Hi Nathalia,

There is no mystery.  The students were misinformed.  It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind.  The mnemonic is FANBOYS not FANBOY.  The "S" makes all the difference.  "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore".  In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar.  I appreciate the fact that you may not have such a luxury with younger students.  However, they need to be weaned of the misunderstanding regarding "so".
Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma.  They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma.


All the best,

Til


Til Turner
Languages and Literature
Northern Virginia Community College
www.englishiskillingme.com
Ph: 703.323.3269


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From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 04:43:03 +0000 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: "Spruiell, William C" <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Message-ID: <[log in to unmask]> Nathalia, One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': (Works) I went to bed early so that I could get a good night's sleep (Ick.) It is very hot outside today, so that I'm not going to wear a jacket This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). Bill Spruiell Central Michigan University ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] Sent: Thursday, March 12, 2015 12:08 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 13:56:43 +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: Compound Sentences and Coordinating Conjunctions 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--_000_BN3PR0401MB1300185E7140825141AA59E1B9060BN3PR0401MB1300_-- ========================================================================Date: Thu, 12 Mar 2015 07:10:55 -0700 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Karl Hagen <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset=us-ascii Mime-Version: 1.0 (Mac OS X Mail 8.2 \(2070.6\)) Content-Transfer-Encoding: quoted-printable Message-ID: <[log in to unmask]> It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > Nathalia, > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > (Works) I went to bed early so that I could get a good night's sleep > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > Bill Spruiell > Central Michigan University > ________________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > Sent: Thursday, March 12, 2015 12:08 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > Sent: Wednesday, March 11, 2015 8:17 PM > To: [log in to unmask] > Subject: Compound Sentences and Coordinating Conjunctions > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > Best, > > Nathalia Hardy > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 10:19:28 -0400 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: "Prof. Richard Grant WAU" <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_0086_01D05CAE.0712C580" Message-ID: <[log in to unmask]> This is a multipart message in MIME format. ------=_NextPart_000_0086_01D05CAE.0712C580 Content-Type: text/plain; charset="UTF-8" Content-Transfer-Encoding: quoted-printable Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. Nicely stated, Craig. And your note about cohesion in texts (and ultimately, coherence) ties this thread together with the recent one about passive voice, which can also serve as a powerful cohesive force. Richard From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Hancock, Craig G Sent: Thursday, March 12, 2015 9:57 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions One corollary of the fact that “so” is a coordinating conjunction is that a sentence headed by “so” would not, in most cases, be a sentence fragment. (Bill’s “so that” test would apply.) Any quick look at a corpus would show examples of “so” leading off a sentence. One example I use with my classes is the third paragraph of M. L. King’s “I Have a Dream” speech: “So we are gathered here today to dramatize an appalling condition.” The “so” is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. “But one hundred years later,” the promise still hasn’t been delivered. So….) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units. I usually get a laugh by differentiating between “a little but” (between two clauses) and “a big but” (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples. The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. Craig From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries Sent: Thursday, March 12, 2015 12:23 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions You might also get them to look at how so is used in a corpus (or on the web). Peter On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [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. To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_0086_01D05CAE.0712C580 Content-Type: text/html; charset="UTF-8" Content-Transfer-Encoding: quoted-printable

Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text.

 

Nicely stated, Craig. And your note about cohesion in texts (and ultimately, coherence) ties this thread together with the recent one about passive voice, which can also serve as a powerful cohesive force.

 

Richard

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Hancock, Craig G
Sent: Thursday, March 12, 2015 9:57 AM
To: [log in to unmask]
Subject: Re: Compound Sentences and Coordinating Conjunctions

 

One corollary of the fact that “so” is a coordinating conjunction is that a sentence headed by “so” would not, in most cases, be a sentence fragment. (Bill’s “so that” test would apply.)

   Any quick look at a corpus would show examples of “so” leading off a sentence. One example I use with my classes is the third paragraph of M. L. King’s “I Have a Dream” speech: “So we are gathered here today to dramatize an appalling condition.” The “so” is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. “But one hundred years later,” the promise still hasn’t been delivered. So….) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units.

    I usually get a laugh by differentiating between “a little but” (between two clauses) and “a big but” (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples.  The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text.

 

Craig

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries
Sent: Thursday, March 12, 2015 12:23 AM
To: [log in to unmask]
Subject: Re: Compound Sentences and Coordinating Conjunctions

 

You might also get them to look at how so is used in a corpus (or on the web).

Peter

 

On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote:

Hi Nathalia,

There is no mystery.  The students were misinformed.  It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind.  The mnemonic is FANBOYS not FANBOY.  The "S" makes all the difference.  "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore".  In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar.  I appreciate the fact that you may not have such a luxury with younger students.  However, they need to be weaned of the misunderstanding regarding "so".
Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma.  They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma.


All the best,

Til


Til Turner
Languages and Literature
Northern Virginia Community College
www.englishiskillingme.com
Ph: 703.323.3269


________________________________________
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Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_0086_01D05CAE.0712C580-- ========================================================================Date: Thu, 12 Mar 2015 11:26:11 -0400 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Don Stewart <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundaryMessage-ID: <[log in to unmask]> --001a1140a1465884d0051119035c Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable A wonderful example of coordinating conjunctions at the beginning of sentences AND paragraphs is Bruce Catton's "Grant and Lee: A Study in Contrasts." They are joiners, after all, and they are a great way to show clear relationships between paragraphs, a skill that many students need help with. Don ​ Stewart​ writingwhatever.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/ --001a1140a1465884d0051119035c Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

A wonderful example of coordinating conjunctions at the beginning of sentences AND paragraphs is Bruce Catton's "Grant and Lee: A Study in Contrasts." They are joiners, after all, and they are a great way to show clear relationships between paragraphs, a skill that many students need help with. 

