig posts collegiality; Bob yells foul. C'mon, brother. Either grow a thicker skin, contribute *your* input without feeling the need to defend yourself, or simply don't read emails that are from people you don't care for. Email filters are easy to set up. Maybe this is how things are done in whatever academic bubble you reside , but here it is simply not helpful. We've got to make ATEG a community of practitioners that are more concerned about *sharing*, *building, *and * growing* than defending their own towers. Definitely just my opinion. John On Tue, Aug 30, 2011 at 12:07 PM, Robert Yates <[log in to unmask]> wrote: > Really? > > >>> Craig Hancock <[log in to unmask]> 08/30/11 10:56 AM >>> > Much of twentieth century linguistics has done exactly that, dealing with > grammar as separate from > the lexicon and from pragmatics and from cognition. Of course, if you > study grammar as an isolated formal system, it will be difficult to > apply that to--for example--writing. You need to devise a whole other > set of "rules" before that knowledge can be put to use. > > Thanks Craig for once again writing in this public forum that the work Jim > Kenkel and I have done over the last decade has absolutely nothing to say > about developmental writing. > > For an example of what Craig dismisses, you might want to read: > > Kenkel, J. & Yates, R. (2009). The interlanguage grammar of information in > L1 and L2 developmental writing. Written Communication, 26/4, 392-416. > > Someday you might actually read that work, Craig, and explain how that > paper is seriously flawed and your perspective is more insightful. > > Let me make the following challenge so you can stop writing the above: > Let's propose a presentation at a conference and you can tell me to my face > why my work has nothing to say about the teaching of writing to > developmental writers. > > In the meantime, I'm more than willing to tell you why Systemic Functional > Linguistics can't explain (at least the papers I know) why developmental > writers do what they do. > > Of course, it could be we are interested in two different things: you want > to describe developmental writing as how it deviates from some standard > while Jim and I have been interested in understanding what the underlying > principles are that result in such deviations. > > In the meantime, your last post is incredibly offensive to the work Jim > Kenkel and I have done. and you know this because i have written this > before. Please educate yourself and stop it or tell me how our work is > useless and you assumptions are to be preferred. > > Bob Yates > > 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: Tue, 30 Aug 2011 16:18:13 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Scott, It may be. I have /Di otEl/, no /h/, but "hotels are expensive" with /h/. Because the word came into English without /h/ and later acquired it by an irregular process, spelling pronunciation, its behavior won't necessarily be regular. Yours may be a little more irregular than most. Herb -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Tuesday, August 30, 2011 9:30 AM To: [log in to unmask] Subject: Re: ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) Why would one say an hotel without the /h/ and /Di/ hotel with the /h/. Should not one drop the /h/ or say the article with a schwa--not an /i/. Is that just as ideolectical variation on my part? Scott -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system Sent: Tuesday, August 30, 2011 12:00 AM To: [log in to unmask] Subject: ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) There are 3 messages totalling 568 lines in this issue. Topics of the day: 1. Dropping the h (3) 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, 29 Aug 2011 12:19:35 -0400 From: Scott Catledge <[log in to unmask]> Subject: Dropping the h This is a multi-part message in MIME format. ------=_NextPart_000_00A6_01CC6645.EA1DA650 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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_00A6_01CC6645.EA1DA650 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

My MS Word = did not like most of the discussion and left only a few sentences = legible.

For this reason I may be = repeating what others have said; if so , my apology.

 

I keep the = ‘h’ in “the historical” and drop it in “an = historical.”  I say “a history.”  Why = do

I not say “an = history.”  The very presence of ‘an’ tells me = that the ‘h’ in historical is

silent—but why?  I cannot think of another = phrase comparable to “an historical” 

 except ‘an hysterical.”  =

Can you?

 

Norman Scott = Catledge, PhD/STD

Professor = Emeritus

history & = languages

 

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_00A6_01CC6645.EA1DA650-- ------------------------------ Date: Mon, 29 Aug 2011 17:24:54 -0400 From: Eduard Hanganu <[log in to unmask]> Subject: Re: Dropping the h ------=_Part_20632_640456547.1314653094746 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Norman Scott,=20 I _ope _hat _his _elpful t_oug_t and r_etorical question mig_t _elp t_is _o= st of folks to _ave an _istorical impact on _his issue.=20 =C2=A0=20 Eduard=20 ----- Original Message ----- From: "Scott Catledge" <[log in to unmask]>=20 To: [log in to unmask] Sent: Monday, August 29, 2011 11:19:35 AM=20 Subject: Dropping the h=20 My MS Word did not like most of the discussion and left only a few sentence= s legible.=20 For this reason I may be repeating what others have said; if so , my apolog= y.=20 =C2=A0=20 I keep the =E2=80=98h=E2=80=99 in =E2=80=9Cthe historical=E2=80=9D and drop= it in =E2=80=9Can historical.=E2=80=9D=C2=A0 I say =E2=80=9Ca history.=E2= =80=9D=C2=A0 Why do=20 I not say =E2=80=9Can history.=E2=80=9D=C2=A0 The very presence of =E2=80= =98an=E2=80=99 tells me that the =E2=80=98h=E2=80=99 in historical is=20 silent=E2=80=94but why?=C2=A0 I cannot think of another phrase comparable t= o =E2=80=9Can historical=E2=80=9D=C2=A0=20 =C2=A0except =E2=80=98an hysterical.=E2=80=9D=C2=A0=20 Can you?=20 =C2=A0=20 Norman Scott Catledge, PhD/STD=20 Professor Emeritus=20 history & languages=20 =C2=A0 To join or leave this LISTSERV list, please visit the list's web int= erface at: http://listserv.muohio.edu/archives/ateg.html and select "Join o= r leave the list"=20 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/ ------=_Part_20632_640456547.1314653094746 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable <= div style=3D'font-family: Times New Roman; font-size: 12pt; color: #000000'= >

Norman Scott,

 

I _ope _hat _his _elpful t_oug_t and r_etorical quest= ion mig_t _elp t_is _ost of folks to _ave an _istorical impact on _his issu= e.

 

Eduard



 

From: "Scott Catledge" <[log in to unmask]>
To: ATEG= @LISTSERV.MUOHIO.EDU
Sent: Monday, August 29, 2011 11:19:35 AMSubject: Dropping the h

My MS Word did not like most of the discussion and lef= t only a few sentences legible.

For this reason I may be repeating what others have sa= id; if so , my apology.

 

I keep the =E2=80=98h=E2=80=99 in =E2=80=9Cthe histori= cal=E2=80=9D and drop it in =E2=80=9Can historical.=E2=80=9D  I say = =E2=80=9Ca history.=E2=80=9D  Why do

I not say =E2=80=9Can history.=E2=80=9D  The very= presence of =E2=80=98an=E2=80=99 tells me that the =E2=80=98h=E2=80=99 in = historical is

silent=E2=80=94but why?  I cannot think of anothe= r phrase comparable to =E2=80=9Can historical=E2=80=9D 

 except =E2=80=98an hysterical.=E2=80=9D 

Can you?

