I found this article in my old e-mail. I think it's very important for
ATEG members to consider as we gather for the convention.
All my best,
Jean
http://www.theguardian.com/media/mind-your-language/2014/jul/11/mind-your-language-grammar-day
On Sat, Aug 16, 2014 at 2:08 PM, Bruce Despain <[log in to unmask]> wrote:
> Richard,
>
>
> These are great examples of how the sentence fragment is handled today. I
> believe that historical examples will find them simply punctuated
> differently, so as to avoid the "fragment" designation. They might have
> been conceived of as appositives or adjuncts. One common way was to place
> them after a dash (—) or colon+dash (:—). The exception that comes to mind
> is the item in a list or outline. This seems to be what your first example
> could be. To this may be added the headline as in newspapers and
> magazines. These latter fragments are not just sentence fragments but
> phrase fragments as well. Sometimes more liberties in building compounds
> are also taken. (e.g., "police images" for "images of the police in combat
> gear")
>
> Bruce
>
> --- [log in to unmask] wrote:
>
> From: "Prof. Richard Grant WAU" <[log in to unmask]>
> To: [log in to unmask]
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> music about"
> Date: Wed, 13 Aug 2014 18:12:29 -0400
>
> I agree with Herb's conclusion that the example is grammatical.
>
>
>
> I would, however, go further to say that such examples are not limited to
> informal registers and/or dialog but are rather intentional stylistic
> options for conveying effects and are used frequently by professional
> writers. In rhetorical circles they are referred to as a deliberate
> fragments or virtual sentences. By definition, deliberate fragment—as
> opposed to accidental ones—are complete thoughts represented by a basic
> sentence pattern or even just a word and are functionally used for doing
> the following:
>
>
>
> 1. introducing a topic
>
> 2. describing a scene
>
> 3. representing conversation
>
> 4. providing a succinct (perhaps even terse) conclusion
>
> 5. emphasizing a point or an idea
>
>
>
> Here are three excerpts that demonstrate examples of deliberate fragments:
>
>
>
> 1. *Early, grainy half-light in an old apartment by the frozen
> river*. Gerry slips in the brown-aired entryway and jiggles the key in
> the lock, pulling outward the way Dot told him, closing the door after and
> treading softly up the cat-grey carpeted stairs. –Louise Erdrich
>
>
>
> 2. He had been expecting something more definite—chest pains, a
> stroke, arthritis—but it was only weakness that put a finish to his living
> alone. *A numbness in his head, an airy feeling when he walked*. *A
> wateriness in his bones that made it an effort to pick up his coffee cup in
> the morning*. –Anne Tyler
>
>
>
>
> 3. But today, on this first day of May 2000, as Kerry sits in
> the cab of his truck describing these wonderful playgrounds of his
> childhood, the places themselves no longer exist, having all turned to open
> water years ago. *The bayous, the lakes, the forests, the magical islands
> – all gone*. It’s not like having your house burn down with all your
> childhood mementos in it, he tells me. *Baseball cards, photographs,
> trophies*. *The loss is absolute*. Mike Tidwell, *Bayou Farewell* (112)
>
>
>
>
>
>
> Richard
>
>
>
>
>
>
>
>
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar [mailto:
> [log in to unmask]] On Behalf Of Stahlke, Herbert
> Sent: Wednesday, August 13, 2014 11:47 AM
> To: [log in to unmask]
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> music about"
>
>
>
> I'd say it's a matter of register. It's certainly not formal academic
> writing. The average freshman comp instructor would probably label it a
> sentence fragment. Hoowever, in dialog or in informal writing of other
> sorts it strikes me as both grammatical and apt. It has a clear
> topic-comment structure. Before the dash is background information, and
> after the dash is the predicate. Omission of subject pronoun and Be verb
> is a marker of informal, casual style.
>
>
>
> Herb
>
>
>
> -----Original Message-----
>
> From: Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask] <[log in to unmask]>] On Behalf
> Of [log in to unmask]
>
> Sent: Wednesday, August 13, 2014 10:59 AM
>
> To: [log in to unmask]
>
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> music about"
>
>
>
> Herbert,
>
> Please help with the following:
>
>
>
> Is this grammatically wrong?
>
>
>
> "Running errands, doing the laundry, walking the dogs--ready for this day
> to be over."
>
>
>
> Thanks!
>
> --------------------------------------------
>
> On Fri, 7/11/14, Stahlke, Herbert <[log in to unmask]> wrote:
>
>
>
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> music about"
>
> To: [log in to unmask]
>
> Date: Friday, July 11, 2014, 11:43 AM
>
>
>
> <[log in to unmask]>,<
> [log in to unmask]>
>
> In-Reply-To: <
> [log in to unmask]>
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> Content-Transfer-Encoding: quoted-printable
>
> I'd like to take Craig's thoughts a step further. As one who began his
> lin= guistic life doing field work on languages he knew little about, I'm
> sensit= ive to the influence a standard orthography has on our analyses.
