Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Sat, 14 Mar 2015 10:07:40 -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: Nick Carbone <[log in to unmask]> Subject: Fwd: [WPA-L] For Those of You Who Are Counting, Here's Book Number 6 In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundaryô6d043bdf2add7fd70511402344 Message-ID: <[log in to unmask]> --f46d043bdf2add7fd70511402344 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Hello all, This free scholarly text might be of interest. It's published by the WAC Clearninghouse, which Mike Palmquist oversees. It's part of a project of open source, peer reviewed scholarly books the Clearinghouse fosters: ---------- Forwarded message ---------- On Fri, Mar 13, 2015 at 4:49 PM, Palmquist,Michael < [log in to unmask]> wrote: > The following book is now available for viewing and free download at the > WAC Clearinghouse. This book is part of the Reference Guides to Rhetoric > and Composition series, which is edited by Chuck Bazerman, Mary Jo Reiff, > and Anis Bawarshi. > > > > *Style: An Introduction to History, Theory, Research, and Pedagogy, by > Brian Ray* > > > > *Style: An Introduction to History, Theory, Research, and Pedagogy* > conducts an in-depth investigation into the long and complex evolution of > style in the study of rhetoric and writing. The theories, research methods, > and pedagogies covered here offer a conception of style as more than > decoration or correctness—views that are still prevalent in many college > settings as well as in public discourse. The book begins by tracing origins > of style in sophistic-era Greece, moving from there to alternative and > non-Western rhetorical traditions, showing style as always inventive and > even at times subversive. Although devalued in subsequent periods, > including the twentieth century, contemporary views now urge for renewed > attention to the scholarly and pedagogical possibilities of style as > experimentation and risk, rather than as safety and conformity. These > contemporary views include work in areas of rhetoric and composition, such > as basic writing, language difference, digital and multimodal discourse, > feminist rhetorics, and rhetorical grammar. Later chapters in this book > also explore a variety of disciplines and research methods—sociolinguistics > and dialectology, literary and rhetorical stylistics, discourse and > conversation analysis, and World Englishes. Finally, teachers and students > will appreciate a final chapter that explains practical teaching methods, > provides ideas for assignments and activities, and surveys textbooks that > promote a rhetorical stance toward style. > > > > View the book in PDF and ePub formats at > http://wac.colostate.edu/books/style/. To obtain a print copy, visit > Parlor Press at http://parlorpress.com/style. > > > > All the best, > > > > Mike > > > > ****************** > > Mike Palmquist > > Publisher, The WAC Clearinghouse (http://wac.colostate.edu) > > Associate Provost for Instructional Innovation > > Colorado State University > > Fort Collins, CO 80523-1040 > > Voice: (970) 491-5288 > > Email: [log in to unmask] > > > > > > > > > > > > > > > -- nick.carbone at gmail dot com http://ncarbone.blogspot.com To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --f46d043bdf2add7fd70511402344 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable
The following book is now available for viewing and free download at the WAC Clearinghouse. This book is part of the Reference Guides to Rhetoric and Composition series, which is edited by Chuck Bazerman, Mary Jo Reiff, and Anis Bawarshi.
Â
Style: An Introduction to History, Theory, Research, and Pedagogy, by Brian Ray
                                                                       Â
Style: An Introduction to History, Theory, Research, and Pedagogy conducts an in-depth investigation into the long and complex evolution of style in the study of rhetoric and writing. The theories, research methods, and pedagogies covered here offer a conception of style as more than decoration or correctness—views that are still prevalent in many college settings as well as in public discourse. The book begins by tracing origins of style in sophistic-era Greece, moving from there to alternative and non-Western rhetorical traditions, showing style as always inventive and even at times subversive. Although devalued in subsequent periods, including the twentieth century, contemporary views now urge for renewed attention to the scholarly and pedagogical possibilities of style as experimentation and risk, rather than as safety and conformity. These contemporary views include work in areas of rhetoric and composition, such as basic writing, language difference, digital and multimodal discourse, feminist rhetorics, and rhetorical grammar. Later chapters in this book also explore a variety of disciplines and research methods—sociolinguistics and dialectology, literary and rhetorical stylistics, discourse and conversation analysis, and World Englishes. Finally, teachers and students will appreciate a final chapter that explains practical teaching methods, provides ideas for assignments and activities, and surveys textbooks that promote a rhetorical stance toward style.
Â
View the book in PDF and ePub formats at http://wac.colostate.edu/books/style/. To obtain a print copy, visit Parlor Press at http://parlorpress.com/style.
Â
All the best,
Â
Mike
Â
******************
Mike Palmquist
Publisher, The WAC Clearinghouse (http://wac.colostate.edu)
Associate Provost for Instructional Innovation
Colorado State University
Fort Collins, CO 80523-1040
Voice: (970) 491-5288
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Visit ATEG's web site at http://ateg.org/
--f46d043bdf2add7fd70511402344--
========================================================================Date: Sat, 14 Mar 2015 18:01:46 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
In-Reply-To: The corpus of contemporary American English lists 169,326 instances of comma followed by so. Even compensating for "so that" uses, it's clearly the norm. They also list 1,829 instancesa of semicolon followed by "so," enough to convince me that it's a reasonably
common option. As I said in an earlier post, "so" can be used in ways that don't subordinate the clause that follows. I can't think of a reasonable reason to require or forbid a semi-colon ahead of it. Apparently, there are plenty of writers and copy editors out there
who accept both. Craig Visit ATEG's web site at
http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--_000_142635610820188165albanyedu_--
========================================================================Date: Sat, 14 Mar 2015 19:13:33 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: GERALD W WALTON <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
In-Reply-To: <[log in to unmask]>
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My disagreement has to do with designations. And, but, and for are coordinative conjunctions. So is not. So is a subordinate, in the category with however and therefore. Gerald
Sent from my iPhone
On Mar 14, 2015, at 1:08 PM, Hancock, Craig G <[log in to unmask] The corpus of contemporary American English lists 169,326 instances of comma followed by so. Even compensating for "so that" uses, it's clearly the norm. They also list 1,829 instancesa of semicolon followed by "so," enough to convince me that it's a reasonably
common option. As I said in an earlier post, "so" can be used in ways that don't subordinate the clause that follows. I can't think of a reasonable reason to require or forbid a semi-colon ahead of it. Apparently, there are plenty of writers and copy editors out there
who accept both. Craig Visit ATEG's web site at
http://ateg.org/ Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--_000_641EA62405A240CA9FB22B616A85E56Folemissedu_--
========================================================================Date: Sat, 14 Mar 2015 21:17:53 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
In-Reply-To: <[log in to unmask]>
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Coca shows 78,645 instances of "however" in clause internal position. For "therefore," the number is 7,913.
"None of these systems, however, can help the user... (between subject and verb).
"We are, therefore, forced to remain in this pink, dusty basin." (between an auxiliary and main verb in a passive clause.)
There seems a great deal of variation in where they appear, which seems much more like an adverbial pattern.
At times "so" seems to function like a conversational filler. Of the instances when "so" is preceded and followed by a comma, almost all are spoken (obviously transcribed from speech.) "and, so,..." is common, as are 'so, therefore,..."I couldn't find clause internal examples that didn't seem to fit that pattern.
When "so" opens a sentence (194,585 instances), it is followed by a comma in 26,549. When "however" opens a sentence (50,898 times), it is almost always followed by a comma (49,237).
It's interesting that "for" shows up in sentence initial position a great deal, but doesn't seem to do so when it's working as a conjunction. ("For example" is very common, as are adverbial prepositional phrases like "For the rest of the day..."). The numbers are daunting, so there may be some buried in the corpus. My initial observation is that there seems to be far more resistance to using "for" (as conjunction) in sentence opening position.