 

Norman Scott Catledge, PhD/STD

Professor Emeritus

history & languages

 

To join or leave this LISTSERV list, p= lease visit the list's web interface at: http://listserv.muohio.edu/archive= s/ateg.html and select "Join or leave the list"=20

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/ ------=_Part_20632_640456547.1314653094746-- ------------------------------ Date: Mon, 29 Aug 2011 23:45:34 -0400 From: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Dropping the h --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Here's a short treatment of initial in English. I'm taking a historica= l approach to the problem in part out of inclination-I do historical lingui= stics, but I also think understanding why orthographic initial behaves = a little oddly in English requires understanding its history. In this disc= ussion, I'm using the linguistic conventions of // to identify sounds and <= > to identify letters. /h/ deletion is a bit messy. One of the fundamental discoveries and princi= ples of historical linguistics is that sound change is regular. If a sound= changes, it changes all across the language, not just in some words. For = example, English /t/ has deleted consistently between a fricative (/th, f, = s/) and /l/ or /n/, as in "listen," "whistle," "wrestle," "often," etc. Ho= wever, social and other external pressures can interfere with this regulari= ty, and that's what's happened with English initial /h/. Old English had i= nitial /h/ in words like "horse," "heart," "hand," "hound," and many others= and did not drop it. /h/ dropping didn't begin till well after the Norman= invasion and was influenced by French spelling. English borrowed lots of = French words spelled with initial , a sound that was not, and is not tod= ay, pronounced in French. In fact, those initial had never been pronou= nced, not even when they originated in Latin, as most of them did. So the = words were borrowed without the initial /h/ sound but were spelled with the= letter . As literacy spread, English speakers who did not speak French confronted in= itial that were pronounced and initial that were not. We still hav= e this in words like "honor," "honest," and "hour," all French loans that h= ave remained /h/-less, unlike "hotel" and "hospital," French loans that hav= e gained an initial /h/. The initial that are now pronounced in loan w= ords are examples of what's called "spelling pronunciation," the same force= that leads people to pronounce the in "often" or the in "almond." = Spelling pronunciation applies haphazardly. It's not a form of regular so= und change. Rather, it a kind of hyper-correction. In many cases, the ini= tial /h/ has come to be accepted as standard, as in "history"; in others it= has not. The difference between "an historic event," without the /h/, and "a history= of English," with the /h/, shows how the /h/-less pronunciation of the loa= nword would lead to the use of the indefinite "an" and the definite /Di/, w= hich sounds like "thee." What has happened with some words, like "history,= " is that they have sounded the initial through spelling pronunciation,= and this change then analogizes to the adjective form so that it too is co= nsonant-initial and takes the indefinite "a." /h/-insertion, in those dialects of BrE English that have it, and this cove= rs most of England, is a form of hypercorrection. The speaker knows that i= n BBC English, for example, some are pronounced and some are not, but t= he speaker doesn't know which are which, and so he or she will tend to omit= /h/ unless the word is emphasized, in which case an /h/ gets inserted whet= her it's there in BBC English or not. Like other examples of hypercorrecti= on, this is not a rule-governed, regular phonological pattern. It varies w= ith speakers and occasions. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask] OHIO.EDU] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentence= s legible. For this reason I may be repeating what others have said; if so , my apolog= y. I keep the 'h' in "the historical" and drop it in "an historical." I say "= a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in= historical is silent-but why? I cannot think of another phrase comparable to "an histori= cal" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Here’s a s= hort treatment of initial <h> in English.  I’m taking a hi= storical approach to the problem in part out of inclination—I do hist= orical linguistics, but I also think understanding why orthographic initial= <h> behaves a little oddly in English requires understanding its his= tory.  In this discussion, I’m using the linguistic conventions = of // to identify sounds and <> to identify letters. 

 

/h/ >del= etion is a bit messy.  One of the fundamental discoveries and principl= es of historical linguistics is that sound change is regular.  If a so= und changes, it changes all across the language, not just in some words.&nb= sp; For example, English /t/ has deleted consistently between a fricative (= /th, f, s/) and /l/ or /n/, as in “listen,” “whistle,R= 21; “wrestle,” “often,” etc.  However, social = and other external pressures can interfere with this regularity, and that&#= 8217;s what’s happened with English initial /h/.  Old English ha= d initial /h/ in words like “horse,” “heart,” ̶= 0;hand,” “hound,” and many others and did not drop it.&nb= sp; /h/ dropping didn’t begin till well after the Norman invasion and= was influenced by French spelling.  English borrowed lots of French w= ords spelled with initial <h>, a sound that was not, and is not today= , pronounced in French.  In fact, those initial <h> had never be= en pronounced, not even when they originated in Latin, as most of them did.=   So the words were borrowed without the initial /h/ sound but were sp= elled with the letter <h>.  

 

As literacy spread, ormal>English= speakers who did not speak French confronted initial <h> that were p= ronounced and initial <h> that were not.  We still have this in = words like “honor,” “honest,” and “hour,̶= 1; all French loans that have remained /h/-less, unlike “hotel”= and “hospital,” French loans that have gained an initial /h/.&= nbsp; The initial <h> that are now pronounced in loan words are examp= les of what’s called “spelling pronunciation,” the same f= orce that leads people to pronounce the <t> in “often” or= the <l> in “almond.”  Spelling pronunciation applie= s haphazardly.  It’s not a form of regular sound change.  R= ather, it a kind of hyper-correction.  In many cases, the initial /h/ = has come to be accepted as standard, as in “history”; in others= it has not.

 

The difference between “an historic event,” with= out the /h/, and “a history of English,” with the /h/, shows ho= w the /h/-less pronunciation of the loanword would lead to the use of the i= ndefinite “an” and the definite /Di/, which sounds like “= thee.”  What has happened with some words, like “history,&= #8221; is that they have sounded the initial <h> through spelling pro= nunciation, and this change then analogizes to the adjective form so that i= t too is consonant-initial and takes the indefinite “a.”  =

 

/h/-insertion, in those dialects of BrE English that have it, and al>this c= overs most of England, is a form of hypercorrection.  The speaker know= s that in BBC English, for example, some <h> are pronounced and some = are not, but the speaker doesn’t know which are which, and so he or s= he will tend to omit /h/ unless the word is emphasized, in which case an /h= / gets inserted whether it’s there in BBC English or not.  Like = other examples of hypercorrection, this is not a rule-governed, regular pho= nological pattern.  It varies with speakers and occasions.  =

 

Herb<= /o:p>

&nb= sp;

From: Assembly for the= Teaching of English Grammar [mailto:[log in to unmask]] On Behalf= Of Scott Catledge
Sent: Monday, August 29, 2011 12:20 PM
= To: [log in to unmask]
Subject: Dropping the h<= /o:p>

 

My MS Word did not like most of the discussion and left onl= y a few sentences legible.