> Suppose y= ou were doing field work on English with no orthography and
> little other in= formation to rely on--or be misled by. When you hear
> /aimn@go/ you would b= y no stretch of the imagination connect that to
> "I am going to go." Rather= , you'd identify the first person singular
> subject pronoun, the /m/ perhaps=
>
> marking progressive aspect (although you'd properly have doubts about
> that=
>
> conclusion), and the /n@/ as some sort of future or intentional marker
> wor= thy of considerably more research. Maybe, after comparing a number
> of dial= ects you might come up with a historical internal reconstruction
> that relat= ed the form to "am going to," but that would have about as
> much bearing on = your synchronic grammatical description as the equally
> historical discovery=
>
> that the -t of "height" and the -th of "width" are the same thing.
>
>
>
> I fear sometimes that the extent to which our descriptions look like our
> or= thography or our grammatical traditions, they are not
> evidence-based. The = fact is that the results of grammaticalization are
> frequently not recoverab= le except by diligent study by trained
> grammarians; they remain opaque to n= ormal native speakers.
>
>
>
> Herb
>
>
>
>
>
> Herbert F. W. Stahlke, Ph.D.
>
> Emeritus Professor of English
>
> Ball State University
>
> Muncie, IN 47306
>
> [log in to unmask]
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar <[log in to unmask]
> DU <[log in to unmask]>> on behalf of Hancock, Craig G <
> [log in to unmask]>
>
> Sent: Friday, July 11, 2014 10:13 AM
>
> To: [log in to unmask]
>
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> musi= c about"
>
> Bob,
>
> Phonetic reduction is a dynamic process directly related to
> frequency. = Since =93going to=94 can now combine in auxiliary like ways
> with main verbs= , its use has dramatically expanded. Frequency of use
> correlates well with = phonetic reduction. It=92s an observation about how
> language shifts in form=
>
> as it takes on new (expanded) function. Want to has expanded range of
> use = in the same way. The same patterns are at work in its reduction.The
> consens= us seems to be that it has modal like qualities.
>
> Biologists make observations about form all the time without thinking
> o= f life itself as a formal system. What we need, I think, is the
> equivalent = of an anatomy and physiology. In the world of biology, the
> two are dynamica= lly connected. No one would argue (scientifically) that
> biological forms ar= e independent of function and no one would propose
> that forms are unimporta= nt.
>
> In the biological world, it=92s hard to draw strict clear lines
> between=
>
> categories in part because adaptation is constant.
>
> Bybee=92s point=97and s=
>
> he=92s not the only one making it=97is that language is more like biology
> t= han it is like physics and chemistry. In some ways, this is a renewed
> inter= est in empirical observation. This is certainly not a retreat from
> form.
>
> Craig
>
> From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]
> AMIOH.EDU <[log in to unmask]>] On Behalf Of Bob Yates
>
> Sent: Thursday, July 10, 2014 6:16 PM
>
> To: [log in to unmask]
>
> Subject: Re: Relevance of Syntax & Semantics: "I'm gonna write me some
> musi= c about"
>
> I=92m confused by the following observation from Craig.
>
>
>
>
>
> Sent from Windows Mail
>
> From: Hancock, Craig G<mailto:[log in to unmask] <[log in to unmask]>>
>
> Sent: =FDThursday=FD, =FDJuly=FD =FD10=FD, =FD2014 =FD2=FD:=FD06=FD =FDPM
>
> To: [log in to unmask]<mailto:[log in to unmask]>
>
>
>
> As Bybee points out, the kind of phonetic reduction we get with 'gonna'
> and=
>
> oughtta' is typical of grammaticalization. We don't say "I'm gonna New
> Yor= k" for "I'm going to New York," but we do say "I'm gonna take the
> train to = New York" or "It's gonna rain." We only use it for expressions
> of intention=
>
> and prediction, which are modal in function. This would be a good
> formal a= rgument for "going to" functioning as a constituent group when
> modal functi= ons are carried out, but not for physical movement: going
> plus to New York.
>
>
>
>
>
> Now, if I understand Craig correctly, language is not a formal system,
> yet = he just made a formal distinction between =93going to=94 verb
> vs.=94 going =
>
> to=94 location. It seems to me that we are dealing with two different
> to= =92s. The to in =93going to=94 marks a verb and the to in making a
> locatio= n is a preposition.
>
>
>
>
>
> By the way, gonna reduction is also reflected in wanna.
>
>
>
>
>
> Bob Yates, University of Central Missouri
>
> --_000_140509342553356225bsuedu_
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>
> <p>I'd like to take Craig's thoughts a step further.