Craig
________________________________
From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of GERALD W WALTON <[log in to unmask]>
Sent: Saturday, March 14, 2015 3:13 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
My disagreement has to do with designations. And, but, and for are coordinative conjunctions. So is not. So is a subordinate, in the category with however and therefore. Gerald
Sent from my iPhone
On Mar 14, 2015, at 1:08 PM, Hancock, Craig G <[log in to unmask] Coca shows 78,645 instances of "however" in clause internal position. For "therefore," the number is 7,913. "None of these systems, however, can help the user... (between subject and verb). "We are, therefore, forced to remain in this pink, dusty basin." (between an auxiliary and main verb in a passive clause.) There seems a great deal of variation in where they appear, which seems much more like an adverbial pattern. At times "so" seems to function like a conversational filler. Of the instances when "so" is preceded and followed by a comma, almost all are spoken (obviously transcribed from speech.) "and, so,..." is common, as are 'so, therefore,..."I couldn't find
clause internal examples that didn't seem to fit that pattern. When "so" opens a sentence (194,585 instances), it is followed by a comma in 26,549. When "however" opens a sentence (50,898 times), it is almost always followed by a comma (49,237). It's interesting that "for" shows up in sentence initial position a great deal, but doesn't seem to do so when it's working as a conjunction. ("For example" is very common, as are adverbial prepositional phrases like "For the rest of the day..."). The
numbers are daunting, so there may be some buried in the corpus. My initial observation is that there seems to be far more resistance to using "for" (as conjunction) in sentence opening position. Craig The corpus of contemporary American English lists 169,326 instances of comma followed by so. Even compensating for "so that" uses, it's clearly the norm. They also list 1,829 instancesa of semicolon followed by "so," enough to convince me that it's a reasonably
common option. As I said in an earlier post, "so" can be used in ways that don't subordinate the clause that follows. I can't think of a reasonable reason to require or forbid a semi-colon ahead of it. Apparently, there are plenty of writers and copy editors out there
who accept both. Craig Visit ATEG's web site at
http://ateg.org/ Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--_000_142636787506325297albanyedu_--
========================================================================Date: Sat, 14 Mar 2015 22:25:29 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Ed Vavra <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
In-Reply-To:
Visit ATEG's web site at http://ateg.org/
--_000_D086176A9416CE49B91787F51D788BEA5BD161BDEXCHMBX4pctedu_--
========================================================================Date: Sat, 14 Mar 2015 22:39:08 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: GERALD W WALTON <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
In-Reply-To: I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than
the comma is expected with coordinating conjunctions. You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus;
therefore, I had to walk to work." I agree, of course, about commas and coordinating conjunctions. As I mentioned earlier, though, I do not put
so in that category. Way back in the 1950s the textbook I used called so
a transitional adverb—in the category with therefore, however, and
hence. In other words, using that approach, one would indeed call so an adverbial conjunction. The authors of the book I used wrote “The term ‘conjunctive adverb’ has been discard in this book because of its ambiguity….” My guess is that more
and more people will be using only a comma before so that it will, in effect, become a coordinating conjunction. As a matter of fact, I am reading a book now whose author does not use either a comma or a semicolon in those situations! Gerald
Visit ATEG's web site at http://ateg.org/
--_000_C642FBD01D03174BB0A080F49990843A28E58417exchange1adolem_--
========================================================================Date: Sat, 14 Mar 2015 22:23:32 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Prof. Richard Grant WAU" <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
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The following is an article published on the website, Visual Thesaurus, and contains an interest chart clarifying the different characteristics/requirements of the FANBOYS:
Richard
The following is an article published on the website, Visual Thesaurus, and contains an interest chart clarifying the different characteristics/requirements of the FANBOYS: Richard The Trouble with FANBOYS June 8, 2012 Mnemonic devices can be a great way to remember something. Maybe you still remember that it's "i before e except after c," that ROY G BIV indicates the order of the colors of the rainbow, or that "every good boy deserves fudge" shows the order of the musical notes on the treble clef. But sometimes, mnemonic devices don't give you the whole story. They're just a quick reminder of the complexities they represent. That's fine if you know the whole story and the mnemonic device triggers that story in your mind. But if you're taught only the device, how can you navigate complexities of a rule you've never been taught? And what if the mnemonic device is wrong? FANBOYS is a mnemonic device to help students remember that the coordinating conjunctions arefor, and, nor, but, or, yet and so. It teaches that you should join two independent clauses with a comma and one of the FANBOYS. Neither of these things is true. Brett Reynolds, an English professor at Humber College Institute of Technology and Advanced Learning, outlines the definition of a coordinating conjunction in "The Myth of FANBOYS: Coordination, Commas, and College Composition Classes." According to Reynolds, coordinating conjunctions: As you can see from the table, only and, but, nor, and or meet all of the requirements for being a coordinating conjunction, while for, so, and yet meet only a few. Term Can't occur next to each other Can't be modified by another word Joins all constituents Constituents are commutative and ✓ ✓ ✓ ✓ but ✓ ✓ ✓ ✓ for ✓ ✓ Only to specific clause types No nor ✓ ✓ ✓ ✓ or ✓ ✓ ✓ ✓ so Can be paired withand, but, or Can be modified with just Only to specific clause types No yet Can be paired withand, but, or ✓ Only to specific clause types ✓ If for, so, and yet aren't coordinating conjunctions, what are they when they join clauses, as in: The Girl Scouts considered their sale a success, for they had sold every box of cookies. Sara's car is in the shop, so she will need a ride home. The final is tomorrow, yet Tom can't seem to focus on studying. The Cambridge Grammar of the English Language notes that so and yet are more like conjunctive adverbs such as however. For is similar to the subordinating conjunction because semantically but not syntactically. In other words, even the linguists aren't sure what for, so, and yet are in this situation. What we do know is that for, so, and yet can join clauses the way and, but, nor, and or do. We also know that one way to join independent clauses is with a comma and one of the FANBOYS. But where FANBOYS fails is by claiming that these words are a definite list of coordinating conjunctions and that the way to join two independent clauses is to use a comma and one of the FANBOYS. The story is more complex than that and more complex than I've laid out here. For example, if you join independent clauses with one of the FANBOYS, you don't always need a comma. If the two clauses are short and there's no risk of the sentence being misread, you can skip that comma: I read the book and I liked it. There's also more than one way to join independent clauses. You can use other words to join them, such as the ones Reynolds lists: plus, only, and then. You can use a semicolon followed by an adverb or a transitional phrase. Or you can just use a semicolon, colon, or dash: Sara studied for the exam, only she study the wrong chapter. I locked the car before I left the parking lot; however, the car was gone when I came back. Tom was soaked: the rain storm was a surprise and he didn't have a jacket with him. If you want to join two independent clauses with a comma and a word, FANBOYS offers several words that could work. But there's more to the story than that, and a good writer knows what it is. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of GERALD W WALTON I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than the comma is expected with coordinating conjunctions. You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus; therefore, I had to walk to work." I agree, of course, about commas and coordinating conjunctions. As I mentioned earlier, though, I do not put so in that category. Way back in the 1950s the textbook I used called so a transitional adverb—in the category with therefore, however, and hence. In other words, using that approach, one would indeed call so an adverbial conjunction. The authors of the book I used wrote “The term ‘conjunctive adverb’ has been discard in this book because of its ambiguity….†My guess is that more and more people will be using only a comma before so that it will, in effect, become a coordinating conjunction. As a matter of fact, I am reading a book now whose author does not use either a comma or a semicolon in those situations! Gerald To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Sun, 15 Mar 2015 03:41:02 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
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========================================================================Date: Sun, 15 Mar 2015 10:30:04 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Prof. Richard Grant WAU" <[log in to unmask]>
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
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This morning I discovered a study on the middle voice/middle passive. The
researcher presents data showing a decline in the use of passive and a
significant increase in the spread and use of the middle passive.
Here's the title: Hundt, Marianne. English Mediopassive Constructions : A
Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status.
2007
Richard
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Karl Hagen
Sent: Wednesday, March 11, 2015 2:29 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
I would answer no, but then I subscribe to the notion that passive voice is
better understood as a clause type than as just a property of a verb, and
transformation between active and passive equivalents isn't a sufficient way
to understand the two. There are, for example, a few verbs that only occur
in the passive voice. (He is reputed to be a misogynist; It is rumored that
she will quit soon.)
As I pointed out in an earlier message, though, traditional grammar often
does assume that the passive voice is a property of the verb, and so would
only call transitive verbs active. The nineteenth century grammars that I've
looked at usually treat the voice of intransitives explicitly, by
introducing a term like "middle voice." In the twentieth century, that
distinction was dropped, as far as I can tell, but it wasn't replaced with
anything. In other words, later works in the traditional paradigm finesse
the issue by ignoring it.
> On Mar 11, 2015, at 10:57 AM, Seth Katz < This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive. Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007 Richard -----Original Message----- I would answer no, but then I subscribe to the notion that passive voice is better understood as a clause type than as just a property of a verb, and transformation between active and passive equivalents isn't a sufficient way to understand the two. There are, for example, a few verbs that only occur in the passive voice. (He is reputed to be a misogynist; It is rumored that she will quit soon.) As I pointed out in an earlier message, though, traditional grammar often does assume that the passive voice is a property of the verb, and so would only call transitive verbs active. The nineteenth century grammars that I've looked at usually treat the voice of intransitives explicitly, by introducing a term like "middle voice." In the twentieth century, that distinction was dropped, as far as I can tell, but it wasn't replaced with anything. In other words, later works in the traditional paradigm finesse the issue by ignoring it. > On Mar 11, 2015, at 10:57 AM, Seth Katz <[log in to unmask]> wrote: > > Karl (and others): > > Does labeling a verb as being in the active voice imply that it is transitive, and therefore can be put in the passive voice? > That is, you can't put a non-accusative verb in the passive voice (e.g. "The plan landed"); so can such a verb be properly said to be in the active voice? > Or am I not understanding the notion of "voice" correctly? > > Seth Katz > > Dr. Seth Katz > Associate Professor > Associate Chair > Department of English > Bradley University > Peoria, IL 61625 > > Executive Director / Faculty Advisor > Bradley University Hillel > > On Wed, Mar 11, 2015 at 12:50 PM, Karl Hagen <[log in to unmask]> wrote: > The stative/dynamic distinction is semantic (an expression of aspectuality), and I take passive voice to be primarily a syntactic construction. > > Although it's true that adjectival passives will always have a stative > interpretation, and that ambiguities such as B typically turn on > whether we understand the situation as stative or dynamic, it's also > the case that some passive-voice constructions can be stative (e.g, > "She is loved by everyone.") > > For your example, I take this to be an instance of a so-called unaccusative verb, along the lines of: > > The pilot landed the plane. / The plane landed. > The wind opened the door. / The door opened. > The sun dried up the fields. / The fields dried up. > > So I take your example to be active voice. In other words, the mere fact that the semantic role of the subject is something other than agent/instrument isn't sufficient to call something passive. > > > On Mar 11, 2015, at 10:09 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > Where would "stative" fit in? > > And how do we deal with something like "The fields dried up in the sun?" > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Wednesday, March 11, 2015 12:15 PM > > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > It depends on whether you regard voice to be a property of the verb or a structural pattern of a clause. The former is the assumption, implicit or otherwise, in most traditional grammar books. In the 19th century, intransitive verbs were often said to be in the "middle" voice to account for this gap. On the other hand, much work in modern linguistics takes the second analysis to be more accurate. As a type of clause, there's no real problem. You simply say that the active-voice pattern is the unmarked default, and hence applies to anything that is not passive voice. > > > > > >> On Mar 11, 2015, at 8:37 AM, Beth Young <[log in to unmask]> wrote: > >> > >> Interesting! Passive voice is something that only transitive verbs can have, but I've never considered active voice to be limited to transitive verbs. I've always considered all verbs that are conjugated with the formula "Tense + Modal (have + -en) (be + -ing) Main Verb" to be active voice, and verbs conjugated with the formula "Tense + Modal (have + -en) (be + -ing) + be + -en + Main Verb" to be passive voice. Otherwise, wouldn't many verbs have no voice at all? Maybe that doesn't matter. > >> > >> Hats off to any 8th grade teachers who wade into this question with > >> their students. :) > >> > >> Beth > >> > >> Dr. Beth Rapp Young > >> Associate Professor, English > >> > >> University of Central Florida > >> "Reach for the Stars" > >> From: Assembly for the Teaching of English Grammar > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ _____ This email has been scanned by WAU 3-Tier Anti-Virus/Anti-Spam System.
Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Sun, 15 Mar 2015 14:01:16 -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: Jan Kammert <[log in to unmask]>
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
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----- Original Message -----
From: "Prof. Richard Grant WAU" <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive.
Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007
Richard
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen
Sent: Wednesday, March 11, 2015 2:29 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
I would answer no, but then I subscribe to the notion that passive voice is better understood as a clause type than as just a property of a verb, and transformation between active and passive equivalents isn't a sufficient way to understand the two. There are, for example, a few verbs that only occur in the passive voice. (He is reputed to be a misogynist; It is rumored that she will quit soon.)
As I pointed out in an earlier message, though, traditional grammar often does assume that the passive voice is a property of the verb, and so would only call transitive verbs active. The nineteenth century grammars that I've looked at usually treat the voice of intransitives explicitly, by introducing a term like "middle voice." In the twentieth century, that distinction was dropped, as far as I can tell, but it wasn't replaced with anything. In other words, later works in the traditional paradigm finesse the issue by ignoring it.
> On Mar 11, 2015, at 10:57 AM, Seth Katz < [log in to unmask] > wrote:
>
> Karl (and others):
>
> Does labeling a verb as being in the active voice imply that it is transitive, and therefore can be put in the passive voice?
> That is, you can't put a non-accusative verb in the passive voice (e.g. "The plan landed"); so can such a verb be properly said to be in the active voice?
> Or am I not understanding the notion of "voice" correctly?
>
> Seth Katz
>
> Dr. Seth Katz
> Associate Professor
> Associate Chair
> Department of English
> Bradley University
> Peoria, IL 61625
>
> Executive Director / Faculty Advisor
> Bradley University Hillel
>
> On Wed, Mar 11, 2015 at 12:50 PM, Karl Hagen < [log in to unmask] > wrote:
> The stative/dynamic distinction is semantic (an expression of aspectuality), and I take passive voice to be primarily a syntactic construction.
>
> Although it's true that adjectival passives will always have a stative
> interpretation, and that ambiguities such as B typically turn on
> whether we understand the situation as stative or dynamic, it's also
> the case that some passive-voice constructions can be stative (e.g,
> "She is loved by everyone.")
>
> For your example, I take this to be an instance of a so-called unaccusative verb, along the lines of:
>
> The pilot landed the plane. / The plane landed.
> The wind opened the door. / The door opened.
> The sun dried up the fields. / The fields dried up.
>
> So I take your example to be active voice. In other words, the mere fact that the semantic role of the subject is something other than agent/instrument isn't sufficient to call something passive.
>
> > On Mar 11, 2015, at 10:09 AM, Hancock, Craig G < [log in to unmask] > wrote:
> >
> > Karl,
> > Where would "stative" fit in?
> > And how do we deal with something like "The fields dried up in the sun?"
> >
> > Craig
> >
> > -----Original Message-----
> > From: Assembly for the Teaching of English Grammar
> > [ mailto:[log in to unmask] ] On Behalf Of Karl Hagen
> > Sent: Wednesday, March 11, 2015 12:15 PM
> > To: [log in to unmask]
> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
> >
> > It depends on whether you regard voice to be a property of the verb or a structural pattern of a clause. The former is the assumption, implicit or otherwise, in most traditional grammar books. In the 19th century, intransitive verbs were often said to be in the "middle" voice to account for this gap. On the other hand, much work in modern linguistics takes the second analysis to be more accurate. As a type of clause, there's no real problem. You simply say that the active-voice pattern is the unmarked default, and hence applies to anything that is not passive voice.
> >
> >
> >> On Mar 11, 2015, at 8:37 AM, Beth Young < [log in to unmask] > wrote:
> >>
> >> Interesting! Passive voice is something that only transitive verbs can have, but I've never considered active voice to be limited to transitive verbs. I've always considered all verbs that are conjugated with the formula "Tense + Modal (have + -en) (be + -ing) Main Verb" to be active voice, and verbs conjugated with the formula "Tense + Modal (have + -en) (be + -ing) + be + -en + Main Verb" to be passive voice. Otherwise, wouldn't many verbs have no voice at all? Maybe that doesn't matter.
> >>
> >> Hats off to any 8th grade teachers who wade into this question with
> >> their students. :)
> >>
> >> Beth
> >>
> >> Dr. Beth Rapp Young
> >> Associate Professor, English
> >> [log in to unmask]
> >>
> >> University of Central Florida
> >> "Reach for the Stars"
> >> From: Assembly for the Teaching of English Grammar
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This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive. Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007 Richard -----Original Message----- I would answer no, but then I subscribe to the notion that passive voice is better understood as a clause type than as just a property of a verb, and transformation between active and passive equivalents isn't a sufficient way to understand the two. There are, for example, a few verbs that only occur in the passive voice. (He is reputed to be a misogynist; It is rumored that she will quit soon.) As I pointed out in an earlier message, though, traditional grammar often does assume that the passive voice is a property of the verb, and so would only call transitive verbs active. The nineteenth century grammars that I've looked at usually treat the voice of intransitives explicitly, by introducing a term like "middle voice." In the twentieth century, that distinction was dropped, as far as I can tell, but it wasn't replaced with anything. In other words, later works in the traditional paradigm finesse the issue by ignoring it. > On Mar 11, 2015, at 10:57 AM, Seth Katz <[log in to unmask]> wrote: > > Karl (and others): > > Does labeling a verb as being in the active voice imply that it is transitive, and therefore can be put in the passive voice? > That is, you can't put a non-accusative verb in the passive voice (e.g. "The plan landed"); so can such a verb be properly said to be in the active voice? > Or am I not understanding the notion of "voice" correctly? > > Seth Katz > > Dr. Seth Katz > Associate Professor > Associate Chair > Department of English > Bradley University > Peoria, IL 61625 > > Executive Director / Faculty Advisor > Bradley University Hillel > > On Wed, Mar 11, 2015 at 12:50 PM, Karl Hagen <[log in to unmask]> wrote: > The stative/dynamic distinction is semantic (an expression of aspectuality), and I take passive voice to be primarily a syntactic construction. > > Although it's true that adjectival passives will always have a stative > interpretation, and that ambiguities such as B typically turn on > whether we understand the situation as stative or dynamic, it's also > the case that some passive-voice constructions can be stative (e.g, > "She is loved by everyone.") > > For your example, I take this to be an instance of a so-called unaccusative verb, along the lines of: > > The pilot landed the plane. / The plane landed. > The wind opened the door. / The door opened. > The sun dried up the fields. / The fields dried up. > > So I take your example to be active voice. In other words, the mere fact that the semantic role of the subject is something other than agent/instrument isn't sufficient to call something passive. > > > On Mar 11, 2015, at 10:09 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > Where would "stative" fit in? > > And how do we deal with something like "The fields dried up in the sun?" > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar > > [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Wednesday, March 11, 2015 12:15 PM > > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > It depends on whether you regard voice to be a property of the verb or a structural pattern of a clause. The former is the assumption, implicit or otherwise, in most traditional grammar books. In the 19th century, intransitive verbs were often said to be in the "middle" voice to account for this gap. On the other hand, much work in modern linguistics takes the second analysis to be more accurate. As a type of clause, there's no real problem. You simply say that the active-voice pattern is the unmarked default, and hence applies to anything that is not passive voice. > > > > > >> On Mar 11, 2015, at 8:37 AM, Beth Young <[log in to unmask]> wrote: > >> > >> Interesting! Passive voice is something that only transitive verbs can have, but I've never considered active voice to be limited to transitive verbs. I've always considered all verbs that are conjugated with the formula "Tense + Modal (have + -en) (be + -ing) Main Verb" to be active voice, and verbs conjugated with the formula "Tense + Modal (have + -en) (be + -ing) + be + -en + Main Verb" to be passive voice. Otherwise, wouldn't many verbs have no voice at all? Maybe that doesn't matter. > >> > >> Hats off to any 8th grade teachers who wade into this question with > >> their students. :) > >> > >> Beth > >> > >> Dr. Beth Rapp Young > >> Associate Professor, English > >> > >> University of Central Florida > >> "Reach for the Stars" > >> From: Assembly for the Teaching of English Grammar > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ _____ This email has been scanned by WAU 3-Tier Anti-Virus/Anti-Spam System.
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========================================================================Date: Sun, 15 Mar 2015 14:03:08 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Jan Kammert <[log in to unmask]>
Subject: middle passive
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My apologies ...
I think I just sent a blank message to the list.
Is anyone willing to explain middle passive to a middle school teacher? I wonder if it's something I see in my students' writing.
Thanks!
Jan
----- Original Message -----
From: "Prof. Richard Grant WAU" <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive.
Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007
Richard
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This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive. Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007 Richard
Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Sun, 15 Mar 2015 18:44:13 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Beth Young <[log in to unmask]>
Subject: Re: middle passive
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Middle voice is what you get when the verb is inflected like an active verb, but the meaning of the verb is something done to the subject, e.g., I broke the glass vs the glass broke.
When the glass breaks, the implication is that someone did the breaking to the glass, but the verb "breaks" is inflected as though the glass is breaking by itself. In the passive voice, we'd conjugate the verb differently: "The glass was broken." Also, normally with passive, you can add a "by" phrase (the glass was broken by the little girl) but you can't say "The glass broke by a little girl." And sometimes the meaning differs from the passive, e.g., "The passage reads well" says something about the passage, but "She reads the passage well" says something about her reading skill.
Per the Cambridge Grammar of the English Language, the category of "middle voice" has more to do with semantics than with syntax.
I don't think I've ever addressed this concept in my classes, though it has come up in conversation with individual students on occasion.
Beth
Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]
University of Central Florida
"Reach for the Stars"
________________________________
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jan Kammert [[log in to unmask]]
Sent: Sunday, March 15, 2015 2:03 PM
To: [log in to unmask]
Subject: middle passive
My apologies ...
I think I just sent a blank message to the list.
Is anyone willing to explain middle passive to a middle school teacher? I wonder if it's something I see in my students' writing.
Thanks!
Jan
________________________________
From: "Prof. Richard Grant WAU" <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive.
Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007
Richard
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This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive. Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007 Richard Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Sun, 15 Mar 2015 19:50:13 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: middle passive
In-Reply-To: <[log in to unmask]>
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Beth,
Nice summary.