For this reas= on I may be repeating what others have said; if so , my apology.=

 

I keep t= he ‘h’ in “the historical” and drop it in “an= historical.”  I say “a history.”  Why do<= /o:p>

I not say “an history.”  The= very presence of ‘an’ tells me that the ‘h’ in his= torical is

silent—but why?  I= cannot think of another phrase comparable to “an historical”&n= bsp;

 except ‘an hysterical.= ” 

Can you?

 

Norman Scott C= atledge, PhD/STD

Professor Emeritus=

history & languages

 

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 href=3D"http://ateg.org/">http://ate= g.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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639756EMAILBACKEND0_-- ------------------------------ End of ATEG Digest - 28 Aug 2011 to 29 Aug 2011 (#2011-162) *********************************************************** 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: Tue, 30 Aug 2011 16:19:13 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639791EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639791EMAILBACKEND0_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable John, Thanks. Let us know what your high school students have to say. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Dews-Alexander Sent: Tuesday, August 30, 2011 10:02 AM To: [log in to unmask] Subject: Re: Dropping the h I want to add another voice of thanks! I appreciate you taking the time to articulate this information in an easy-to-understand format. This is NOT above the heads of high school students, and I look forward to sharing it with them! I think this would make a great "exploration of English" tidbit. John On Mon, Aug 29, 2011 at 10:45 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote: Here's a short treatment of initial in English. I'm taking a historical approach to the problem in part out of inclination-I do historical linguistics, but I also think understanding why orthographic initial behaves a little oddly in English requires understanding its history. In this discussion, I'm using the linguistic conventions of // to identify sounds and <> to identify letters. /h/ deletion is a bit messy. One of the fundamental discoveries and principles of historical linguistics is that sound change is regular. If a sound changes, it changes all across the language, not just in some words. For example, English /t/ has deleted consistently between a fricative (/th, f, s/) and /l/ or /n/, as in "listen," "whistle," "wrestle," "often," etc. However, social and other external pressures can interfere with this regularity, and that's what's happened with English initial /h/. Old English had initial /h/ in words like "horse," "heart," "hand," "hound," and many others and did not drop it. /h/ dropping didn't begin till well after the Norman invasion and was influenced by French spelling. English borrowed lots of French words spelled with initial , a sound that was not, and is not today, pronounced in French. In fact, those initial had never been pronounced, not even when they originated in Latin, as most of them did. So the words were borrowed without the initial /h/ sound but were spelled with the letter . As literacy spread, English speakers who did not speak French confronted initial that were pronounced and initial that were not. We still have this in words like "honor," "honest," and "hour," all French loans that have remained /h/-less, unlike "hotel" and "hospital," French loans that have gained an initial /h/. The initial that are now pronounced in loan words are examples of what's called "spelling pronunciation," the same force that leads people to pronounce the in "often" or the in "almond." Spelling pronunciation applies haphazardly. It's not a form of regular sound change. Rather, it a kind of hyper-correction. In many cases, the initial /h/ has come to be accepted as standard, as in "history"; in others it has not. The difference between "an historic event," without the /h/, and "a history of English," with the /h/, shows how the /h/-less pronunciation of the loanword would lead to the use of the indefinite "an" and the definite /Di/, which sounds like "thee." What has happened with some words, like "history," is that they have sounded the initial through spelling pronunciation, and this change then analogizes to the adjective form so that it too is consonant-initial and takes the indefinite "a." /h/-insertion, in those dialects of BrE English that have it, and this covers most of England, is a form of hypercorrection. The speaker knows that in BBC English, for example, some are pronounced and some are not, but the speaker doesn't know which are which, and so he or she will tend to omit /h/ unless the word is emphasized, in which case an /h/ gets inserted whether it's there in BBC English or not. Like other examples of hypercorrection, this is not a rule-governed, regular phonological pattern. It varies with speakers and occasions. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Monday, August 29, 2011 12:20 PM To: [log in to unmask] Subject: Dropping the h My MS Word did not like most of the discussion and left only a few sentences legible. For this reason I may be repeating what others have said; if so , my apology. I keep the 'h' in "the historical" and drop it in "an historical." I say "a history." Why do I not say "an history." The very presence of 'an' tells me that the 'h' in historical is silent-but why? I cannot think of another phrase comparable to "an historical" except 'an hysterical." Can you? Norman Scott Catledge, PhD/STD Professor Emeritus history & languages 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/ --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639791EMAILBACKEND0_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

John,

 

Thanks.  Let us know what your high school students have to say.

 

Herb

 