Don

​ Stewart​

writingwhatever.com

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Visit ATEG's web site at http://ateg.org/ --001a1140a1465884d0051119035c-- ========================================================================Date: Thu, 12 Mar 2015 15:59:19 +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: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Message-ID: <[log in to unmask]> Karl, It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. Craig -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen Sent: Thursday, March 12, 2015 10:11 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > Nathalia, > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > (Works) I went to bed early so that I could get a good night's sleep > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > Bill Spruiell > Central Michigan University > ________________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > Sent: Thursday, March 12, 2015 12:08 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > Sent: Wednesday, March 11, 2015 8:17 PM > To: [log in to unmask] > Subject: Compound Sentences and Coordinating Conjunctions > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > Best, > > Nathalia Hardy > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 12:36:40 -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: John Chorazy <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: MIME-Version: 1.0 Content-Type: multipart/alternative; boundaryMessage-ID: <[log in to unmask]> --001a113e33b00186fa051119fd2b Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable The problem of the missing "so" in FANBOYS isn't a product of Common Core itself; it may come down to local curriculum choices or any number of other things. The Standards aren't "bad," they just fall short in many areas. One would have to ask Pearson and ETS about specific assessment content and mechanisms... I've included a few excerpts of the Language Standards below; unfortunately, they grow more rather than less ambiguous from grades 9 through 12. The blame game is an interesting one, though mostly unproductive. So, the consensus is that students enter the university with questionable (at best) language skills - do they necessarily leave with better ones? The consensus is that poor instruction has left students with "difficulties" they carry to college - but many of them leave college as teachers who bring those unrepaired difficulties with them (who are then blamed for poor instruction, and the wheel of life spins on). Were their "education" programs and methods classes of any benefit? The past two student-teachers assigned to me *could not* identify the subject and verb of a complex sentence. That's much more frightening to me than a 5th grader not knowing the variances of "so" in all its glory. - John Language Standards K–5 *Grade 2 students:* Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., *group*). b. Form and use frequently occurring irregular plural nouns (e.g., *feet, children, teeth, mice,* *fish*). c. Use reflexive pronouns (e.g., *myself, ourselves*). d. Form and use the past tense of frequently occurring irregular verbs (e.g., *sat, hid, told*). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., *The boy* *watched the movie; The little boy watched the movie; The action movie was watched by the* *little boy*). *Grade 5 students:* a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., *I had walked; I have walked; I will have walked*) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., *either/or, neither/nor*). *Grade 6 students:* a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. *Grade 8 students:* Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice and mood. On Thu, Mar 12, 2015 at 12:08 AM, Turner, Tildon L. <[log in to unmask]> wrote: > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always > stressful as a teacher to have students who have received inadequate or > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > The "S" makes all the difference. "So" is the only coordinating > conjunction that indicates material implicature, effectively carrying the > meaning of "therefore". In the college setting in which I teach, I can be > forceful about blaming poor previous instruction for difficulties some > students have and can dissuade them from continuing to use incorrect > grammar. I appreciate the fact that you may not have such a luxury with > younger students. However, they need to be weaned of the misunderstanding > regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I > went to bed early so I could get a good night's sleep", which of course > does not require a comma. They need to become comfortable with a compound > like "It is very hot outside today, so I'm not going to wear a jacket", > which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [ > [log in to unmask]] on behalf of Nathalia Hardy [ > [log in to unmask]] > Sent: Wednesday, March 11, 2015 8:17 PM > To: [log in to unmask] > Subject: Compound Sentences and Coordinating Conjunctions > > I am hoping you could help me solve a bit of a mystery. Some of my > students have been taught that "so" is not a coordinating conjunction and > should not be used to join two independent clauses. Unfortunately, none of > them can explain this other than to say "their teacher said so." These are > seventh and eighth grade students. They have been taught the mnemonic > device FANBOY to remember the coordinating conjunctions and are holding > firm in their "understanding." Am I missing something? > > Best, > > Nathalia Hardy > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > -- John Chorazy English III Honors, AP Lit Advisor, *Panther Press* Pequannock Township High School 973.616.6000 Noli Timere To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --001a113e33b00186fa051119fd2b Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

The problem of the missing "so" in FANBOYS isn't a product of Common Core itself; it may come down to local curriculum choices or any number of other things. The Standards aren't "bad," they just fall short in many areas. One would have to ask Pearson and ETS about specific assessment content and mechanisms...

 

I've included a few excerpts of the Language Standards below; unfortunately, they grow more rather than less ambiguous from grades 9 through 12.

The blame game is an interesting one, though mostly unproductive. So, the consensus is that students enter the university with questionable (at best) language skills - do they necessarily leave with better ones? The consensus is that poor instruction has left students with "difficulties" they carry to college - but many of them leave college as teachers who bring those unrepaired difficulties with them (who are then blamed for poor instruction, and the wheel of life spins on). Were their "education" programs and methods classes of any benefit? The past two student-teachers assigned to me could not identify the subject and verb of a complex sentence. That's much more frightening to me than a 5th grader not knowing the variances of "so" in all its glory.

 

- John

 

 

Language Standards K–5

Grade 2 students:

Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy

watched the movie; The little boy watched the movie; The action movie was watched by the

little boy).

Grade 5 students:

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.

e. Use correlative conjunctions (e.g., either/or, neither/nor).

Grade 6 students:

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and

speaking, and identify and use strategies to improve expression in conventional language.

Grade 8 students:

Explain the function of verbals (gerunds, participles, infinitives) in general and their

function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive

mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

 

 

 

 

 

 

 

On Thu, Mar 12, 2015 at 12:08 AM, Turner, Tildon L. <[log in to unmask]> wrote:

Hi Nathalia,

There is no mystery.  The students were misinformed.  It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind.  The mnemonic is FANBOYS not FANBOY.  The "S" makes all the difference.  "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore".  In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar.  I appreciate the fact that you may not have such a luxury with younger students.  However, they need to be weaned of the misunderstanding regarding "so".
Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma.  They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma.