>
> As one who began=
>
> his linguistic life doing field work on languages he knew little about,
> I'= m sensitive to the influence a standard orthography has on our
> analyses. &n= bsp;Suppose you were doing field work on English
>
> with no orthography and little other information to rely on--or be
> misled = by. When you hear /aimn@go/ you would by no stretch of
> the imaginatio= n connect that to "I am going to go."
> Rather, you'd identif= y the first person singular subject pronoun,
> the /m/
>
> perhaps marking progressive aspect (although you'd properly have
> doub= ts about that conclusion), and the /n@/ as some sort of future or
> intention= al marker worthy of considerably more research.
>
> Maybe, after comparin=
>
> g a number of dialects you might come up with
>
> a historical internal reconstruction that related the form to "am
> goi= ng to," but that would have about as much bearing on your
> synchronic g= rammatical description as the equally historical discovery
> that the -t of &= quot;height" and the -th of "width" are
> the same
>
> thing. </p>
>
> <p><br>
>
> </p>
>
> <p>I fear sometimes that the extent to which our descriptions look like
> our=
>
> orthography or our grammatical traditions, they are not evidence-based.
> &n= bsp;The fact is that the results of grammaticalization are frequently
> not r= ecoverable except by diligent study by
>
> trained grammarians; they remain opaque to normal native speakers.<br>
> </p> <p><br> </p> <p>Herb <br> </p> <div> <p><br> </p>
> <p><br> </p> <div class=3D"BodyFragment"><font size=3D"2"> <div
> class=3D"PlainText">Herbert F. W. Stahlke, Ph.D.<br> Emeritus Professor
> of English<br> Ball State University<br> Muncie, IN 47306<br>
> [log in to unmask]</div> </font></div> </div> <div style=3D"color:
> rgb(33, 33, 33);"> <hr tabindex=3D"-1" style=3D"display:inline-block;
> width:98%"> <div id=3D"divRplyFwdMsg" dir=3D"ltr"><font face=3D"Calibri,
> sans-serif" co= lor=3D"#000000"
>
> style=3D"font-size:11pt"><b>From:</b>
>
> Assembly for the Teac=
>
> hing of English Grammar <[log in to unmask]> on behalf of
> Hanc= ock, Craig G <[log in to unmask]><br> <b>Sent:</b> Friday,
> July 11, 2014 10:13 AM<br> <b>To:</b> [log in to unmask]<br>
> <b>Subject:</b> Re: Relevance of Syntax & Semantics: "I'm gonna
> wr= ite me some music about"</font> <div> </div> </div>
> <div> <div class=3D"WordSection1"> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D">Bob,</span></p>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D"> Phon= etic reduction is a dynamic
> process directly related to frequency. Since = =93going to=94 can now
> combine in auxiliary like ways with main verbs, its = use
>
> has dramatically expanded. Frequency of use correlates well with
> phonetic = reduction. It=92s an observation about how language shifts in
> form as it ta= kes on new (expanded) function.
>
> <i>Want to</i> has expanded range of use in the same way. The same
> patterns=
>
> are at work in its reduction.The consensus seems to be that it has
> modal l= ike qualities.</span></p> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D"> Biol= ogists make observations about
> form all the time without thinking of life i= tself as a formal system.
> What we need, I think, is the equivalent of an
>
> anatomy and physiology. In the world of biology, the two are
> dynamically c= onnected. No one would argue (scientifically) that
> biological forms are ind= ependent of function and no one would propose
> that forms are unimportant.
>
> </span></p>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D">  =
>
> ;In the biological world, it=92s hard to draw strict clear lines between
> ca= tegories in part because adaptation is constant. Bybee=92s
> point=97and she= =92s not the
>
> only one making it=97is that language is more like biology than it is
> like=
>
> physics and chemistry. In some ways, this is a renewed interest in
> empiric= al observation. This is certainly not a retreat from form.