I think it was Richard who mentioned "ergative" for an Australian source. They were probably drawing from Systemic Functional Grammar, which has a large presence in Australia. In the third edition of An Introduction to Functional Grammar (Halliday and Mathiesson 2004--I don't own the fourth edition yet), it is covered on pages 284 to roughly 300 in the chapter on clause as Representation. Halliday makes the case that the distinction (ergative or non-ergative) is a choice within the grammar. "Either the process is recognized as self engendering, in which case there is no separate agent; or it is represented as engendered from outside, in which case there is another participant functioning as agent" (290). I guess the argument would be that a user of the language has the option of representing an event in two different ways by selecting from these syntactic options. "I cooked the rice for two hours." "The rice cooked for two hours."The one indispensable entity is the rice, which he labels as "medium."
Like the Cambridge grammar, Halliday says that ergative patterns are expanding within the language.
Once you establish, for example, that an earthquake has hit the town, you can say things like "windows shattered, goods spilled off of shelves, water mains broke, cracks opened up in highways...." Since agency is already established, you can maintain attention on results without having to remind the readers that these entities are not the agents of their own change. "The football sailed through the goal posts and on into history." I suspect this "middle voice" is expanding precisely because of the utility of these forms.
I usually bring it up in a grammar class when I teach transitivity, but it's so hard to cover even the rough outlines of a grammar in a single semester.Anyone taking a grammar class needs exposure to traditional views of transitivity, and then there's not much room for other perspectives.
Craig
________________________________
From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Beth Young <[log in to unmask]>
Sent: Sunday, March 15, 2015 2:44 PM
To: [log in to unmask]
Subject: Re: middle passive
Middle voice is what you get when the verb is inflected like an active verb, but the meaning of the verb is something done to the subject, e.g., I broke the glass vs the glass broke.
When the glass breaks, the implication is that someone did the breaking to the glass, but the verb "breaks" is inflected as though the glass is breaking by itself. In the passive voice, we'd conjugate the verb differently: "The glass was broken." Also, normally with passive, you can add a "by" phrase (the glass was broken by the little girl) but you can't say "The glass broke by a little girl." And sometimes the meaning differs from the passive, e.g., "The passage reads well" says something about the passage, but "She reads the passage well" says something about her reading skill.
Per the Cambridge Grammar of the English Language, the category of "middle voice" has more to do with semantics than with syntax.
I don't think I've ever addressed this concept in my classes, though it has come up in conversation with individual students on occasion.
Beth
Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]
University of Central Florida
"Reach for the Stars"
________________________________
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jan Kammert [[log in to unmask]]
Sent: Sunday, March 15, 2015 2:03 PM
To: [log in to unmask]
Subject: middle passive
My apologies ...
I think I just sent a blank message to the list.
Is anyone willing to explain middle passive to a middle school teacher? I wonder if it's something I see in my students' writing.
Thanks!
Jan
________________________________
From: "Prof. Richard Grant WAU" <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive.
Here's the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007
Richard
To join or leave this 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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Beth, Nice summary. I think it was Richard who mentioned "ergative" for an Australian source. They were probably drawing from Systemic Functional Grammar, which has a large presence in Australia. In the third edition of An Introduction to Functional Grammar (Halliday and
Mathiesson 2004--I don't own the fourth edition yet), it is covered on pages 284 to roughly 300 in the chapter on clause as Representation. Halliday makes the case that the distinction (ergative or non-ergative) is a choice within the grammar. "Either the
process is recognized as self engendering, in which case there is no separate agent; or it is represented as engendered from outside, in which case there is another participant functioning as agent" (290). I guess the argument would be that a user of the language
has the option of representing an event in two different ways by selecting from these syntactic options. "I cooked the rice for two hours." "The rice cooked for two hours."The one indispensable entity is the rice, which he labels as "medium." Like the Cambridge grammar, Halliday says that ergative patterns are expanding within the language. Once you establish, for example, that an earthquake has hit the town, you can say things like "windows shattered, goods spilled off of shelves, water mains broke, cracks opened up in highways...." Since agency is already established, you can maintain
attention on results without having to remind the readers that these entities are not the agents of their own change. "The football sailed through the goal posts and on into history." I suspect this "middle voice" is expanding precisely because of the utility
of these forms. I usually bring it up in a grammar class when I teach transitivity, but it's so hard to cover even the rough outlines of a grammar in a single semester.Anyone taking a grammar class needs exposure to traditional views of transitivity, and then there's
not much room for other perspectives. Craig
This morning I discovered a study on the middle voice/middle passive. The researcher presents data showing a decline in the use of passive and a significant increase in the spread and use of the middle passive.
Here’s the title: Hundt, Marianne. English Mediopassive Constructions : A Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status. 2007
Richard
Visit ATEG's web site at
http://ateg.org/ Visit ATEG's web site at
http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--_000_14264490136508918albanyedu_--
========================================================================Date: Sun, 15 Mar 2015 21:57:53 +0000
Reply-To: Assembly for the Teaching of English Grammar
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From: Bob Yates <[log in to unmask]>
Subject: Re: middle passive
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--_D0044975-BAC2-4BF1-8F66-4C7C72BBF868_--
========================================================================Date: Mon, 16 Mar 2015 00:26:14 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: middle passive
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_000_142646557352399443albanyedu_"
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--_000_142646557352399443albanyedu_--
========================================================================Date: Mon, 16 Mar 2015 04:06:56 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: middle passive
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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dCINCg0KVmlzaXQgQVRFRydzIHdlYiBzaXRlIGF0IGh0dHA6Ly9hdGVnLm9yZy8NCg=========================================================================Date: Mon, 16 Mar 2015 08:56:21 -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: Debbie White <[log in to unmask]>
Subject: Re: ATEG Digest - 21 Jan 2015 to 28 Jan 2015 (#2015-7)
In-Reply-To: <[log in to unmask]>
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[log in to unmask]
On Thu, Jan 29, 2015 at 6:50 AM, Anne Osman <[log in to unmask]> wrote:
> I'm for the comma. The alternative would be to write, "The problem is
> that I'm not attracted to him."
>
> On Thu, Jan 29, 2015 at 8:01 AM, ATEG automatic digest system <
> [log in to unmask]> wrote:
>
>> There are 10 messages totaling 1076 lines in this issue.
>>
>> Topics of the day:
>>
>> 1. The problem is(,) (7)
>> 2. ought to/should (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, 28 Jan 2015 10:19:03 -0500
>> From: Dick Veit <[log in to unmask]>
>> Subject: The problem is(,)
>>
>> My adult ESOL students love the "Dear Abby" advice column, and I came upon
>> this sentence in today's column:
>>
>> The problem is, I'm not attracted to him.
>>
>> Should the comma be there?
>>
>> Like me, I'm guessing your first response is no, since a comma between a
>> verb and its complement (or object) is nonstandard.
>>
>> On further thought, I'm not so sure.
>>
>> There are two ways of reading those words. One is with unstressed "is" and
>> no pause between "is" and "I'm." If the comma is omitted, a reader is
>> likely to assume this reading.
>>
>> The sentence can also be read, however, with stress on "is" and a pause
>> before "I'm." The case for the comma is:
>>
>> (1) A writer can't invoke this reading without the comma, and
>> (2) This reading is equivalent to "To my chagrin, I'm not attracted to
>> him"--i.e., "The problem is" could be considered adverbial, making the
>> comma appropriate.
>>
>> What do you think?
>>
>> Dick Veit,
>> emeritus linguistics prof and volunteer ESOL teacher
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface 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, 28 Jan 2015 07:50:45 -0800
>> From: Karl Hagen <[log in to unmask]>
>> Subject: Re: The problem is(,)
>>
>> I vote for the comma. My reasoning is, the example uses a bare content
>> clause (i.e., 'that' is omitted) in a circumstance where omitting the
>> subordinator potentially creates confusion. Notice what I did in the
>> previous sentence? I think the comma is even more necessary there, as it's
>> much easier to read "the example" as the complement without the comma. In
>> other words, if I omit the comma there, I risk creating a garden-path
>> sentence.
>>
>> Using the comma to avoid this misreading is parallel to using one in
>> elliptical constructions:
>>
>> Alice favors construction grammar; Bob, transformational.
>>
>> What we really have are two comma rules that conflict, and we need to
>> decide which one dominates (if I can borrow the terminology of Optimality
>> Theory). If we say that the normal no-comma rule takes precedence over the
>> use-commas-for-elliptical-constructions rule, then we're basically saying
>> you cannot omit "that" in this context, which is clearly descriptively
>> wrong. (By the way, does anyone know of an Optimality Theory study of
>> English punctuation rules?)
>>
>>
>> > On Jan 28, 2015, at 7:19 AM, Dick Veit <[log in to unmask]> wrote:
>> >
>> > My adult ESOL students love the "Dear Abby" advice column, and I came
>> upon this sentence in today's column:
>> >
>> > The problem is, I'm not attracted to him.
>> >
>> > Should the comma be there?
>> >
>> > Like me, I'm guessing your first response is no, since a comma between
>> a verb and its complement (or object) is nonstandard.
>> >
>> > On further thought, I'm not so sure.
>> >
>> > There are two ways of reading those words. One is with unstressed "is"
>> and no pause between "is" and "I'm." If the comma is omitted, a reader is
>> likely to assume this reading.
>> >
>> > The sentence can also be read, however, with stress on "is" and a pause
>> before "I'm." The case for the comma is:
>> >
>> > (1) A writer can't invoke this reading without the comma, and
>> > (2) This reading is equivalent to "To my chagrin, I'm not attracted to
>> him"--i.e., "The problem is" could be considered adverbial, making the
>> comma appropriate.
>> >
>> > What do you think?
>> >
>> > Dick Veit,
>> > emeritus linguistics prof and volunteer ESOL teacher
>> > To join or leave this LISTSERV list, please visit the list's web
>> interface at: http://listserv.muohio.edu/archives/ateg.html and select
>> "Join or leave the list"
>> > Visit ATEG's web site at http://ateg.org/
>> >
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface 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, 28 Jan 2015 16:58:04 +0000
>> From: "Hancock, Craig G" <[log in to unmask]>
>> Subject: Re: The problem is(,)
>>
>> If you do a search on COCA, you come up with 8544 entries, many of them
>> sentence opening. When we have this kind of frequency of use, it's fair to
>> say that it's a construction and may have developed meanings and functions
>> AS A UNIT that are separate from its component syntax. If I write "the
>> problem is Charlie," then the sentence is straightforward. But if I write
>> "The problem is, Charlie is stupid," then "the problem is" can be seen as a
>> thematic opening to a statement about Charlie. (Similar to Dick's "to my
>> chagrin," or even "unfortunately.")