All the best,

Til


Til Turner
Languages and Literature
Northern Virginia Community College
www.englishiskillingme.com
Ph: 703.323.3269


________________________________________
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 09:39:12 -0700 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Karl Hagen <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset=us-ascii Mime-Version: 1.0 (Mac OS X Mail 8.2 \(2070.6\)) Content-Transfer-Encoding: quoted-printable Message-ID: <[log in to unmask]> Craig, I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > Karl, > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 10:11 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: >> >> Nathalia, >> >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': >> >> (Works) I went to bed early so that I could get a good night's sleep >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket >> >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). >> >> Bill Spruiell >> Central Michigan University >> ________________________________________ >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] >> Sent: Thursday, March 12, 2015 12:08 AM >> To: [log in to unmask] >> Subject: Re: Compound Sentences and Coordinating Conjunctions >> >> Hi Nathalia, >> >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. >> >> >> All the best, >> >> Til >> >> >> Til Turner >> Languages and Literature >> Northern Virginia Community College >> www.englishiskillingme.com >> Ph: 703.323.3269 >> >> >> ________________________________________ >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] >> Sent: Wednesday, March 11, 2015 8:17 PM >> To: [log in to unmask] >> Subject: Compound Sentences and Coordinating Conjunctions >> >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? >> >> Best, >> >> Nathalia Hardy >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 17:54:46 +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: "Hancock, Craig G" <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable MIME-Version: 1.0 Message-ID: <[log in to unmask]> Karl, I am mostly in agreement. Like you, I certainly didn't present what I was saying as the only thing I cover with my students, and I certainly do things differently in a grammar class than I would in a first year writing class than I would in an upper level linguistics course linking writing to language. Even the category of conjunctive adverb isn't well described. What do we do with common introductory adverbs like "next" or "then"? Is anything that ties together two clauses conjunctive? "On the other hand,..." "In other words,..." Neither of those make full sense without the sentences that precede them. Systemic functional linguistics gives us the category of "theme," which extends to the first part of the clause that the writer/speaker has control over. "However" and "therefore" are not limited in their slots. I would routinely follow them with commas because they are intonationally "marked." They are thematic choices. So is "as a result." If you teach a text focused view of language, all this falls into place. Standard texts deal with "conjunctive adverb" in a very limited way, and their stress is on the "correct" practice. Correctness seems such a tawdry target to aim at. Craig -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen Sent: Thursday, March 12, 2015 12:39 PM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions Craig, I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > Karl, > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 10:11 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: >> >> Nathalia, >> >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': >> >> (Works) I went to bed early so that I could get a good night's sleep >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket >> >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). >> >> Bill Spruiell >> Central Michigan University >> ________________________________________ >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] >> Sent: Thursday, March 12, 2015 12:08 AM >> To: [log in to unmask] >> Subject: Re: Compound Sentences and Coordinating Conjunctions >> >> Hi Nathalia, >> >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. >> >> >> All the best, >> >> Til >> >> >> Til Turner >> Languages and Literature >> Northern Virginia Community College >> www.englishiskillingme.com >> Ph: 703.323.3269 >> >> >> ________________________________________ >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] >> Sent: Wednesday, March 11, 2015 8:17 PM >> To: [log in to unmask] >> Subject: Compound Sentences and Coordinating Conjunctions >> >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? >> >> Best, >> >> Nathalia Hardy >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ >> >> To join or leave this LISTSERV list, please visit the list's web interface at: >> http://listserv.muohio.edu/archives/ateg.html >> and select "Join or leave the list" >> >> Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Thu, 12 Mar 2015 18:05:46 -0400 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: nathalia hardy <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary�6d043c7f26f68cd205111e9569 Message-ID: <[log in to unmask]> --f46d043c7f26f68cd205111e9569 Content-Type: text/plain; charset=UTF-8 Thanks for the suggestions! I had tried Bill Spruiell's trick, as I was certain that the misunderstanding must surround subordinating so (that). I think I am reaching them, slowly. Somehow, the combined power of the internet backing me up has overcome the Yale education-- hers, not mine. I truly appreciate the different approaches. I am new to the forum and enjoying the discussions. Best, Nathalia On Thu, Mar 12, 2015 at 12:43 AM, Spruiell, William C <[log in to unmask]> wrote: > Nathalia, > > One additional trick for approaching this (although Til's "therefore test" > is the easiest for most students) is to distinguish coordinating "so" from > subordinating "so (that)" -- we don't always say or write the 'that' after > the second one, but we can always add it. Using Til's sentences and adding > 'that': > > (Works) I went to bed early so that I could get a good night's sleep > (Ick.) It is very hot outside today, so that I'm not going to wear a > jacket > > This won't work, however, if you have ESL students (since it relies on > native-speaker instincts) and also becomes less effective if the sentence > is long (since readers get hazy on what the earlier part of the sentence > was). > > Bill Spruiell > Central Michigan University > ________________________________________ > From: Assembly for the Teaching of English Grammar [ > [log in to unmask]] on behalf of Turner, Tildon L. [ > [log in to unmask]] > Sent: Thursday, March 12, 2015 12:08 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always > stressful as a teacher to have students who have received inadequate or > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > The "S" makes all the difference. "So" is the only coordinating > conjunction that indicates material implicature, effectively carrying the > meaning of "therefore". In the college setting in which I teach, I can be > forceful about blaming poor previous instruction for difficulties some > students have and can dissuade them from continuing to use incorrect > grammar. I appreciate the fact that you may not have such a luxury with > younger students. However, they need to be weaned of the misunderstanding > regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I > went to bed early so I could get a good night's sleep", which of course > does not require a comma. They need to become comfortable with a compound > like "It is very hot outside today, so I'm not going to wear a jacket", > which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [ > [log in to unmask]] on behalf of Nathalia Hardy [ > [log in to unmask]] > Sent: Wednesday, March 11, 2015 8:17 PM > To: [log in to unmask] > Subject: Compound Sentences and Coordinating Conjunctions > > I am hoping you could help me solve a bit of a mystery. Some of my > students have been taught that "so" is not a coordinating conjunction and > should not be used to join two independent clauses. Unfortunately, none of > them can explain this other than to say "their teacher said so." These are > seventh and eighth grade students. They have been taught the mnemonic > device FANBOY to remember the coordinating conjunctions and are holding > firm in their "understanding." Am I missing something? > > Best, > > Nathalia Hardy > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > -- Nathalia S. A. Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --f46d043c7f26f68cd205111e9569 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Thanks for the suggestions!  