From: Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Tue, 30 Aug 2011 16:20:38 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: Dropping the h In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639792EMAILBACKEND0_" MIME-Version: 1.0 --_000_0DDF38BA66ECD847B39F1FD4C801D5431C75639792EMAILBACKEND0_ Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: base64 SXQgd291bGQgYmUgd29ydGggbG9va2luZyB1cCDigJxoZXJi4oCdIGluIHRoZSBEaWN0aW9uYXJ5 IG9mIEFtZXJpY2FuIFJlZ2lvbmFsIEVuZ2xpc2guICBZb3VyIGxpYnJhcnkgbWF5IGhhdmUgaXQu ICBFdmVuIG91ciBzbWFsbCB0b3duIGxpYnJhcnkgZG9lcywgd2hpY2ggaW1wcmVzc2VkIG1lLiAg REFSRSB3b3VsZCBnaXZlIHRoZSBkaXN0cmlidXRpb24gb2YgcHJvbnVuY2lhdGlvbnMuDQoNCkhl 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16:33:54 -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: "STAHLKE, HERBERT F" <[log in to unmask]> Subject: Re: dropping the h In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Marshal, "Humble" is another of those French loan words that came into English, in this case in the 13th c., without the /h/. Some dialects kept it that way and some added the /h/. It's pretty irregular. Herb -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Myers, Marshall Sent: Tuesday, August 30, 2011 1:46 PM To: [log in to unmask] Subject: Re: dropping the h ATEG Members: In the part of Kentucky I was reared there were speakers who did not pronounce the h in humble. I wonder why that is? The speakers were native to the area, but who generally were not in the mainstream of other speakers in the area. Marshall -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of R. Michael Medley (ck) Sent: Tuesday, August 30, 2011 12:28 PM To: [log in to unmask] Subject: Re: dropping the h I appreciated Herb's historical tour of h-words in English. It did seem, however, a round-about way of answering Scott's question. I get Herb's point that the pronunciation of h or not is tied to individual speakers and speech contexts. I feel comfortable with that answer. However, Scott's speech seems to be showing a regular pattern. He pronounces the h when the initial syllable of the word is stressed (as in a history book), but he elides it when the initial syllable is unstressed (as in an historical or an hysterical). Did I miss something in the previous discussion that makes this answer seem too simple? Another interesting h-word not mentioned so far is "herb." My daughter-in-law, who grew up in the south of England and has retained a strong British accent, pronounces that word with the h, as we would pronounce Herb Stahlke's name. Do many Americans use h-sound when talking about "herbs and spices"? R. Michael Medley, Ph.D. Professor of English Eastern Mennonite University 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, 31 Aug 2011 08:33:30 -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: The Domain of Grammar 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'm perplexed by the reply. I don't recall saying anything about your work or Jim's work in the post. I don't recall addressing "developmental writing" directly. My apologies if I have somehow insulted you without trying to. I have no idea where your anger is coming from, but I can sense that it is real. I would like to think that the ATEG list is a place where differing views can be presented collegially. I would certainly look with interest at your direct response to John's question. Craig On 8/30/2011 1:07 PM, Robert Yates wrote: > Really? > >>>> Craig Hancock<[log in to unmask]> 08/30/11 10:56 AM>>> > Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from > the lexicon and from pragmatics and from cognition. Of course, if you > study grammar as an isolated formal system, it will be difficult to > apply that to--for example--writing. You need to devise a whole other > set of "rules" before that knowledge can be put to use. > > Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing. > > For an example of what Craig dismisses, you might want to read: > > Kenkel, J.& Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416. > > Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful. > > Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers. > > In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do. > > Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations. > > In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred. > > Bob Yates > > 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, 31 Aug 2011 08:06:16 -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: Robert Yates <[log in to unmask]> Subject: Re: The Domain of Grammar Mime-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: quoted-printable Content-Disposition: inline Craig, Although you have claimed to have read some of the work Jim and I have done, the passage I quoted in your post was a dismissal of the fundamental assumptions we make about language for our analysis of writing, and especially developmental writing. The assumption of formal linguistics, which you dismiss, makes an important distinction about our knowledge of language. That is the distinction between competence (what is possible in the language) and performance (what language users actually do). If you are interested in competence, consideration of the formal properties of the language is important. Another crucial assumption of formal linguistics is that meaning of an utterance cannot be strictly related to linguistic form. Let me give an example. The underlying meaning (the technical term is implicature) in the following string "I wish I could stay up later" is completely different because of the context. Little boy in his bed at 9 PM: "I wish I could stay up later." An old man in his bed at 9 PM: "I wish I could stay up later." This is predicted by separation of competence and performance and by the notion that there FORMAL properties of grammar that have nothing to do with meaning and meaning cannot necessarily be related to a choice of grammatical form. If these assumptions of language are correct, then we as language teachers have to figure out the implications for how we understand what we read, why we make the choices we do when we write, and how our writing develops. Of course, it may be difficult to do (the work Jim and I have done tries to apply those assumptions to developmental writing), but if those assumptions about language are correct, then we as teachers of writing and grammar should try to make those connections. To dismiss what may be correct about the nature of language because it is difficult to apply to our concerns about how language is used will not advance the field at all. Bob Yates, University of Central Missouri >>> Craig Hancock <[log in to unmask]> 08/31/11 7:45 AM >>> Bob, I'm perplexed by the reply. I don't recall saying anything about your work or Jim's work in the post. I don't recall addressing "developmental writing" directly. My apologies if I have somehow insulted you without trying to. I have no idea where your anger is coming from, but I can sense that it is real. I would like to think that the ATEG list is a place where differing views can be presented collegially. I would certainly look with interest at your direct response to John's question. Craig On 8/30/2011 1:07 PM, Robert Yates wrote: > Really? > >>>> Craig Hancock<[log in to unmask]> 08/30/11 10:56 AM>>> > Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from > the lexicon and from pragmatics and from cognition. Of course, if you > study grammar as an isolated formal system, it will be difficult to > apply that to--for example--writing. You need to devise a whole other > set of "rules" before that knowledge can be put to use. > > Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing. > > For an example of what Craig dismisses, you might want to read: > > Kenkel, J.& Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416. > > Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful. > > Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers. > > In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do. > > Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations. > > In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred. > > Bob Yates > > 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, 31 Aug 2011 16:06:34 +0300 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: M C Johnstone <[log in to unmask]> Subject: Re: The Domain of Grammar In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset="UTF-8" Kenkel and Yates (2009), "we explore the commonalities of L1 and L2 writers on the specific level of linguistic choices needed to order information within and across sentence boundaries. We propose that many of the kinds of constructions in L1 and L2 writing most difficult to categorize, labeled as errors, are in structures that are, from the writers’ perspective, principled attempts to meet their obligation of managing information." Craig, > > "dealing with grammar as separate from > > the lexicon and from pragmatics and from cognition... as an isolated formal system, it will be difficult to > > apply that to--for example--writing." Bob has invited us to read article as it pertains directly to this discussion, which sounds like it could be productive to me, if we can get steer it into deeper water. I'll read the article. Mark On Wed, 31 Aug 2011 08:33 -0400, "Craig Hancock" <[log in to unmask]> wrote: > Bob, > I'm perplexed by the reply. I don't recall saying anything about > your work or Jim's work in the post. I don't recall addressing > "developmental writing" directly. > My apologies if I have somehow insulted you without trying to. I > have no idea where your anger is coming from, but I can sense that it is > real. > I would like to think that the ATEG list is a place where differing > views can be presented collegially. I would certainly look with interest > at your direct response to John's question. > > Craig > > > On 8/30/2011 1:07 PM, Robert Yates wrote: > > Really? > > > >>>> Craig Hancock<[log in to unmask]> 08/30/11 10:56 AM>>> > > Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from > > the lexicon and from pragmatics and from cognition. Of course, if you > > study grammar as an isolated formal system, it will be difficult to > > apply that to--for example--writing. You need to devise a whole other > > set of "rules" before that knowledge can be put to use. > > > > Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing. > > > > For an example of what Craig dismisses, you might want to read: > > > > Kenkel, J.& Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416. > > > > Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful. > > > > Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers. > > > > In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do. > > > > Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations. > > > > In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred. > > > > Bob Yates > > > > 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/ > -- [log in to unmask] 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, 31 Aug 2011 12:12:23 -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: Craig Hancock <[log in to unmask]> Subject: Re: The Domain of Grammar 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 don't remember dismissing formal approaches. I was trying to make descriptive commentary about them. I was hoping to promote the idea of a big tent, under which different perspectives could be offered. I have read your work and Jim's. It is written very much out of the assumptions you describe. You can certainly describe the language as a formal system, apart from cognition and discourse, but that means that attention to discourse requires another kind of attention. That is the point I was trying to make, and one that I don't think you disagree with. Functional approaches don't see this as separate. You and I have discussed the competence and performance distinction in the past, and we have also discussed different ways of dealing with the obvious fact that meaning is sometimes very hard to predict outside of context. I think it would be accurate to say that you and I don't share the same assumptions, but functionalists have never said (in all my reading) that meaning can be fully predicted by form. I think you give me more credit than I deserve for influencing opinion. You have never said anything to promote my book or praise the articles I have written, but I am not at all surprised by that. We should both be able to present views to the list and let them stand on their own merits. Craig On 8/31/2011 9:06 AM, Robert Yates wrote: > Craig, > > Although you have claimed to have read some of the work Jim and I have done, the passage I quoted in your post was a dismissal of the fundamental assumptions we make about language for our analysis of writing, and especially developmental writing. > > The assumption of formal linguistics, which you dismiss, makes an important distinction about our knowledge of language. That is the distinction between competence (what is possible in the language) and performance (what language users actually do). > > If you are interested in competence, consideration of the formal properties of the language is important. > > Another crucial assumption of formal linguistics is that meaning of an utterance cannot be strictly related to linguistic form. Let me give an example. > > The underlying meaning (the technical term is implicature) in the following string "I wish I could stay up later" is completely different because of the context. > > Little boy in his bed at 9 PM: "I wish I could stay up later." > > An old man in his bed at 9 PM: "I wish I could stay up later." > > This is predicted by separation of competence and performance and by the notion that there FORMAL properties of grammar that have nothing to do with meaning and meaning cannot necessarily be related to a choice of grammatical form. > > If these assumptions of language are correct, then we as language teachers have to figure out the implications for how we understand what we read, why we make the choices we do when we write, and how our writing develops. > > Of course, it may be difficult to do (the work Jim and I have done tries to apply those assumptions to developmental writing), but if those assumptions about language are correct, then we as teachers of writing and grammar should try to make those connections. > > To dismiss what may be correct about the nature of language because it is difficult to apply to our concerns about how language is used will not advance the field at all. > > Bob Yates, University of Central Missouri > >>>> Craig Hancock<[log in to unmask]> 08/31/11 7:45 AM>>> > Bob, > I'm perplexed by the reply. I don't recall saying anything about > your work or Jim's work in the post. I don't recall addressing > "developmental writing" directly. > My apologies if I have somehow insulted you without trying to. I > have no idea where your anger is coming from, but I can sense that it is > real. > I would like to think that the ATEG list is a place where differing > views can be presented collegially. I would certainly look with interest > at your direct response to John's question. > > Craig > > > On 8/30/2011 1:07 PM, Robert Yates wrote: >> Really? >> >>>>> Craig Hancock<[log in to unmask]> 08/30/11 10:56 AM>>> >> Much of twentieth century linguistics has done exactly that, dealing with grammar as separate from >> the lexicon and from pragmatics and from cognition. Of course, if you >> study grammar as an isolated formal system, it will be difficult to >> apply that to--for example--writing. You need to devise a whole other >> set of "rules" before that knowledge can be put to use. >> >> Thanks Craig for once again writing in this public forum that the work Jim Kenkel and I have done over the last decade has absolutely nothing to say about developmental writing. >> >> For an example of what Craig dismisses, you might want to read: >> >> Kenkel, J.