>> I haven't the time to do a full analysis, but there does seem to be a
>> pattern. When "that" is included, no comma. When "that" is left out, the
>> comma is routine.
>> Here's an example from Cosmopolitan (the first on the list): "The
>> problem is, if we look at the summer and the trajectory is up, he..."
>> This one is from the New York Times: "The problem is, it isn't easy
>> politically to make a 180 degree turn."
>> Another from fiction: "The problem is, the murderers have snatched
>> one of our people."
>> The structure ("the problem is" plus comma as sentence opener) seems
>> common in respectable places.
>>
>> Craig
>>
>> ----Original Message-----
>> From: Assembly for the Teaching of English Grammar [mailto:
>> [log in to unmask]] On Behalf Of Karl Hagen
>> Sent: Wednesday, January 28, 2015 10:51 AM
>> To: [log in to unmask]
>> Subject: Re: The problem is(,)
>>
>> I vote for the comma. My reasoning is, the example uses a bare content
>> clause (i.e., 'that' is omitted) in a circumstance where omitting the
>> subordinator potentially creates confusion. Notice what I did in the
>> previous sentence? I think the comma is even more necessary there, as it's
>> much easier to read "the example" as the complement without the comma. In
>> other words, if I omit the comma there, I risk creating a garden-path
>> sentence.
>>
>> Using the comma to avoid this misreading is parallel to using one in
>> elliptical constructions:
>>
>> Alice favors construction grammar; Bob, transformational.
>>
>> What we really have are two comma rules that conflict, and we need to
>> decide which one dominates (if I can borrow the terminology of Optimality
>> Theory). If we say that the normal no-comma rule takes precedence over the
>> use-commas-for-elliptical-constructions rule, then we're basically saying
>> you cannot omit "that" in this context, which is clearly descriptively
>> wrong. (By the way, does anyone know of an Optimality Theory study of
>> English punctuation rules?)
>>
>>
>> > On Jan 28, 2015, at 7:19 AM, Dick Veit <[log in to unmask]> wrote:
>> >
>> > My adult ESOL students love the "Dear Abby" advice column, and I came
>> upon this sentence in today's column:
>> >
>> > The problem is, I'm not attracted to him.
>> >
>> > Should the comma be there?
>> >
>> > Like me, I'm guessing your first response is no, since a comma between
>> a verb and its complement (or object) is nonstandard.
>> >
>> > On further thought, I'm not so sure.
>> >
>> > There are two ways of reading those words. One is with unstressed "is"
>> and no pause between "is" and "I'm." If the comma is omitted, a reader is
>> likely to assume this reading.
>> >
>> > The sentence can also be read, however, with stress on "is" and a pause
>> before "I'm." The case for the comma is:
>> >
>> > (1) A writer can't invoke this reading without the comma, and
>> > (2) This reading is equivalent to "To my chagrin, I'm not attracted to
>> him"--i.e., "The problem is" could be considered adverbial, making the
>> comma appropriate.
>> >
>> > What do you think?
>> >
>> > Dick Veit,
>> > emeritus linguistics prof and volunteer ESOL teacher To join or leave
>> > this LISTSERV list, please visit the list's web interface at:
>> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
>> the list"
>> > Visit ATEG's web site at http://ateg.org/
>> >
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface 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, 28 Jan 2015 12:23:46 -0500
>> From: John Chorazy <[log in to unmask]>
>> Subject: Re: The problem is(,)
>>
>> This reminds me of the double "is" construction (ISIS) that​ has become so
>> prevalent, from the President down...
>>
>> On Wed, Jan 28, 2015 at 11:58 AM, Hancock, Craig G <[log in to unmask]>
>> wrote:
>>
>> > If you do a search on COCA, you come up with 8544 entries, many of them
>> > sentence opening. When we have this kind of frequency of use, it's fair
>> to
>> > say that it's a construction and may have developed meanings and
>> functions
>> > AS A UNIT that are separate from its component syntax. If I write "the
>> > problem is Charlie," then the sentence is straightforward. But if I
>> write
>> > "The problem is, Charlie is stupid," then "the problem is" can be seen
>> as a
>> > thematic opening to a statement about Charlie. (Similar to Dick's "to
>> my
>> > chagrin," or even "unfortunately.")
>> > I haven't the time to do a full analysis, but there does seem to be
>> a
>> > pattern. When "that" is included, no comma. When "that" is left out, the
>> > comma is routine.
>> > Here's an example from Cosmopolitan (the first on the list): "The
>> > problem is, if we look at the summer and the trajectory is up, he..."
>> > This one is from the New York Times: "The problem is, it isn't easy
>> > politically to make a 180 degree turn."
>> > Another from fiction: "The problem is, the murderers have snatched
>> one
>> > of our people."
>> > The structure ("the problem is" plus comma as sentence opener) seems
>> > common in respectable places.
>> >
>> > Craig
>> >
>> > ----Original Message-----
>> > From: Assembly for the Teaching of English Grammar [mailto:
>> To join or leave this LISTSERV list, please visit the list's web
>> interface at: http://listserv.muohio.edu/archives/ateg.html and select
>> "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
To join or leave this LISTSERV list, please visit the list's web interface 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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========================================================================Date: Mon, 16 Mar 2015 14:10:36 +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: "Hancock, Craig G" <[log in to unmask]>
Subject: Re: middle passive
In-Reply-To: <[log in to unmask]>
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dGVnLm9yZy8NCg=========================================================================Date: Mon, 16 Mar 2015 04:46:34 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Bob Yates <[log in to unmask]>
Subject: Re: middle passive
In-Reply-To: <[log in to unmask]>
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========================================================================Date: Tue, 24 Mar 2015 00:39:52 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Stahlke, Herbert" <[log in to unmask]>
Subject: FW: 26.1552, Books: Grammar at School: Ribas, Fontich,
Guasch (eds.)
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RydzIHdlYiBzaXRlIGF0IGh0dHA6Ly9hdGVnLm9yZy8NCg=========================================================================Date: Mon, 23 Mar 2015 21:20:23 -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: Michael <[log in to unmask]>
Subject: New book on metalinguistic awareness
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Herb
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr and
Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second
Language Learning" that came out in 2013. Applied linguistics deals a
lot with metalinguistic awareness in teaching a second language.
Mike
> Has anyone seen this book? It looks worth a review in SinS.
>
> Herb
>
> -----Original Message-----
> From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
> Sent: Monday, March 23, 2015 4:10 PM
> To: [log in to unmask]
> Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
>
> LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
>
> Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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========================================================================Date: Mon, 23 Mar 2015 20:42:44 -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: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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Which one of you guys is going to volunteer to review the book for ATEG Journal? Or you can both review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Herb
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr and
Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed
Second Language Learning" that came out in 2013. Applied
linguistics deals a lot with metalinguistic awareness in teaching
a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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========================================================================Date: Mon, 23 Mar 2015 21:58:19 -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: Michael <[log in to unmask]>
Subject: Re: New book on metalinguistic awareness
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I'll defer to Herb. He saw it first. The book is expensive. Would the
publisher send him a copy for review?
Herb -- What is SinS?
Mike
> Which one of you guys is going to volunteer to review the book for
> ATEG Journal? Or you can both review it in a joint contribution.
>
> ------------------------------------------------------------------------
> Date: Mon, 23 Mar 2015 21:20:23 -0400
> From: [log in to unmask]
> Subject: New book on metalinguistic awareness
> To: [log in to unmask]
>
> Herb
>
> Thanks for the notice about the new book. It certainly looks
> interesting. A related book that I would recommend is Roehr and
> Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second
> Language Learning" that came out in 2013. Applied linguistics deals a
> lot with metalinguistic awareness in teaching a second language.
>
> Mike
>
> Has anyone seen this book? It looks worth a review in SinS.
>
> Herb
>
> -----Original Message-----
> From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
> Sent: Monday, March 23, 2015 4:10 PM
> To:[log in to unmask]
Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--------------020007070008080007090506--
========================================================================Date: Mon, 23 Mar 2015 22:01:43 -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: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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I thought of that, too - let me check. But in the meantime, if Herb defers, how about you?
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
I'll defer to Herb. He saw it first.
The book is expensive. Would the publisher send him a copy for
review?
Herb -- What is SinS?
Mike
Which one of you guys is going to volunteer to
review the book for ATEG Journal? Or you can both review it in a
joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Herb
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr
and Ganem-Gutierrez's "The Metalinguistic Dimension in
Instructed Second Language Learning" that came out in 2013.
Applied linguistics deals a lot with metalinguistic
awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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========================================================================Date: Mon, 23 Mar 2015 22:07:01 -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: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
I'll defer to Herb. He saw it first.
The book is expensive. Would the publisher send him a copy for
review?
Herb -- What is SinS?
Mike
Which one of you guys is going to volunteer to
review the book for ATEG Journal? Or you can both review it in a
joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Herb
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr
and Ganem-Gutierrez's "The Metalinguistic Dimension in
Instructed Second Language Learning" that came out in 2013.
Applied linguistics deals a lot with metalinguistic
awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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========================================================================Date: Tue, 24 Mar 2015 00:56:55 -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: Michael <[log in to unmask]>
Subject: Re: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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If Herb is not interested, I'll write the review.
Mike
> I thought of that, too - let me check. But in the meantime, if Herb
> defers, how about you?
>
> ------------------------------------------------------------------------
> Date: Mon, 23 Mar 2015 21:58:19 -0400
> From: [log in to unmask]
> Subject: Re: New book on metalinguistic awareness
> To: [log in to unmask]
>
> I'll defer to Herb. He saw it first. The book is expensive. Would the
> publisher send him a copy for review?
>
> Herb -- What is SinS?
>
> Mike
>
>
> Which one of you guys is going to volunteer to review the book for
> ATEG Journal? Or you can both review it in a joint contribution.