I had tried Bill Spruiell's trick, as I was certain that the misunderstanding must surround subordinating so (that).  I think I am reaching them, slowly.    Somehow, the combined power of the internet backing me up has overcome the Yale education-- hers, not mine.  

I truly appreciate the different approaches.  I am new to the forum and enjoying the discussions. 

Best, 

Nathalia 

On Thu, Mar 12, 2015 at 12:43 AM, Spruiell, William C <[log in to unmask]> wrote:

Nathalia,

One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that':

(Works) I went to bed early so that I could get a good night's sleep
(Ick.)      It is very hot outside today, so that I'm not going to wear a jacket

This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was).

Bill Spruiell
Central Michigan University
________________________________________
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Fri, 13 Mar 2015 07:33:52 +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: Ed Vavra <[log in to unmask]> Subject: Re: New topic In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_D086176A9416CE49B91787F51D788BEA5BD13F1BEXCHMBX4pctedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_D086176A9416CE49B91787F51D788BEA5BD13F1BEXCHMBX4pctedu_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable The problem probably will not be solved until we start teaching students how to identify the subjects and verbs in their own writing. See: http://kissgrammar.org/ ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Castilleja, Janet [[log in to unmask]] Sent: Monday, March 09, 2015 7:04 PM To: [log in to unmask] Subject: New topic Hello I am teaching a composition course in which we use sources. Here is a common problem that I see constantly: �According to the article �The Injustice of Marijuana Arrests� by Jesse Wegman (2014) explains that people can be put behind bars for smoking marijuana.� I have tried everything I can think of to persuade my students to include a subject in a sentence like this, but to no avail. Any suggestions? Thanks! Janet Castilleja From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Linda Di Desidero Sent: Tuesday, February 17, 2015 10:43 AM To: [log in to unmask] Subject: Re: Passive Voice vs. Copular + Predicate Adjective You can register at the website or you can register in person on the day of the conference, Linda. Keep in touch! Linda Linda Di Desidero, PhD Director, Leadership Communication Skills Center Marine Corps University Gray Research Center, Room 122 Quantico, Virginia 22134 703-784-4401 On Tue, Feb 17, 2015 at 12:59 PM, Linda Comerford <[log in to unmask]> wrote: Thanks for the helpful information from both of you who replied to my about an Indy conference. One more question: I�m not a member of CTE. May I still register for the conference? The sessions/panels you described sound interesting, and I�d enjoy finally meeting some of you in person after years at ATEG-listserv-only interactions. Linda Comerford Cell: 317.696.4444 Office and Fax: 317.786.6404 [log in to unmask] www.comerfordconsulting.com From: Linda Di Desidero [mailto:[log in to unmask]] Sent: Monday, February 16, 2015 4:48 PM To: [log in to unmask] Subject: Re: Passive Voice vs. Copular + Predicate Adjective Hi Linda. The conference that is in Indianapolis at the end of March is that of the College English Association (26-28 March at the Hyatt Regency) There will be four panels in Grammar/Linguistics at the conference; several of these speakers are members of ATEG. (This is a new interest group at CEA) You can preview the program at this link http://www.cea-web.org/ Let me know when you can be there and we'll set up a grammar group for dinner (maybe Thursday eve?) Look forward to meeting you! Linda Di Desidero Linda Di Desidero, PhD Director, Leadership Communication Skills Center Marine Corps University Gray Research Center, Room 122 Quantico, Virginia 22134 703-784-4401 On Mon, Feb 16, 2015 at 3:19 PM, Linda Comerford <[log in to unmask]> wrote: Changing subjects, am I writing to the correct people about what I believe is an upcoming grammar conference in Indianapolis at the end of March? I�m interested in both attending it as well as providing some guidance about Indy as I live there. If anyone knows anything about this and can provide some details, I�d appreciate it. Linda Comerford Cell: 317.696.4444 Office and Fax: 317.786.6404 [log in to unmask] www.comerfordconsulting.com From: Linda Di Desidero [mailto:[log in to unmask]] Sent: Sunday, February 15, 2015 8:32 AM To: [log in to unmask] Subject: Re: Passive Voice vs. Copular + Predicate Adjective Just two more cents toward Herb's suggestion about stativity, as that clearly seems to be the key to this question: We think of something being closed as an adjective that describes the current state or condition of the thing. We do not think of it as something that has happened or been done to the thing. Even when we talk of something as partially closed, we are referring to the state of the object, not to what has been done to the object. For that reason, viewing "X is closed" as passive seems odd. Better to view it as stative/descriptive. On the other hand, if you add an agent, the passive view emerges: The window is closed by me every Wednesday at 2 pm. In this case, I am not referring to the state of the window so much as the action that is carried out on it. Linda Linda Di Desidero, PhD Director, Leadership Communication Skills Center Marine Corps University Gray Research Center, Room 122 Quantico, Virginia 22134 703-784-4401 On Sat, Feb 14, 2015 at 9:38 PM, Hancock, Craig G <[log in to unmask]> wrote: Herb, I think we can say that something is "partly" or "partially" closed. (window, door, bridge.) My university sometimes "partially closes" and is therefore "partially closed" as a result. (They cancel classes but keep the offices open.) "I didn't see who actually fired the shot because the door was partially closed." We can use "very" before open in some contexts ("He had a very open personality"), but it seems awkward to me in others. ("The window was very open" *?) I think we would probably say "wide open." You could explain it also as a question of "construal." Someone closed the port, but for a boat approaching from sea, that may be irrelevant. The child who wants to know if he has a snow day doesn't care who closed the school. And, of course, the TV station will give a list of "school closings," which construes the whole action as a "thing." We also have "the close of the show" as an option. I vote for teaching about prototypes early and often. We do a terrible job with parts of speech in our schools. Students memorize definitions that are close to worthless in application. Certainly, we should teach that the boundaries are not rigid or fixed and that words shift category routinely. Students recognize prototypes for things like furniture or fruit. My experience has been that they enjoy looking at language that way, not least of all because it seems to fit. Craig _____ 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/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_D086176A9416CE49B91787F51D788BEA5BD13F1BEXCHMBX4pctedu_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