>
> </span></p>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D"> </span></p>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D">Craig</span></p>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-size:11.0pt; font-family:"C=
> alibri","sans-serif";
>
> color:#1F497D"> </span></p>
>
> <div>
>
> <div style=3D"border:none; border-top:solid #B5C4DF 1.0pt; padding:3.0pt
> 0i= n 0in 0in"> <p class=3D"MsoNormal"><b><span
> style=3D"font-size:10.0pt; font-family:&quo=
> t;Tahoma","sans-serif"">From:</span></b><span
>
> style=3D"font-=
>
> size:10.0pt;
>
> font-family:"Tahoma","sans-serif"">
>
> Assemb=
>
> ly for the Teaching of English Grammar [mailto:[log in to unmask]
> <[log in to unmask]>]
>
> <b>On Behalf Of </b>Bob Yates<br>
>
> <b>Sent:</b> Thursday, July 10, 2014 6:16 PM<br> <b>To:</b>
> [log in to unmask]<br> <b>Subject:</b> Re: Relevance of Syntax
> & Semantics: "I'm gonna wr= ite me some music
> about"</span></p> </div> </div> <p class=3D"MsoNormal"> </p>
> <div> <div> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
>
> ;sans-serif"">I=92m confused by the following observation from
> Craig.<= /span></p> </div> <div> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
>
> ;sans-serif""> </span></p>
>
> </div>
>
> <div>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-family:"Calibri","=
>
> ;sans-serif""> </span></p>
>
> </div>
>
> <div>
>
> <div>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-family:"Calibri","=
>
> ;sans-serif""> </span></p>
>
> </div>
>
> <div>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-family:"Calibri","=
>
> ;sans-serif"">Sent from Windows
>
> Mail</span></p>
>
> </div>
>
> <div>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-family:"Calibri","=
>
> ;sans-serif""> </span></p>
>
> </div>
>
> </div>
>
> <div style=3D"border:none; border-top:solid #E5E5E5 1.0pt; padding:4.0pt
> 0i= n 0in 0in"> <div> <p class=3D"MsoNormal"><b><span
> style=3D"font-family:"Calibri",&q=
>
> uot;sans-serif";
>
> letter-spacing:.25pt">From:</span></b><span
>
> style=3D"=
>
> font-family:"Calibri","sans-serif";
>
> letter-spacing:.25p=
>
> t"> <a href=3D"mailto:[log in to unmask] <[log in to unmask]>"
>
> target=3D"_parent">Hancock,=
>
> Craig G</a><br>
>
> <b>Sent:</b> =FDThursday=FD, =FDJuly=FD =FD10=FD, =FD2014
> =FD2=FD:=FD0= 6=FD =FDPM<br> <b>To:</b> <a href=3D"
> mailto:[log in to unmask] <[log in to unmask]>"
>
> target=3D"_par=
>
> ent">[log in to unmask]</a></span><span
>
> style=3D"font-family:"C=
>
> alibri","sans-serif""></span></p>
>
> </div>
>
> </div>
>
> <div>
>
> <p class=3D"MsoNormal"><span
>
> style=3D"font-family:"Calibri","=
>
> ;sans-serif""> </span></p>
>
> </div>
>
> <div>
>
> <div id=3D"OWAFontStyleDivID">
>
> <p style=3D"background:white"><em><span
>
> style=3D"font-family:"Calibri&=
>
> quot;,"sans-serif"; color:black">As Bybee points out,
> t</span></e= m><span
> style=3D"font-family:"Calibri","sans-serif";
>
> co=
>
> lor:black">he kind of phonetic reduction we get with 'gonna' and oughtta'
> i= s typical
>
> of grammaticalization. We don't say "I'm gonna New York" for
> &qu= ot;I'm going to New York," but we do say "I'm gonna take
> the trai= n to New York" or "It's gonna rain." We only use
> it for expr= essions of intention and prediction, which are modal in
> function. This woul= d
>
> be a good formal argument for "going to" functioning as a
> consti= tuent group when modal functions are carried out, but not for
> physical move=
>
> ment:
>
> <em><span
>
> style=3D"font-family:"Calibri","sans-serif"">=
>
> going</span></em> plus <em><span
>
> style=3D"font-family:"Calibri",&=
>
> quot;sans-serif"">to New
>
> York</span></em>. </span></p>
>
> <p style=3D"background:white"><span
>
> style=3D"font-family:"Calibri"=
>
> ;,"sans-serif";
>
> color:black"> </span></p>
>
> <p style=3D"background:white"><span
>
> style=3D"font-family:"Calibri"=
>
> ;,"sans-serif"; color:black">Now, if I understand Craig
> correctly= , language is not a formal system, yet he just made a formal
> distinction be= tween =93going to=94 verb vs.=94 going to=94
> location. It seems
>
> to me that we are dealing with two different to=92s. The to
> in = =93going to=94 marks a verb and the to in making a
> location is a&= nbsp;preposition. </span></p> <p
> style=3D"background:white"><span style=3D"font-family:"Calibri"=
>
> ;,"sans-serif";
>
> color:black"> </span></p>
>
> <p style=3D"background:white"><span
>
> style=3D"font-family:"Calibri"=
>
> ;,"sans-serif"; color:black">By the way, gonna reduction
> is = also reflected in wanna. </span></p> <p
> style=3D"background:white"><span style=3D"font-family:"Calibri"=
>
> ;,"sans-serif";
>
> color:black"> </span></p>
>
> <p style=3D"background:white"><span
>
> style=3D"font-family:"Calibri"=
>
> ;,"sans-serif"; color:black">Bob Yates, University of Central
> Mis= souri </span></p> </div> </div> </div> </div> </div>
> </div> </div> </body> </html>
>
> --_000_140509342553356225bsuedu_--
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