>
> ------------------------------------------------------------------------
> Date: Mon, 23 Mar 2015 21:20:23 -0400
> From: [log in to unmask]
Visit ATEG's web site at http://ateg.org/
Visit ATEG's web site at http://ateg.org/
--------------000707020306050107000508--
========================================================================Date: Tue, 24 Mar 2015 13:30:46 +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: "Stahlke, Herbert" <[log in to unmask]>
Subject: Re: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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While I'd like to read it, for the review I'll defer to someone who's currently active in the profession. Since Michael is willing and interested, he's the better choice. SinS is my own acronym for Syntax in the Schools.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, March 23, 2015 11:07 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
________________________________
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask] While I’d like to read it, for the review I’ll defer to someone who’s currently active in the profession. Since Michael is willing and interested, he’s the
better choice. SinS is my own acronym for Syntax in the Schools. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
Date: Mon, 23 Mar 2015 21:58:19 -0400 I'll defer to Herb. He saw it first. The book is expensive. Would the publisher send him a copy for review? Which one of you guys is going to volunteer to review the book for ATEG Journal? Or you can both review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400 Herb To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Tue, 24 Mar 2015 11:27:58 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Geoffrey Layton <[log in to unmask]>
Subject: Re: New book on metalinguistic awareness
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Herb - Have you been getting the "new and improved" (?) ATEG Journal?
Date: Tue, 24 Mar 2015 13:30:46 +0000
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
While I’d like to read it, for the review I’ll defer to someone who’s currently active in the profession. Since Michael is willing and interested, he’s the
better choice. SinS is my own acronym for Syntax in the Schools.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, March 23, 2015 11:07 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
I'll defer to Herb. He saw it first. The book is expensive. Would the publisher send him a copy for review?
Herb -- What is SinS?
Mike
Which one of you guys is going to volunteer to review the book for ATEG Journal? Or you can both review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Herb
Thanks for the notice about the new book. It certainly looks interesting. A related book that I would recommend is Roehr and Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second Language Learning" that came out in 2013. Applied linguistics deals
a lot with metalinguistic awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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While I’d like to read it, for the review I’ll defer to someone who’s currently active in the profession. Since Michael is willing and interested, he’s the
better choice. SinS is my own acronym for Syntax in the Schools. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
Date: Mon, 23 Mar 2015 21:58:19 -0400 I'll defer to Herb. He saw it first. The book is expensive. Would the publisher send him a copy for review? Which one of you guys is going to volunteer to review the book for ATEG Journal? Or you can both review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400 Herb To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Tue, 24 Mar 2015 11:41:47 -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: New book on metalinguistic awareness
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Mike ~
It looks like Herb has deferred to you! Here's the info I'll need to order the book:
Your full name, academic title, college/university, mailing address, email address (university email preferred).
Thanks for "volunteering"! Would early fall be ok for completing the review (depending of course on when you get the book)? Let me know if that's ok - I'm flexible.
Geoff Layton, ATEG Editor
Date: Tue, 24 Mar 2015 00:56:55 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
If Herb is not interested, I'll write
the review.
Mike
I thought of that, too - let me check. But in the
meantime, if Herb defers, how about you?
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
I'll defer to Herb. He saw it
first. The book is expensive. Would the publisher send him a
copy for review?
Herb -- What is SinS?
Mike
Which one of you guys is going to volunteer
to review the book for ATEG Journal? Or you can both
review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23
-0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Herb
Thanks for the notice about the new book. It certainly
looks interesting. A related book that I would
recommend is Roehr and Ganem-Gutierrez's "The
Metalinguistic Dimension in Instructed Second Language
Learning" that came out in 2013. Applied linguistics
deals a lot with metalinguistic awareness in teaching
a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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========================================================================Date: Tue, 24 Mar 2015 17:39:03 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Stahlke, Herbert" <[log in to unmask]>
Subject: Re: New book on metalinguistic awareness
In-Reply-To: <[log in to unmask]>
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No, I haven't. I will subscribe.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Tuesday, March 24, 2015 12:28 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
Herb - Have you been getting the "new and improved" (?) ATEG Journal?
________________________________
Date: Tue, 24 Mar 2015 13:30:46 +0000
From: [log in to unmask] No, I haven’t. I will subscribe. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton Herb - Have you been getting the "new and improved" (?) ATEG Journal? Date: Tue, 24 Mar 2015 13:30:46 +0000 While I’d like to read it, for the review I’ll defer to someone who’s currently active in the profession. Since Michael is willing and interested, he’s the
better choice. SinS is my own acronym for Syntax in the Schools. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton Yes - I can get a review copy from the publisher. Now all we need is who to send it to.
Date: Mon, 23 Mar 2015 21:58:19 -0400 I'll defer to Herb. He saw it first. The book is expensive. Would the publisher send him a copy for review? Which one of you guys is going to volunteer to review the book for ATEG Journal? Or you can both review it in a joint contribution.
Date: Mon, 23 Mar 2015 21:20:23 -0400 Herb To join or leave this LISTSERV list, please visit the list's web interface at:
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--_000_BN3PR0501MB1330161F800723F226952908C00A0BN3PR0501MB1330_--
========================================================================Date: Wed, 25 Mar 2015 01:20:27 +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: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 14 Mar 2015 to 15 Mar 2015 (#2015-25)
Comments: cc: ATEG automatic digest system <[log in to unmask]>
In-Reply-To: <[log in to unmask]>
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Message-ID: <20150325012027.5CQHG.159899.root@cdptpa-web18>
I disagree with Professor Young in her "Hats off to eighth-grade teachers who introduce this topic." I seriously doubt that Mensa-quality eighth graders would have sufficient background to tackle "middle passives." I was reared by two grammarians, including a Greek scholar and I did not encounter the topic until grade 10--and I attended WPHS (either the top--or tied for the top in FL HS by P.K. Younge). We had six merit scholars out of 142 graduates.
Scott Catledge, PhD/STD, professor emeritus retired
---- ATEG automatic digest system <[log in to unmask]> wrote:
> There are 7 messages totaling 2362 lines in this issue.
>
> Topics of the day:
>
> 1. ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) (2)
> 2. middle passive (5)
>
> To join or leave this LISTSERV list, please visit the list's web interface 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, 15 Mar 2015 10:30:04 -0400
> From: "Prof. Richard Grant WAU" <[log in to unmask]>
> Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
>
> This morning I discovered a study on the middle voice/middle passive. The
> researcher presents data showing a decline in the use of passive and a
> significant increase in the spread and use of the middle passive.
>
>
>
> Here's the title: Hundt, Marianne. English Mediopassive Constructions : A
> Cognitive, Corpus-based Study of Their Origin, Spread, and Current Status.
> 2007
>
>
>
> Richard
>
>
>
>
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Karl Hagen
> Sent: Wednesday, March 11, 2015 2:29 PM
> To: [log in to unmask]
> Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
>
>
>
> I would answer no, but then I subscribe to the notion that passive voice is
> better understood as a clause type than as just a property of a verb, and
> transformation between active and passive equivalents isn't a sufficient way
> to understand the two. There are, for example, a few verbs that only occur
> in the passive voice. (He is reputed to be a misogynist; It is rumored that
> she will quit soon.)
>
>
>
> As I pointed out in an earlier message, though, traditional grammar often
> does assume that the passive voice is a property of the verb, and so would
> only call transitive verbs active. The nineteenth century grammars that I've
> looked at usually treat the voice of intransitives explicitly, by
> introducing a term like "middle voice." In the twentieth century, that
> distinction was dropped, as far as I can tell, but it wasn't replaced with
> anything. In other words, later works in the traditional paradigm finesse
> the issue by ignoring it.
>
>
>
> > On Mar 11, 2015, at 10:57 AM, Seth Katz < Below is a new book announcement. See the website at Mike Busch Teaching and Learning
English Grammar Research
Findings and Future Directions Edited by MaryAnn Christison, Donna Christian,
Patricia
A. Duff, Nina Spada Routledge – 2015 – 236 pages Description An important contribution to the emerging body of
research-based knowledge
about English grammar, this volume presents empirical studies
along with
syntheses and overviews of previous and ongoing work on the
teaching and
learning of grammar for learners of English as a second/foreign
language. It
explores a variety of approaches, including form-focused
instruction, content
and language integration, corpus-based lexicogrammatical
approaches, and social
perspectives on grammar instruction. Nine chapter authors are
Priority Research
Grant or Doctoral Dissertation Grant awardees from The
International Research
Foundation for English Language Education (TIRF), and four
overview chapters
are written by well-known experts in English language education.
Each research
chapter addresses issues that motivated the research, the
context of the
research, data collection and analysis, findings and discussion,
and
implications for practice, policy, and future research.
Visit ATEG's web site at http://ateg.org/
--------------090302070300080404020308--
========================================================================Date: Wed, 25 Mar 2015 22:54:32 -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: New book announcement
In-Reply-To: <[log in to unmask]>
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Sounds interesting - take your pick on which you'd like to review.
Date: Wed, 25 Mar 2015 23:15:25 -0400
From: [log in to unmask]
Subject: New book announcement
To: [log in to unmask]
Below is a new book announcement. See the website at
http://www.routledge.com/books/details/9781138856936/?utm_source=adestra&utm_medium=email&utm_campaign=sbu2_mg_2pr_1em_2edu_nba15_x_69171_9781138856936
Mike Busch
Teaching and Learning
English Grammar Research
Findings and Future Directions
Edited by MaryAnn Christison, Donna Christian,
Patricia
A. Duff, Nina Spada
Routledge – 2015 – 236 pages
Description
An important contribution to the emerging body of
research-based knowledge
about English grammar, this volume presents empirical studies
along with
syntheses and overviews of previous and ongoing work on the
teaching and
learning of grammar for learners of English as a second/foreign
language. It
explores a variety of approaches, including form-focused
instruction, content
and language integration, corpus-based lexicogrammatical
approaches, and social
perspectives on grammar instruction. Nine chapter authors are
Priority Research
Grant or Doctoral Dissertation Grant awardees from The
International Research
Foundation for English Language Education (TIRF), and four
overview chapters
are written by well-known experts in English language education.
Each research
chapter addresses issues that motivated the research, the
context of the
research, data collection and analysis, findings and discussion,
and
implications for practice, policy, and future research.