The problem probably will not be solved until we start teaching students how to identify the subjects and verbs in their own writing. See: http://kissgrammar.org/

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Castilleja, Janet [[log in to unmask]]
Sent: Monday, March 09, 2015 7:04 PM
To: [log in to unmask]
Subject: New topic

Hello

 

I am teaching  a composition course in which we use sources.  Here is a common problem that I see constantly:

 

�According to the article �The Injustice of Marijuana Arrests� by Jesse Wegman (2014) explains that people can be put behind bars for smoking marijuana.�

 

I have tried everything I can think of to persuade my students to include a subject in a sentence like this, but to no avail.  Any suggestions?

 

Thanks!

 

Janet Castilleja

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Linda Di Desidero
Sent: Tuesday, February 17, 2015 10:43 AM
To: [log in to unmask]
Subject: Re: Passive Voice vs. Copular + Predicate Adjective

 

You can register at the website or you can register in person on the day of the conference, Linda.

Keep in touch! 

 

 

Linda

Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401

 

On Tue, Feb 17, 2015 at 12:59 PM, Linda Comerford <[log in to unmask]> wrote:

Thanks for the helpful information from both of you who replied to my about an Indy conference.

 

One more question:  I�m not a member of CTE.  May I still register for the conference?  The sessions/panels you described sound interesting, and I�d enjoy finally meeting some of you in person after years at ATEG-listserv-only interactions.

 

Linda Comerford
Cell: 317.696.4444

Office and Fax: 317.786.6404
[log in to unmask]
www.comerfordconsulting.com

 

From: Linda Di Desidero [mailto:[log in to unmask]]
Sent: Monday, February 16, 2015 4:48 PM
To: [log in to unmask]
Subject: Re: Passive Voice vs. Copular + Predicate Adjective

 

Hi Linda.

 

The conference that is in Indianapolis at the end of March is that of the College English Association (26-28 March at the Hyatt Regency)

 

There will be four panels in Grammar/Linguistics at the conference; several of these speakers are members of ATEG. (This is a new interest group at CEA)

 

You can preview the program at this link http://www.cea-web.org/

 

Let me know when you can be there and we'll set up a grammar group for dinner (maybe Thursday eve?)

 

Look forward to meeting you! 

 

Linda Di Desidero

 

 

Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401

 

On Mon, Feb 16, 2015 at 3:19 PM, Linda Comerford <[log in to unmask]> wrote:

Changing subjects, am I writing to the correct people about what I believe is an upcoming grammar conference in Indianapolis at the end of March?  I�m interested in both attending it as well as providing some guidance about Indy as I live there.



If anyone knows anything about this and can provide some details, I�d appreciate it.



Linda Comerford
Cell: 317.696.4444

Office and Fax: 317.786.6404
[log in to unmask]
www.comerfordconsulting.com <http://www.comerfordconsulting.com/>



From: Linda Di Desidero [mailto:[log in to unmask]]
Sent: Sunday, February 15, 2015 8:32 AM
To: [log in to unmask]
Subject: Re: Passive Voice vs. Copular + Predicate Adjective



Just two more cents toward Herb's suggestion about stativity, as that clearly seems to be the key to this question:



We think of something being closed as an adjective that describes the current state or condition of the thing. We do not think of it as something that has happened or been done to the thing. Even when we talk of something as partially closed, we are referring to the state of the object, not to what has been done to the object. For that reason, viewing "X is closed" as passive seems odd. Better to view it as stative/descriptive.



On the other  hand, if you add an agent, the passive view emerges:



The window is closed by me every Wednesday at 2 pm.



In this case, I am not referring to the state of the window so much as the action that is carried out on it.



Linda






Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401



On Sat, Feb 14, 2015 at 9:38 PM, Hancock, Craig G <[log in to unmask]> wrote:

Herb,

    I think we can say that something is "partly" or "partially" closed. (window, door, bridge.) My university sometimes "partially closes" and is therefore "partially closed" as a result. (They cancel classes but keep the offices open.)  "I didn't see who actually fired the shot because the door was partially closed." We can use "very" before open in some contexts ("He had a very open personality"), but it seems awkward to me in others. ("The window was very open" *?) I think we would probably say "wide open."

    You could explain it also as a question of "construal." Someone closed the port, but for a boat approaching from sea, that may be irrelevant. The child who wants to know if he has a snow day doesn't care who closed the school. And, of course, the TV station will give a list of "school closings," which construes the whole action as a "thing." We also have "the close of the show" as an option.

    I vote for teaching about prototypes early and often. We do a terrible job with parts of speech in our schools. Students memorize definitions that are close to worthless in application. Certainly, we should teach that the boundaries are not rigid or fixed and that words shift category routinely. Students recognize prototypes for things like furniture or fruit. My experience has been that they enjoy looking at language that way, not least of all because it seems to fit.





Craig

  _____

From: Assembly for the Teaching of English Grammar
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Visit ATEG's web site at http://ateg.org/ --_000_D086176A9416CE49B91787F51D788BEA5BD13F1BEXCHMBX4pctedu_-- ========================================================================Date: Fri, 13 Mar 2015 07:36:56 +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: Ed Vavra <[log in to unmask]> Subject: Re: Compound Sentences and Coordinating Conjunctions In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_D086176A9416CE49B91787F51D788BEA5BD13F29EXCHMBX4pctedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_D086176A9416CE49B91787F51D788BEA5BD13F29EXCHMBX4pctedu_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Nathalia, See: http://kissgrammar.org/kiss/wb/LPlans/WB_L3_2_2_So_For.htm ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_D086176A9416CE49B91787F51D788BEA5BD13F29EXCHMBX4pctedu_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Nathalia,
See: http://kissgrammar.org/kiss/wb/LPlans/WB_L3_2_2_So_For.htm 
________________________________________
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]]
Sent: Wednesday, March 11, 2015 8:17 PM
To: [log in to unmask]
Subject: Compound Sentences and Coordinating Conjunctions

I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something?