& Yates, R. (2009). The interlanguage grammar of information in L1 and L2 developmental writing. Written Communication, 26/4, 392-416. >> >> Someday you might actually read that work, Craig, and explain how that paper is seriously flawed and your perspective is more insightful. >> >> Let me make the following challenge so you can stop writing the above: Let's propose a presentation at a conference and you can tell me to my face why my work has nothing to say about the teaching of writing to developmental writers. >> >> In the meantime, I'm more than willing to tell you why Systemic Functional Linguistics can't explain (at least the papers I know) why developmental writers do what they do. >> >> Of course, it could be we are interested in two different things: you want to describe developmental writing as how it deviates from some standard while Jim and I have been interested in understanding what the underlying principles are that result in such deviations. >> >> In the meantime, your last post is incredibly offensive to the work Jim Kenkel and I have done. and you know this because i have written this before. Please educate yourself and stop it or tell me how our work is useless and you assumptions are to be preferred. >> >> Bob Yates >> >> 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: Wed, 31 Aug 2011 19:52:00 +0000 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: The Domain of Grammar In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 John, Maybe a terminological split would be handy here. On the one hand, there's "the material about language we want to teach." On the other, there's "grammar." Because linguists have used the word "grammar" for so long in rather specific ways, linguists won't tend to think of phonology as grammar (although there certainly are positions that don't view the distinction as ironclad). As Craig has pointed out, a lot of the public is accustomed to thinking of "grammar" as "the stuff we're supposed to say in a different way, because the way we say it is Wrong" Neither the public nor (most) linguists would typically think of including a unit on deceptive advertising language in the category of "grammar," but I certainly think that kind of thing should be in all English curricula, and I suspect most, if not all, people on this list would agree. What would be the effect if, instead of "grammar," we think of the area as simply "language analysis"? Those linguists who firmly believe that "grammar" should refer only to morphosyntax, conceptualized as a separate component, probably won't object to "language analysis" being defined much more broadly, and certainly neither would functionalists; in effect, no one's staked out a claim on "language analysis." [1] Yes, it's vague -- and there would be a danger of someone thinking that talking about literary metaphors for ten minutes constitutes a language analysis unit -- but it's certainly as delimited as "social studies" or some of the other mainstays of public education. I used to like the label "language structure awareness" for this, but I've come to think that that doesn't sufficiently foreground analytic reasoning. --- Bill Spruiell [1] Note -- please! -- that I'm not saying here that restricting "grammar" to morphosyntax is either a good or bad position, nor (more particularly) am I suggesting that that position is Bob's. It *is* the position of a number of linguists, but both they and linguists that firmly disagree with them (like me) would largely agree that a wide range of language phenomena should be discussed in English classrooms. To a certain extent, it's the terminology that's the hang-up, and that's partly because the terms have become rallying flags in position wars. I'd be happy to call the entire area something totally new, like Theeb or Floortst, if I thought people would go along with it. In fact, letting a classroom full of students decide what new term *they* want to call it would be a great opening activity for a unit on it. On Aug 30, 2011, at 11:00 AM, John Dews-Alexander wrote: Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.) If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning? What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers? We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis) It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with. I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum. I look forward to hearing what everyone thinks! John 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, 31 Aug 2011 17:37:33 -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: Dick Veit <[log in to unmask]> Subject: Re: The Domain of Grammar In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary --0016e6498202a610cc04abd3efde Content-Type: text/plain; charset=ISO-8859-1 Asking about the domain of grammar is worthwhile, but it's a question without a definitive answer. Everyone from the ivory-tower linguist to the average schlub on the street would agree that it includes the study of nouns and verbs, but as we move away from that core, the boundaries become a matter for private stipulative definition. This is akin to a discussion I just had about "the Great American Songbook." Everyone agrees that it includes the work of the Gerschwins, Kern, Arlen, Mercer, and the other Tin Pan Alley greats. But the edges are fuzzy. Is there a beginning and an end? Can we include Stephen Foster? How about Billy Joel? Again, many strong opinions but no definitive answers. Apart from the core we agree on, everyone is free to stipulate their own definition. As we've seen, a discussion of grammar's domain can be quite theoretical (and astonishingly intemperate!). It can also be conducted on a purely practical level. In a high school "grammar" class, should we introduce questions of punctuation? How about phonology? I just retired after many years teaching a "college-level advanced grammar course" that was focused almost exclusively on syntax. I am now a volunteer teaching an "intermediate ESL grammar class" that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing. I am interested in hearing more about theory. I'd also like to hear what school teachers and college faculty include in their own "grammar" courses. Dick On Wed, Aug 31, 2011 at 3:52 PM, Spruiell, William C <[log in to unmask]>wrote: > John, > > Maybe a terminological split would be handy here. On the one hand, there's > "the material about language we want to teach." On the other, there's > "grammar." Because linguists have used the word "grammar" for so long in > rather specific ways, linguists won't tend to think of phonology as grammar > (although there certainly are positions that don't view the distinction as > ironclad). As Craig has pointed out, a lot of the public is accustomed to > thinking of "grammar" as "the stuff we're supposed to say in a different > way, because the way we say it is Wrong" Neither the public nor (most) > linguists would typically think of including a unit on deceptive advertising > language in the category of "grammar," but I certainly think that kind of > thing should be in all English curricula, and I suspect most, if not all, > people on this list would agree. > > What would be the effect if, instead of "grammar," we think of the area as > simply "language analysis"? Those linguists who firmly believe that > "grammar" should refer only to morphosyntax, conceptualized as a separate > component, probably won't object to "language analysis" being defined much > more broadly, and certainly neither would functionalists; in effect, no > one's staked out a claim on "language analysis." [1] Yes, it's vague -- and > there would be a danger of someone thinking that talking about literary > metaphors for ten minutes constitutes a language analysis unit -- but it's > certainly as delimited as "social studies" or some of the other mainstays of > public education. > > I used to like the label "language structure awareness" for this, but I've > come to think that that doesn't sufficiently foreground analytic reasoning. > > --- Bill Spruiell > > [1] Note -- please! -- that I'm not saying here that restricting "grammar" > to morphosyntax is either a good or bad position, nor (more particularly) am > I suggesting that that position is Bob's. It *is* the position of a number > of linguists, but both they and linguists that firmly disagree with them > (like me) would largely agree that a wide range of language phenomena should > be discussed in English classrooms. To a certain extent, it's the > terminology that's the hang-up, and that's partly because the terms have > become rallying flags in position wars. I'd be happy to call the entire area > something totally new, like Theeb or Floortst, if I thought people would go > along with it. In fact, letting a classroom full of students decide what new > term *they* want to call it would be a great opening activity for a unit on > it. > > > On Aug 30, 2011, at 11:00 AM, John Dews-Alexander wrote: > > Picking up on a point made by Paul, I want to ask the question, "What is > the domain of grammar? What does grammar encompass? What does it NOT > encompass? What aspects of grammar should/should not be incorporated into > the language arts curriculum?" (I am referring to only the grammar of > English.) > > If we talk about language sounds (phonetics) and how we use them > (phonology), are we talking about grammar? Do we need to concern ourselves > in the classroom with breaking language down into it's basic units of > meaning (morphology) to examine the construction of words? Are the rules for > forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar > and how far do we take the teaching of these "rules"? Do we go beyond this > level? Do we consider larger units of language (discourse) and its aspects > of cohesion, coherence, clarity, information structuring? What about all of > the context that informs our understanding of language (pragmatics) -- is > that grammar? Do we even consider including stress, rhythm, and intonation > (prosody) even if they have a huge impact on meaning? > > What supports the teaching of grammar? Is it valuable/worth while to look > at the history that informs/shapes the grammar (historical linguistics)? Is > a unit on animal communication worthwhile in order to emphasize what makes > human language/grammar so special? Where do we even start with all of the > social/cultural implications of grammar > (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a > major disservice by failing to team up with our neighboring science teachers > to discuss the cognitive/neural basis of grammar > (cognitive/neurolinguistics) -- what we know about grammar and the > brain/cognition is fascinating, but is it a part of grammar to English > teachers? > > We must teach literature as well, but do we bring grammar along to analyze > these canonized writings? (stylistics/text analysis) > > It's a big question, I know, and certainly one addressed before, but the > composition of this list has changed quite a bit, and I think that it is a > discussion worth revisiting for the benefit of all members. Of course, > reality precludes us from using an ideal definition of grammar in many > cases, but I'm more interested in what that ideal would look like to begin > with. > > I know this also brings into question the relationship between the > English/Language Arts teacher and the linguist (or the role of those with a > foot in both camps), but I'd like to believe that we all agree by now that > no harm comes from a sharing, amicable relationship at a minimum. > > I look forward to hearing what everyone thinks! > > John > 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/ --0016e6498202a610cc04abd3efde Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: quoted-printable Asking about the domain of grammar is worthwhile, but it's a question without a definitive answer. Everyone from the ivory-tower linguist to the average schlub on the street would agree that it includes the study of nouns and verbs, but as we move away from that core, the boundaries become a matter for private stipulative definition.