To join or leave this LISTSERV list, please visit the list's web interface at:
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--_b71af645-1c68-4470-8eab-7b08d61cb43b_
Content-Type: text/html; charset="Windows-1252"
Content-Transfer-Encoding: quoted-printable
Below is a new book announcement. See the website at Mike Busch Teaching and Learning
English Grammar Research
Findings and Future Directions Edited by MaryAnn Christison, Donna Christian,
Patricia
A. Duff, Nina Spada Routledge – 2015 – 236 pages Description An important contribution to the emerging body of
research-based knowledge
about English grammar, this volume presents empirical studies
along with
syntheses and overviews of previous and ongoing work on the
teaching and
learning of grammar for learners of English as a second/foreign
language. It
explores a variety of approaches, including form-focused
instruction, content
and language integration, corpus-based lexicogrammatical
approaches, and social
perspectives on grammar instruction. Nine chapter authors are
Priority Research
Grant or Doctoral Dissertation Grant awardees from The
International Research
Foundation for English Language Education (TIRF), and four
overview chapters
are written by well-known experts in English language education.
Each research
chapter addresses issues that motivated the research, the
context of the
research, data collection and analysis, findings and discussion,
and
implications for practice, policy, and future research.
Visit ATEG's web site at http://ateg.org/
--_b71af645-1c68-4470-8eab-7b08d61cb43b_--
========================================================================Date: Thu, 26 Mar 2015 00:17:16 -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: Michael <[log in to unmask]>
Subject: Natl Geo Learning/ Mich State U. Learning Symposium
MIME-Version: 1.0
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--------------090805090204050405060208
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The abstracts for the conference below are now posted to their website. See
https://ngl.elc.msu.edu/index.cfm/main/index
Annual National Geographic Learning/Michigan State University Learning
Symposium
*/Grammar and the Four Skills: Exploration and Integration/*.
*Introduction*
The Michigan State University English Language Center is once again
partnering with National Geographic Learning, a part of Cengage
Learning, to host our Annual Learning Symposium for Great Lakes area
English language teaching professionals. With an emphasis on academic
English at the higher education level and highlighting a different theme
annually, our Learning Symposium offers attendees a unique opportunity
for focused professional development and collegial interaction.
*2015 Theme*
We are excited to announce this year’s theme: */Grammar and the Four
Skills: Exploration and Integration/*.
Grammar is often decontextualized and taught in isolation. However, more
contemporary models encourage integration with the four skills –
reading, writing, listening, and speaking – and distribution throughout
the curriculum. This has implications for nearly every aspect of a
program, including digital technology, assessment, and course planning.
As such, this year’s presentations will focus on links between grammar
and other aspects of ESL instruction.
To join or leave this LISTSERV list, please visit the list's web interface at:
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--------------090805090204050405060208
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X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2Q4HHlX007880
The Michigan State University English Language Center is once
again partnering with National Geographic Learning, a part of
Cengage Learning, to host our Annual Learning Symposium for Great
Lakes area English language teaching professionals. With an
emphasis on academic English at the higher education level and
highlighting a different theme annually, our Learning Symposium
offers attendees a unique opportunity for focused professional
development and collegial interaction. We are excited to announce this year’s theme: Grammar and
the Four Skills: Exploration and Integration. Grammar is often decontextualized and taught in isolation.
However, more contemporary models encourage integration with the
four skills – reading, writing, listening, and speaking – and
distribution throughout the curriculum. This has implications for
nearly every aspect of a program, including digital technology,
assessment, and course planning. As such, this year’s
presentations will focus on links between grammar and other
aspects of ESL instruction.
Visit ATEG's web site at http://ateg.org/
--------------090805090204050405060208--
Sent: Saturday, March 14, 2015 1:48 AM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than the comma is expected with coordinating conjunctions.
You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus;
therefore, I had to walk to work."
Til
Sent: Friday, March 13, 2015 10:53 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Sent from my iPhone
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Sent: Saturday, March 14, 2015 1:48 AM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than the comma is expected with coordinating conjunctions.
You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus;
therefore, I had to walk to work."
Til
Sent: Friday, March 13, 2015 10:53 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Sent: Saturday, March 14, 2015 3:13 PM
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Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
Sent from my iPhone
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Sent: Saturday, March 14, 2015 1:48 AM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than the comma is expected with coordinating conjunctions.
You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus;
therefore, I had to walk to work."
Til
Sent: Friday, March 13, 2015 10:53 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Don't rely on grammar texts and style manuals. Study real texts. See:
http://kissgrammar.org/kiss/wb/LPlans/WB_Punctuation.htm
Ed
Sent: Saturday, March 14, 2015 1:48 AM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
I would have to disagree with your disagreement. I know of no grammar text or style manual in use at my college or private language schools where I have taught that ever states that any punctuation other than the comma is expected with coordinating conjunctions.
You certainly could use a semicolon, but that is usually used with adverbial conjunctions such as "I missed the bus;
therefore, I had to walk to work."
Til
Sent: Saturday, March 14, 2015 6:39 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22)
_____
This email has been scanned by WAU 3-Tier Anti-Virus/Anti-Spam System.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen
Sent: Wednesday, March 11, 2015 2:29 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen
Sent: Wednesday, March 11, 2015 2:29 PM
To: [log in to unmask]
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
When the glass breaks, the implication is that someone did the breaking to the glass, but the verb "breaks" is inflected as though the glass is breaking by itself. In the passive voice, we'd conjugate the verb differently: "The glass was broken." Also, normally
with passive, you can add a "by" phrase (the glass was broken by the little girl) but you can't say "The glass broke by a little girl." And sometimes the meaning differs from the passive, e.g., "The passage reads well" says something about the passage, but
"She reads the passage well" says something about her reading skill.
Per the Cambridge Grammar of the English Language, the category of "middle voice" has more to do with semantics than with syntax.
I don't think I've ever addressed this concept in my classes, though it has come up in conversation with individual students on occasion.
Beth
Associate Professor, English
[log in to unmask]
University of Central Florida
"Reach for the Stars"
Sent: Sunday, March 15, 2015 2:03 PM
To: [log in to unmask]
Subject: middle passive
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
Sent: Sunday, March 15, 2015 2:44 PM
To: [log in to unmask]
Subject: Re: middle passive
When the glass breaks, the implication is that someone did the breaking to the glass, but the verb "breaks" is inflected as though the glass is breaking by itself. In the passive voice, we'd conjugate the verb differently: "The glass was broken." Also, normally
with passive, you can add a "by" phrase (the glass was broken by the little girl) but you can't say "The glass broke by a little girl." And sometimes the meaning differs from the passive, e.g., "The passage reads well" says something about the passage, but
"She reads the passage well" says something about her reading skill.
Per the Cambridge Grammar of the English Language, the category of "middle voice" has more to do with semantics than with syntax.
I don't think I've ever addressed this concept in my classes, though it has come up in conversation with individual students on occasion.
Beth
Associate Professor, English
[log in to unmask]
University of Central Florida
"Reach for the Stars"
Sent: Sunday, March 15, 2015 2:03 PM
To: [log in to unmask]
Subject: middle passive
To: [log in to unmask]
Sent: Sunday, March 15, 2015 7:30:04 AM
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)
There are 10 messages totaling 1076 lines in this issue.
Topics of the day:
 1. The problem is(,) (7)
 2. ought to/should (3)
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----------------------------------------------------------------------
Date:Â Â Wed, 28 Jan 2015 10:19:03 -0500
From:Â Â Dick Veit <[log in to unmask]>
Subject: The problem is(,)
My adult ESOL students love the "Dear Abby" advice column, and I came upon
this sentence in today's column:
    The problem is, I'm not attracted to him.
Should the comma be there?
Like me, I'm guessing your first response is no, since a comma between a
verb and its complement (or object) is nonstandard.
On further thought, I'm not so sure.
There are two ways of reading those words. One is with unstressed "is" and
no pause between "is" and "I'm." If the comma is omitted, a reader is
likely to assume this reading.
The sentence can also be read, however, with stress on "is" and a pause
before "I'm." The case for the comma is:
(1) A writer can't invoke this reading without the comma, and
(2) This reading is equivalent to "To my chagrin, I'm not attracted to
him"--i.e., "The problem is" could be considered adverbial, making the
comma appropriate.
What do you think?
Dick Veit,
emeritus linguistics prof and volunteer ESOL teacher
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------------------------------
Date:Â Â Wed, 28 Jan 2015 07:50:45 -0800
From:Â Â Karl Hagen <[log in to unmask]>
Subject: Re: The problem is(,)
I vote for the comma. My reasoning is, the example uses a bare content clause (i.e., 'that' is omitted) in a circumstance where omitting the subordinator potentially creates confusion. Notice what I did in the previous sentence? I think the comma is even more necessary there, as it's much easier to read "the example" as the complement without the comma. In other words, if I omit the comma there, I risk creating a garden-path sentence.
Using the comma to avoid this misreading is parallel to using one in elliptical constructions:
Alice favors construction grammar; Bob, transformational.
What we really have are two comma rules that conflict, and we need to decide which one dominates (if I can borrow the terminology of Optimality Theory). If we say that the normal no-comma rule takes precedence over the use-commas-for-elliptical-constructions rule, then we're basically saying you cannot omit "that" in this context, which is clearly descriptively wrong. (By the way, does anyone know of an Optimality Theory study of English punctuation rules?)
> On Jan 28, 2015, at 7:19 AM, Dick Veit <[log in to unmask]> wrote:
>
> My adult ESOL students love the "Dear Abby" advice column, and I came upon this sentence in today's column:
>
>Â Â Â Â The problem is, I'm not attracted to him.
>
> Should the comma be there?
>
> Like me, I'm guessing your first response is no, since a comma between a verb and its complement (or object) is nonstandard.
>
> On further thought, I'm not so sure.
>
> There are two ways of reading those words. One is with unstressed "is" and no pause between "is" and "I'm." If the comma is omitted, a reader is likely to assume this reading.
>
> The sentence can also be read, however, with stress on "is" and a pause before "I'm." The case for the comma is:
>
> (1) A writer can't invoke this reading without the comma, and
> (2) This reading is equivalent to "To my chagrin, I'm not attracted to him"--i.e., "The problem is" could be considered adverbial, making the comma appropriate.