Best,

Nathalia Hardy

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/ --_000_D086176A9416CE49B91787F51D788BEA5BD13F29EXCHMBX4pctedu_-- ========================================================================Date: Fri, 13 Mar 2015 15:38:11 +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: GERALD W WALTON <[log in to unmask]> Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_FB04CF0E030A4A3C87A80E82BD25297Eolemissedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_FB04CF0E030A4A3C87A80E82BD25297Eolemissedu_ Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="utf-8" SW50ZXJlc3RpbmcgdG9waWMuIEkgd3JvdGUgYSBzaG9ydCBhcnRpY2xlIG9uIHRoZSBzdWJqZWN0 IGluIDE5NjUuDQoNCkFzIEkgbG9va2VkIGF0IHlvdXIgZm9ybXVsYSwgSSB3YXMgcmVtaW5kZWQg 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--_000_FB04CF0E030A4A3C87A80E82BD25297Eolemissedu_-- ========================================================================Date: Fri, 13 Mar 2015 16:24:31 +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: Shana Schmidt <[log in to unmask]> Subject: {Spam?} Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_Part_631630_2025401364.1426263871578" Message-ID: <[log in to unmask]> ------=_Part_631630_2025401364.1426263871578 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Thank you for all the responses. We are going to report the sample question as being incorrect. I was certain it was but since I am new to the profession I was shocked to find a "wrong" answer. We also have explained to the student that he was in fact correct.  Since my posting, we found another sample question that was clearly incorrect. This one was claiming that the correct answer for the example given was a metaphor (even thought it did not compare anything at all) and the example was alliteration. We told the student they are correct and reported that problem on that one right away. I am a new to teaching (I am currently student teaching and will graduate from Kansas State University in May) and I am sincerely hoping that these answers were just keyed in to the system incorrectly and that the actual 8th Grade Kansas State Assessment questions are accurate! This really concerns me. The students will take the actual state assessments in two weeks.  I am glad that I found this group and I was able to post my concern and run it by all of you. I was able to post the question and get responses and then show my cooperating teacher the responses to back up my thoughts and get this sample question reported. Thank you, again to all that responded. This experience has really opened my eyes. I am sincerely grateful to have found this group.   On Friday, March 13, 2015 10:38 AM, GERALD W WALTON <[log in to unmask]> wrote: Interesting topic. I wrote a short article on the subject in 1965. As I looked at your formula, I was reminded that I once heard what I suppose would be the most complicated passive possible. A department chair said "The course should have been being taught by a biochemist all along." Gerald Sent from my iPad On Mar 11, 2015, at 10:45 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 [[log in to unmask]] on behalf of Don Stewart [[log in to unmask]] Sent: Wednesday, March 11, 2015 11:05 AM To: [log in to unmask] Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) Beth, If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice.  Don​ Stewart​writingwhatever.com To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.htmland select "Join or leave the list"Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_Part_631630_2025401364.1426263871578 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Thank you for all the responses. We are going to report the sample question as being incorrect. I was certain it was but since I am new to the profession I was shocked to find a "wrong" answer. We also have explained to the student that he was in fact correct. 

Since my posting, we found another sample question that was clearly incorrect. This one was claiming that the correct answer for the example given was a metaphor (even thought it did not compare anything at all) and the example was alliteration. We told the student they are correct and reported that problem on that one right away.

I am a new to teaching (I am currently student teaching and will graduate from Kansas State University in May) and I am sincerely hoping that these answers were just keyed in to the system incorrectly and that the actual 8th Grade Kansas State Assessment questions are accurate! This really concerns me. The students will take the actual state assessments in two weeks. 

I am glad that I found this group and I was able to post my concern and run it by all of you. I was able to post the question and get responses and then show my cooperating teacher the responses to back up my thoughts and get this sample question reported. Thank you, again to all that responded. This experience has really opened my eyes. I am sincerely grateful to have found this group.  

On Friday, March 13, 2015 10:38 AM, GERALD W WALTON <[log in to unmask]> wrote:

Interesting topic. I wrote a short article on the subject in 1965.

As I looked at your formula, I was reminded that I once heard what I suppose would be the most complicated passive possible. A department chair said "The course should have been being taught by a biochemist all along."

Gerald

Sent from my iPad

On Mar 11, 2015, at 10:45 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 [[log in to unmask]] on behalf of Don Stewart [[log in to unmask]]
Sent: Wednesday, March 11, 2015 11:05 AM
To: [log in to unmask]
Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19)

Beth,

If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. 