This is akin to a discussion I just had about "the Great American Songbook." Everyone agrees that it includes the work of the Gerschwins, Kern, Arlen, Mercer, and the other Tin Pan Alley greats. But the edges are fuzzy. Is there a beginning and an end? Can we include Stephen Foster? How about Billy Joel? Again, many strong opinions but no definitive answers. Apart from the core we agree on, everyone is free to stipulate their own definition.

As we've seen, a discussion of grammar's domain can be quite theoretical (and astonishingly intemperate!). It can also be conducted on a purely practical level. In a high school "grammar" class, should we introduce questions of punctuation? How about phonology? I just retired after many years teaching a "college-level advanced grammar course" that was focused almost exclusively on syntax. I am now a volunteer teaching an "intermediate ESL grammar class" that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing.

I am interested in hearing more about theory. I'd also like to hear what school teachers and college faculty include in their own "grammar" courses.

Dick



On Wed, Aug 31, 2011 at 3:52 PM, Spruiell, William C <[log in to unmask]> wrote:
John,

Maybe a terminological split would be handy here. On the one hand, there's "the material about language we want to teach." On the other, there's "grammar." Because linguists have used the word "grammar" for so long in rather specific ways, linguists won't tend to think of phonology as grammar (although there certainly are positions that don't view the distinction as ironclad). As Craig has pointed out, a lot of the public is accustomed to thinking of "grammar" as "the stuff we're supposed to say in a different way, because the way we say it is Wrong" Neither the public nor (most) linguists would typically think of including a unit on deceptive advertising language in the category of "grammar," but I certainly think that kind of thing should be in all English curricula, and I suspect most, if not all, people on this list would agree.