>
> What do you think?
>
> Dick Veit,
> emeritus linguistics prof and volunteer ESOL teacher
> To join or leave this LISTSERV list, please visit the list's web interface 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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------------------------------
Date:Â Â Wed, 28 Jan 2015 16:58:04 +0000
From:Â Â "Hancock, Craig G" <[log in to unmask]>
Subject: Re: The problem is(,)
If you do a search on COCA, you come up with 8544 entries, many of them sentence opening. When we have this kind of frequency of use, it's fair to say that it's a construction and may have developed meanings and functions AS A UNIT that are separate from its component syntax. If I write "the problem is Charlie," then the sentence is straightforward. But if I write "The problem is, Charlie is stupid," then "the problem is" can be seen as a thematic opening to a statement about Charlie. (Similar to Dick's "to my chagrin," or even "unfortunately.")
  I haven't the time to do a full analysis, but there does seem to be a pattern. When "that" is included, no comma. When "that" is left out, the comma is routine.
  Here's an example from Cosmopolitan (the first on the list): "The problem is, if we look at the summer and the trajectory is up, he..."
  This one is from the New York Times: "The problem is, it isn't easy politically to make a 180 degree turn."
  Another from fiction: "The problem is, the murderers have snatched one of our people."
The structure ("the problem is" plus comma as sentence opener) seems common in respectable places.
Craig
----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen
Sent: Wednesday, January 28, 2015 10:51 AM
To: [log in to unmask]
Subject: Re: The problem is(,)
I vote for the comma. My reasoning is, the example uses a bare content clause (i.e., 'that' is omitted) in a circumstance where omitting the subordinator potentially creates confusion. Notice what I did in the previous sentence? I think the comma is even more necessary there, as it's much easier to read "the example" as the complement without the comma. In other words, if I omit the comma there, I risk creating a garden-path sentence.
Using the comma to avoid this misreading is parallel to using one in elliptical constructions:
Alice favors construction grammar; Bob, transformational.
What we really have are two comma rules that conflict, and we need to decide which one dominates (if I can borrow the terminology of Optimality Theory). If we say that the normal no-comma rule takes precedence over the use-commas-for-elliptical-constructions rule, then we're basically saying you cannot omit "that" in this context, which is clearly descriptively wrong. (By the way, does anyone know of an Optimality Theory study of English punctuation rules?)
> On Jan 28, 2015, at 7:19 AM, Dick Veit <[log in to unmask]> wrote:
>
> My adult ESOL students love the "Dear Abby" advice column, and I came upon this sentence in today's column:
>
>Â Â Â Â The problem is, I'm not attracted to him.
>
> Should the comma be there?
>
> Like me, I'm guessing your first response is no, since a comma between a verb and its complement (or object) is nonstandard.
>
> On further thought, I'm not so sure.
>
> There are two ways of reading those words. One is with unstressed "is" and no pause between "is" and "I'm." If the comma is omitted, a reader is likely to assume this reading.
>
> The sentence can also be read, however, with stress on "is" and a pause before "I'm." The case for the comma is:
>
> (1) A writer can't invoke this reading without the comma, and
> (2) This reading is equivalent to "To my chagrin, I'm not attracted to him"--i.e., "The problem is" could be considered adverbial, making the comma appropriate.
>
> What do you think?
>
> Dick Veit,
> emeritus linguistics prof and volunteer ESOL teacher To join or leave
> this LISTSERV list, please visit the list's web interface 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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------------------------------
Date:Â Â Wed, 28 Jan 2015 12:23:46 -0500
From:Â Â John Chorazy <[log in to unmask]>
Subject: Re: The problem is(,)
This reminds me of the double "is" construction (ISIS) that​ has become so
prevalent, from the President down...
On Wed, Jan 28, 2015 at 11:58 AM, Hancock, Craig G <[log in to unmask]>
wrote:
> If you do a search on COCA, you come up with 8544 entries, many of them
> sentence opening. When we have this kind of frequency of use, it's fair to
> say that it's a construction and may have developed meanings and functions
> AS A UNIT that are separate from its component syntax. If I write "the
> problem is Charlie," then the sentence is straightforward. But if I write
> "The problem is, Charlie is stupid," then "the problem is" can be seen as a
> thematic opening to a statement about Charlie. (Similar to Dick's "to my
> chagrin," or even "unfortunately.")
>Â Â Â I haven't the time to do a full analysis, but there does seem to be a
> pattern. When "that" is included, no comma. When "that" is left out, the
> comma is routine.
>Â Â Â Here's an example from Cosmopolitan (the first on the list): "The
> problem is, if we look at the summer and the trajectory is up, he..."
>Â Â Â This one is from the New York Times: "The problem is, it isn't easy
> politically to make a 180 degree turn."
>Â Â Â Another from fiction: "The problem is, the murderers have snatched one
> of our people."
> The structure ("the problem is" plus comma as sentence opener) seems
> common in respectable places.
>
> Craig
>
> ----Original Message-----
> From: Assembly for the Teaching of English Grammar [mailto:
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Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr and
Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed
Second Language Learning" that came out in 2013. Applied
linguistics deals a lot with metalinguistic awareness in teaching
a second language.Â
Mike
[log in to unmask]"
type="cite">
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Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
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Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr and
Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed
Second Language Learning" that came out in 2013. Applied
linguistics deals a lot with metalinguistic awareness in teaching
a second language.
Mike
[log in to unmask]">
To join or leave this LISTSERV list, please visit the list's web interface at:
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Visit ATEG's web site at http://ateg.org/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
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Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
Herb -- What is SinS?
Mike
[log in to unmask]"
type="cite">
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr
and Ganem-Gutierrez's "The Metalinguistic Dimension in
Instructed Second Language Learning" that came out in 2013.
Applied linguistics deals a lot with metalinguistic
awareness in teaching a second language.
Mike
[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/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
[log in to unmask]">
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr
and Ganem-Gutierrez's "The Metalinguistic Dimension in
Instructed Second Language Learning" that came out in 2013.
Applied linguistics deals a lot with metalinguistic
awareness in teaching a second language.
Mike
[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/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
[log in to unmask]">
Date: Mon, 23 Mar 2015 21:20:23 -0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks
interesting. A related book that I would recommend is Roehr
and Ganem-Gutierrez's "The Metalinguistic Dimension in
Instructed Second Language Learning" that came out in 2013.
Applied linguistics deals a lot with metalinguistic
awareness in teaching a second language.
Mike
[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/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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Mike
[log in to unmask]"
type="cite">
Date: Mon, 23 Mar 2015 21:58:19 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
[log in to unmask]">
Date: Mon, 23 Mar 2015 21:20:23
-0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly
looks interesting. A related book that I would
recommend is Roehr and Ganem-Gutierrez's "The
Metalinguistic Dimension in Instructed Second Language
Learning" that came out in 2013. Applied linguistics
deals a lot with metalinguistic awareness in teaching
a second language.
Mike
[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/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
To join or leave this LISTSERV list, please visit the list's
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Sent: Monday, March 23, 2015 11:07 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks interesting. A related book that I would recommend is Roehr and Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second Language Learning" that came out in 2013. Applied linguistics deals
a lot with metalinguistic awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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Date: Tue, 24 Mar 2015 13:30:46 +0000
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Sent: Monday, March 23, 2015 11:07 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
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Subject: New book on metalinguistic awareness
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Thanks for the notice about the new book. It certainly looks interesting. A related book that I would recommend is Roehr and Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second Language Learning" that came out in 2013. Applied linguistics deals
a lot with metalinguistic awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
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Sent: Monday, March 23, 2015 4:10 PM
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Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
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It looks like Herb has deferred to you! Here's the info I'll need to order the book:
Your full name, academic title, college/university, mailing address, email address (university email preferred).
Thanks for "volunteering"! Would early fall be ok for completing the review (depending of course on when you get the book)? Let me know if that's ok - I'm flexible.
Geoff Layton, ATEG Editor
Date: Tue, 24 Mar 2015 00:56:55 -0400
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Mike
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Date: Mon, 23 Mar 2015 21:58:19 -0400
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Subject: Re: New book on metalinguistic awareness
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Herb -- What is SinS?
Mike
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Date: Mon, 23 Mar 2015 21:20:23
-0400
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly
looks interesting. A related book that I would
recommend is Roehr and Ganem-Gutierrez's "The
Metalinguistic Dimension in Instructed Second Language
Learning" that came out in 2013. Applied linguistics
deals a lot with metalinguistic awareness in teaching
a second language.
Mike
[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/Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
To join or leave this LISTSERV list, please visit the list's
web interface at: http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
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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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
Sent: Tuesday, March 24, 2015 12:28 PM
To: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Sent: Monday, March 23, 2015 11:07 PM
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Subject: Re: New book on metalinguistic awareness
From: [log in to unmask]
Subject: Re: New book on metalinguistic awareness
To: [log in to unmask]
Herb -- What is SinS?
Mike
From: [log in to unmask]
Subject: New book on metalinguistic awareness
To: [log in to unmask]
Thanks for the notice about the new book. It certainly looks interesting. A related book that I would recommend is Roehr and Ganem-Gutierrez's "The Metalinguistic Dimension in Instructed Second Language Learning" that came out in 2013. Applied linguistics deals
a lot with metalinguistic awareness in teaching a second language.
Mike
Has anyone seen this book? It looks worth a review in SinS.
Herb
-----Original Message-----
From: LINGUIST [mailto:[log in to unmask]] On Behalf Of The LINGUIST List via LINGUIST
Sent: Monday, March 23, 2015 4:10 PM
To: [log in to unmask]
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
LINGUIST List: Vol-26-1552. Mon Mar 23 2015. ISSN: 1069 - 4875.
Subject: 26.1552, Books: Grammar at School: Ribas, Fontich, Guasch (eds.)
To join or leave this LISTSERV list, please visit the list's web interface 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, 25 Mar 2015 23:15:25 -0400
From: [log in to unmask]
Subject: New book announcement
To: [log in to unmask]
https://ngl.elc.msu.edu/index.cfm/main/index
Annual National Geographic Learning/Michigan State University
Learning Symposium
Grammar and the Four Skills: Exploration and Integration.
Introduction