Don

​ Stewart​

writingwhatever.com

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Visit ATEG's web site at http://ateg.org/ ------=_Part_631630_2025401364.1426263871578-- ========================================================================Date: Fri, 13 Mar 2015 20:19:51 +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 - 11 Mar 2015 to 12 Mar 2015 (#2015-22) Comments: cc: ATEG automatic digest system <[log in to unmask]> In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Message-ID: <20150313201951.C4Y40.45557.root@cdptpa-web14> I had intensive training in writing from my 11th-grade English teacher (my 12th-grade English was a functional illiterate) and continued in Freshman English for three quarters at Mississippi Southern College in the late '50s. No teacher ever relied on mnemonics but all on thinking things through. I tried to do the same when I taught English in the '60s and '70s. Scott Catledge ---- ATEG automatic digest system <[log in to unmask]> wrote: > There are 12 messages totaling 2495 lines in this issue. > > Topics of the day: > > 1. Compound Sentences and Coordinating Conjunctions (12) > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ---------------------------------------------------------------------- > > Date: Thu, 12 Mar 2015 04:08:37 +0000 > From: "Turner, Tildon L." <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 21:22:37 -0700 > From: "Peter H. Fries" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > You might also get them to look at how *so* is used in a corpus (or on the > web). > Peter > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > Peter H. Fries > > Until December 12 2014 > > Box 310 > Mount Pleasant MI 48804 > > Phone: 989-644-3384 > Cell: 989-400-3764 > > December 25 - May 1, 2015 > 5751 N. Kolb Rd, Unit 28102 > Tucson AZ 85750 > > Phone: 520-329-8420 > Cell: 989-400-3764 > > Email: [log in to unmask] > > Web page: > [among 'emeritus faculty'] > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 04:43:03 +0000 > From: "Spruiell, William C" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Nathalia, One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': (Works) I went to bed early so that I could get a good night's sleep (Ick.) It is very hot outside today, so that I'm not going to wear a jacket This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). Bill Spruiell Central Michigan University ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] Sent: Thursday, March 12, 2015 12:08 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 13:56:43 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > One corollary of the fact that “so” is a coordinating conjunction is that a sentence headed by “so” would not, in most cases, be a sentence fragment. (Bill’s “so that” test would apply.) > Any quick look at a corpus would show examples of “so” leading off a sentence. One example I use with my classes is the third paragraph of M. L. King’s “I Have a Dream” speech: “So we are gathered here today to dramatize an appalling condition.” The “so” is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. “But one hundred years later,” the promise still hasn’t been delivered. So….) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units. > I usually get a laugh by differentiating between “a little but” (between two clauses) and “a big but” (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples. The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > Craig > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > Sent: Thursday, March 12, 2015 12:23 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > You might also get them to look at how so is used in a corpus (or on the web). > Peter > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web si > > ------------------------------ > > Date: Thu, 12 Mar 2015 07:10:55 -0700 > From: Karl Hagen <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 10:19:28 -0400 > From: "Prof. Richard Grant WAU" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > > > Nicely stated, Craig. And your note about cohesion in texts (and ultimately, coherence) ties this thread together with the recent one about passive voice, which can also serve as a powerful cohesive force. > > > > Richard > > > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Hancock, Craig G > Sent: Thursday, March 12, 2015 9:57 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > One corollary of the fact that “so” is a coordinating conjunction is that a sentence headed by “so” would not, in most cases, be a sentence fragment. (Bill’s “so that” test would apply.) > > Any quick look at a corpus would show examples of “so” leading off a sentence. One example I use with my classes is the third paragraph of M. L. King’s “I Have a Dream” speech: “So we are gathered here today to dramatize an appalling condition.” The “so” is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. “But one hundred years later,” the promise still hasn’t been delivered. So….) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units. > > I usually get a laugh by differentiating between “a little but” (between two clauses) and “a big but” (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples. The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > > > Craig > > > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > Sent: Thursday, March 12, 2015 12:23 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > You might also get them to look at how so is used in a corpus (or on the web). > > Peter > > > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: > > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [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. > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 11:26:11 -0400 > From: Don Stewart <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > A wonderful example of coordinating conjunctions at the beginning of > sentences AND paragraphs is Bruce Catton's "Grant and Lee: A Study in > Contrasts." They are joiners, after all, and they are a great way to show > clear relationships between paragraphs, a skill that many students need > help with. > > Don > ​ Stewart​ > writingwhatever.com > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 15:59:19 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Karl, > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 10:11 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 12:36:40 -0400 > From: John Chorazy <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > The problem of the missing "so" in FANBOYS isn't a product of Common Core > itself; it may come down to local curriculum choices or any number of other > things. The Standards aren't "bad," they just fall short in many areas. One > would have to ask Pearson and ETS about specific assessment content and > mechanisms... > > I've included a few excerpts of the Language Standards below; > unfortunately, they grow more rather than less ambiguous from grades 9 > through 12. > > The blame game is an interesting one, though mostly unproductive. So, the > consensus is that students enter the university with questionable (at best) > language skills - do they necessarily leave with better ones? The consensus > is that poor instruction has left students with "difficulties" they carry > to college - but many of them leave college as teachers who bring those > unrepaired difficulties with them (who are then blamed for poor > instruction, and the wheel of life spins on). Were their "education" > programs and methods classes of any benefit? The past two student-teachers > assigned to me *could not* identify the subject and verb of a complex > sentence. That's much more frightening to me than a 5th grader not knowing > the variances of "so" in all its glory. > > - John > > > > Language Standards K–5 > > *Grade 2 students:* > > Demonstrate command of the conventions of standard English grammar and > usage when writing > > or speaking. > > a. Use collective nouns (e.g., *group*). > > b. Form and use frequently occurring irregular plural nouns (e.g., *feet, > children, teeth, mice,* *fish*). > > c. Use reflexive pronouns (e.g., *myself, ourselves*). > > d. Form and use the past tense of frequently occurring irregular verbs > (e.g., *sat, hid, told*). > > e. Use adjectives and adverbs, and choose between them depending on what is > to be modified. > > f. Produce, expand, and rearrange complete simple and compound sentences > (e.g., *The boy* > > *watched the movie; The little boy watched the movie; The action movie was > watched by the* > > *little boy*). > > *Grade 5 students:* > > a. Explain the function of conjunctions, prepositions, and interjections in > general and their function in particular sentences. > > b. Form and use the perfect (e.g., *I had walked; I have walked; I will > have walked*) verb tenses. > > c. Use verb tense to convey various times, sequences, states, and > conditions. > > d. Recognize and correct inappropriate shifts in verb tense. > > e. Use correlative conjunctions (e.g., *either/or, neither/nor*). > > *Grade 6 students:* > > a. Ensure that pronouns are in the proper case (subjective, objective, > possessive). > > b. Use intensive pronouns (e.g., myself, ourselves). > > c. Recognize and correct inappropriate shifts in pronoun number and person. > > d. Recognize and correct vague pronouns > > (i.e., ones with unclear or ambiguous antecedents).