What would be the effect if, instead of "grammar," we think of the area as simply "language analysis"? Those linguists who firmly believe that "grammar" should refer only to morphosyntax, conceptualized as a separate component, probably won't object to "language analysis" being defined much more broadly, and certainly neither would functionalists; in effect, no one's staked out a claim on "language analysis." [1] Yes, it's vague -- and there would be a danger of someone thinking that talking about literary metaphors for ten minutes constitutes a language analysis unit -- but it's certainly as delimited as "social studies" or some of the other mainstays of public education.

I used to like the label "language structure awareness" for this, but I've come to think that that doesn't sufficiently foreground analytic reasoning.

--- Bill Spruiell

[1] Note -- please! -- that I'm not saying here that restricting "grammar" to morphosyntax is either a good or bad position, nor (more particularly) am I suggesting that that position is Bob's. It *is* the position of a number of linguists, but both they and linguists that firmly disagree with them (like me) would largely agree that a wide range of language phenomena should be discussed in English classrooms. To a certain extent, it's the terminology that's the hang-up, and that's partly because the terms have become rallying flags in position wars. I'd be happy to call the entire area something totally new, like Theeb or Floortst, if I thought people would go along with it. In fact, letting a classroom full of students decide what new term *they* want to call it would be a great opening activity for a unit on it.


On Aug 30, 2011, at 11:00 AM, John Dews-Alexander wrote:

Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.)

If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning?

What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers?

We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis)

It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with.

I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum.

I look forward to hearing what everyone thinks!

John
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/ --0016e6498202a610cc04abd3efde-- ========================================================================Date: Wed, 31 Aug 2011 19:49:45 -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: The Domain of Grammar In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="0-571803000-1314845385=:85608" --0-571803000-1314845385=:85608 Content-Type: text/plain; charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable I am about to embark on a journey of teaching two Comp I classes and one developmental writing course at the community college level. Both classes have "grammar" as a component of the curriculum. The basic writing course has one textbook that includes reading, writing, and grammar. The Comp I classes have separate grammar handbooks and reading texts. I would like to think that "grammar" connects many entities that fall under the language umbrella: reading, writing, oral and written communication, comprehension and understanding. It is my goal not to present grammar as a separate entity or set of rules, but as a natural part of everyday communication. I particularly like this passage written by Dick Veit: "I am now a volunteer teaching an 'intermediate ESL grammar class' that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing." Friday in class we will be doing a basic grammar review for my Comp I classes, just to gauge their familiarity with somebasic grammar terminology: subject, verb, noun, sentence, tense, adjective, adverb, phrase, clause. How will this help their writing? How will it help them become more adept at using language? I am interested in finding out what will help my students the most with their writing and daily communicatingand tailoring some classes that can integrate many things that fall under the whole language umbrella to learn grammar. Carol Morrison --- On Wed, 8/31/11, Dick Veit <[log in to unmask]> wrote: From: Dick Veit <[log in to unmask]> Subject: Re: The Domain of Grammar To: [log in to unmask] Date: Wednesday, August 31, 2011, 5:37 PM Asking about the domain of grammar is worthwhile, but it's a question without a definitive answer. Everyone from the ivory-tower linguist to the average schlub on the street would agree that it includes the study of nouns and verbs, but as we move away from that core, the boundaries become a matter for private stipulative definition. This is akin to a discussion I just had about "the Great American Songbook." Everyone agrees that it includes the work of the Gerschwins, Kern, Arlen, Mercer, and the other Tin Pan Alley greats. But the edges are fuzzy. Is there a beginning and an end? Can we include Stephen Foster? How about Billy Joel? Again, many strong opinions but no definitive answers. Apart from the core we agree on, everyone is free to stipulate their own definition. As we've seen, a discussion of grammar's domain can be quite theoretical (and astonishingly intemperate!). It can also be conducted on a purely practical level. In a high school "grammar" class, should we introduce questions of punctuation? How about phonology? I just retired after many years teaching a "college-level advanced grammar course" that was focused almost exclusively on syntax. I am now a volunteer teaching an "intermediate ESL grammar class" that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing. I am interested in hearing more about theory. I'd also like to hear what school teachers and college faculty include in their own "grammar" courses. Dick On Wed, Aug 31, 2011 at 3:52 PM, Spruiell, William C <[log in to unmask]> wrote: John, Maybe a terminological split would be handy here. On the one hand, there's "the material about language we want to teach." On the other, there's "grammar." Because linguists have used the word "grammar" for so long in rather specific ways, linguists won't tend to think of phonology as grammar (although there certainly are positions that don't view the distinction as ironclad). As Craig has pointed out, a lot of the public is accustomed to thinking of "grammar" as "the stuff we're supposed to say in a different way, because the way we say it is Wrong" Neither the public nor (most) linguists would typically think of including a unit on deceptive advertising language in the category of "grammar," but I certainly think that kind of thing should be in all English curricula, and I suspect most, if not all, people on this list would agree. What would be the effect if, instead of "grammar," we think of the area as simply "language analysis"? Those linguists who firmly believe that "grammar" should refer only to morphosyntax, conceptualized as a separate component, probably won't object to "language analysis" being defined much more broadly, and certainly neither would functionalists; in effect, no one's staked out a claim on "language analysis." [1] Yes, it's vague -- and there would be a danger of someone thinking that talking about literary metaphors for ten minutes constitutes a language analysis unit -- but it's certainly as delimited as "social studies" or some of the other mainstays of public education. I used to like the label "language structure awareness" for this, but I've come to think that that doesn't sufficiently foreground analytic reasoning. --- Bill Spruiell [1] Note -- please! -- that I'm not saying here that restricting "grammar" to morphosyntax is either a good or bad position, nor (more particularly) am I suggesting that that position is Bob's. It *is* the position of a number of linguists, but both they and linguists that firmly disagree with them (like me) would largely agree that a wide range of language phenomena should be discussed in English classrooms. To a certain extent, it's the terminology that's the hang-up, and that's partly because the terms have become rallying flags in position wars. I'd be happy to call the entire area something totally new, like Theeb or Floortst, if I thought people would go along with it. In fact, letting a classroom full of students decide what new term *they* want to call it would be a great opening activity for a unit on it. On Aug 30, 2011, at 11:00 AM, John Dews-Alexander wrote: Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.) If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning? What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers? We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis) It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with. I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum. I look forward to hearing what everyone thinks! John 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/ --0-571803000-1314845385=:85608 Content-Type: text/html; charset=iso-8859-1 Content-Transfer-Encoding: quoted-printable

I am about to embark on a journey of teaching two Comp I classes and one developmental writing course at the community college level. Both classes have "grammar" as a component of the curriculum. The basic writing course has one textbook that includes reading, writing, and grammar. The Comp I classes have separate grammar handbooks and reading texts. I would like to think that "grammar" connects many entities that fall under the language umbrella: reading, writing, oral and written communication, comprehension and understanding. It is my goal not to present grammar as a separate entity or set of rules, but as a natural part of everyday communication. I particularly like this passage written by Dick Veit:
 
"I am now a volunteer teaching an 'intermediate ESL grammar class' that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing."
 
Friday in class we will be doing a basic grammar review for my Comp I classes, just to gauge their familiarity with some basic grammar terminology: subject, verb, noun, sentence, tense, adjective, adverb, phrase, clause. How will this help their writing? How will it help them become more adept at using language? I am interested in finding out what will help my students the most with their writing and daily communicating and tailoring some classes that can integrate many things that fall under the whole language umbrella to learn grammar.
 
Carol Morrison 


--- On Wed, 8/31/11, Dick Veit <[log in to unmask]> wrote:

From: Dick Veit <[log in to unmask]>
Subject: Re: The Domain of Grammar
To: [log in to unmask]
Date: Wednesday, August 31, 2011, 5:37 PM

Asking about the domain of grammar is worthwhile, but it's a question without a definitive answer. Everyone from the ivory-tower linguist to the average schlub on the street would agree that it includes the study of nouns and verbs, but as we move away from that core, the boundaries become a matter for private stipulative definition.

This is akin to a discussion I just had about "the Great American Songbook." Everyone agrees that it includes the work of the Gerschwins, Kern, Arlen, Mercer, and the other Tin Pan Alley greats. But the edges are fuzzy. Is there a beginning and an end? Can we include Stephen Foster? How about Billy Joel? Again, many strong opinions but no definitive answers. Apart from the core we agree on, everyone is free to stipulate their own definition.

As we've seen, a discussion of grammar's domain can be quite theoretical (and astonishingly intemperate!). It can also be conducted on a purely practical level. In a high school "grammar" class, should we introduce questions of punctuation? How about phonology? I just retired after many years teaching a "college-level advanced grammar course" that was focused almost exclusively on syntax. I am now a volunteer teaching an "intermediate ESL grammar class" that includes not only syntax but also pronunciation, pragmatics, semantics, punctuation, vocabulary, language etiquette, cultural differences, job-interview skills, and even (last week) hurricane preparation. On the most practical level the domain of grammar is determined by what the students in front of us would most benefit from knowing.

I am interested in hearing more about theory. I'd also like to hear what school teachers and college faculty include in their own "grammar" courses.

Dick



On Wed, Aug 31, 2011 at 3:52 PM, Spruiell, William C <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
John,

Maybe a terminological split would be handy here. On the one hand, there's "the material about language we want to teach." On the other, there's "grammar." Because linguists have used the word "grammar" for so long in rather specific ways, linguists won't tend to think of phonology as grammar (although there certainly are positions that don't view the distinction as ironclad). As Craig has pointed out, a lot of the public is accustomed to thinking of "grammar" as "the stuff we're supposed to say in a different way, because the way we say it is Wrong" Neither the public nor (most) linguists would typically think of including a unit on deceptive advertising language in the category of "grammar," but I certainly think that kind of thing should be in all English curricula, and I suspect most, if not all,  people on this list would agree.

What would be the effect if, instead of "grammar," we think of the area as simply "language analysis"? Those linguists who firmly believe that "grammar" should refer only to morphosyntax, conceptualized as a separate component, probably won't object to "language analysis" being defined much more broadly, and certainly neither would functionalists; in effect, no one's staked out a claim on "language analysis." [1] Yes, it's vague -- and there would be a danger of someone thinking that talking about literary metaphors for ten minutes constitutes a language analysis unit -- but it's certainly as delimited as "social studies" or some of the other mainstays of public education.

I used to like the label "language structure awareness" for this, but I've come to think that that doesn't sufficiently foreground analytic reasoning.

--- Bill Spruiell

[1] Note -- please! -- that I'm not saying here that restricting "grammar" to morphosyntax is either a good or bad position, nor (more particularly) am I suggesting that that position is Bob's. It *is* the position of a number of linguists, but both they and linguists that firmly disagree with them (like me) would largely agree that a wide range of language phenomena should be discussed in English classrooms. To a certain extent, it's the terminology that's the hang-up, and that's partly because the terms have become rallying flags in position wars. I'd be happy to call the entire area something totally new, like Theeb or Floortst, if I thought people would go along with it. In fact, letting a classroom full of students decide what new term *they* want to call it would be a great opening activity for a unit on it.


On Aug 30, 2011, at 11:00 AM, John Dews-Alexander wrote:

Picking up on a point made by Paul, I want to ask the question, "What is the domain of grammar? What does grammar encompass? What does it NOT encompass? What aspects of grammar should/should not be incorporated into the language arts curriculum?" (I am referring to only the grammar of English.)

If we talk about language sounds (phonetics) and how we use them (phonology), are we talking about grammar? Do we need to concern ourselves in the classroom with breaking language down into it's basic units of meaning (morphology) to examine the construction of words? Are the rules for forming phrases, clauses, and sentences (syntax) the Sovereign of Grammar and how far do we take the teaching of these "rules"? Do we go beyond this level? Do we consider larger units of language (discourse) and its aspects of cohesion, coherence, clarity, information structuring? What about all of the context that informs our understanding of language (pragmatics) -- is that grammar? Do we even consider including stress, rhythm, and intonation (prosody) even if they have a huge impact on meaning?

What supports the teaching of grammar? Is it valuable/worth while to look at the history that informs/shapes the grammar (historical linguistics)? Is a unit on animal communication worthwhile in order to emphasize what makes human language/grammar so special? Where do we even start with all of the social/cultural implications of grammar (dialectology/sociolinguistics/anthropology/sociology)? Would we be doing a major disservice by failing to team up with our neighboring science teachers to discuss the cognitive/neural basis of grammar (cognitive/neurolinguistics) -- what we know about grammar and the brain/cognition is fascinating, but is it a part of grammar to English teachers?

We must teach literature as well, but do we bring grammar along to analyze these canonized writings? (stylistics/text analysis)

It's a big question, I know, and certainly one addressed before, but the composition of this list has changed quite a bit, and I think that it is a discussion worth revisiting for the benefit of all members. Of course, reality precludes us from using an ideal definition of grammar in many cases, but I'm more interested in what that ideal would look like to begin with.

I know this also brings into question the relationship between the English/Language Arts teacher and the linguist (or the role of those with a foot in both camps), but I'd like to believe that we all agree by now that no harm comes from a sharing, amicable relationship at a minimum.

I look forward to hearing what everyone thinks!

John
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