* > > e. Recognize variations from standard English in their own and others’ > writing and > > speaking, and identify and use strategies to improve expression in > conventional language. > > *Grade 8 students:* > > Explain the function of verbals (gerunds, participles, infinitives) in > general and their > > function in particular sentences. > > b. Form and use verbs in the active and passive voice. > > c. Form and use verbs in the indicative, imperative, interrogative, > conditional, and subjunctive > > mood. > > d. Recognize and correct inappropriate shifts in verb voice and mood. > > > > > > > > > On Thu, Mar 12, 2015 at 12:08 AM, Turner, Tildon L. <[log in to unmask]> > wrote: > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > John Chorazy > English III Honors, AP Lit > Advisor, *Panther Press* > Pequannock Township High School > 973.616.6000 > > > Noli Timere > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 09:39:12 -0700 > From: Karl Hagen <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Craig, > > I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. > > When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. > > This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > > > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Thursday, March 12, 2015 10:11 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > >> > >> Nathalia, > >> > >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > >> > >> (Works) I went to bed early so that I could get a good night's sleep > >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > >> > >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > >> > >> Bill Spruiell > >> Central Michigan University > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > >> Sent: Thursday, March 12, 2015 12:08 AM > >> To: [log in to unmask] > >> Subject: Re: Compound Sentences and Coordinating Conjunctions > >> > >> Hi Nathalia, > >> > >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > >> > >> > >> All the best, > >> > >> Til > >> > >> > >> Til Turner > >> Languages and Literature > >> Northern Virginia Community College > >> www.englishiskillingme.com > >> Ph: 703.323.3269 > >> > >> > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > >> Sent: Wednesday, March 11, 2015 8:17 PM > >> To: [log in to unmask] > >> Subject: Compound Sentences and Coordinating Conjunctions > >> > >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > >> > >> Best, > >> > >> Nathalia Hardy > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 17:54:46 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Karl, > I am mostly in agreement. Like you, I certainly didn't present what I was saying as the only thing I cover with my students, and I certainly do things differently in a grammar class than I would in a first year writing class than I would in an upper level linguistics course linking writing to language. Even the category of conjunctive adverb isn't well described. What do we do with common introductory adverbs like "next" or "then"? Is anything that ties together two clauses conjunctive? "On the other hand,..." "In other words,..." Neither of those make full sense without the sentences that precede them. > Systemic functional linguistics gives us the category of "theme," which extends to the first part of the clause that the writer/speaker has control over. "However" and "therefore" are not limited in their slots. I would routinely follow them with commas because they are intonationally "marked." They are thematic choices. So is "as a result." > If you teach a text focused view of language, all this falls into place. > Standard texts deal with "conjunctive adverb" in a very limited way, and their stress is on the "correct" practice. Correctness seems such a tawdry target to aim at. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 12:39 PM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Craig, > > I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. > > When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. > > This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > > > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Thursday, March 12, 2015 10:11 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > >> > >> Nathalia, > >> > >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > >> > >> (Works) I went to bed early so that I could get a good night's sleep > >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > >> > >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > >> > >> Bill Spruiell > >> Central Michigan University > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > >> Sent: Thursday, March 12, 2015 12:08 AM > >> To: [log in to unmask] > >> Subject: Re: Compound Sentences and Coordinating Conjunctions > >> > >> Hi Nathalia, > >> > >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > >> > >> > >> All the best, > >> > >> Til > >> > >> > >> Til Turner > >> Languages and Literature > >> Northern Virginia Community College > >> www.englishiskillingme.com > >> Ph: 703.323.3269 > >> > >> > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > >> Sent: Wednesday, March 11, 2015 8:17 PM > >> To: [log in to unmask] > >> Subject: Compound Sentences and Coordinating Conjunctions > >> > >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > >> > >> Best, > >> > >> Nathalia Hardy > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 18:05:46 -0400 > From: nathalia hardy <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Thanks for the suggestions! > > I had tried Bill Spruiell's trick, as I was certain that the > misunderstanding must surround subordinating so (that). I think I am > reaching them, slowly. Somehow, the combined power of the internet > backing me up has overcome the Yale education-- hers, not mine. > > I truly appreciate the different approaches. I am new to the forum and > enjoying the discussions. > > Best, > Nathalia > > On Thu, Mar 12, 2015 at 12:43 AM, Spruiell, William C <[log in to unmask]> > wrote: > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" > > is the easiest for most students) is to distinguish coordinating "so" from > > subordinating "so (that)" -- we don't always say or write the 'that' after > > the second one, but we can always add it. Using Til's sentences and adding > > 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a > > jacket > > > > This won't work, however, if you have ESL students (since it relies on > > native-speaker instincts) and also becomes less effective if the sentence > > is long (since readers get hazy on what the earlier part of the sentence > > was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Turner, Tildon L. [ > > [log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > Nathalia S. A. Hardy > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > End of ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) > ********************************************************** To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Fri, 13 Mar 2015 23:40:40 +0000 Reply-To: Assembly for the Teaching of English Grammar <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 (#2015-21) Comments: cc: ATEG automatic digest system <[log in to unmask]> In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Message-ID: <20150313234040.2SOM1.48208.root@cdptpa-web14> Amen! If Dr. Young cannot pass it, the test answers are wrong! Prof. Scott Catledge ---- ATEG automatic digest system <[log in to unmask]> wrote: > There are 14 messages totaling 2410 lines in this issue. > > Topics of the day: > > 1. ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) (13) > 2. Compound Sentences and Coordinating Conjunctions > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 14:44:13 +0000 > From: Beth Young <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > I agree! It's depressing to see how often a standardized assessment will include confusing questions. I recently took the online practice test for a 6th grade reading test, and according to the answer key, a bunch of my answers were wrong . . . except that they weren't. Not to sound egotistical, but if a college English teacher with a Ph.D. has trouble identifying the right answers on a 6th grade test, something is wrong with the test. > > 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 Dixon, Jack [[log in to unmask]] > Sent: Wednesday, March 11, 2015 10:38 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > Beth, > > > > I responded more fully to another post, indicating the possibility of its adjectival status. However, in this sentence, the writer could have easily rewritten the sentence to say a shooting star surprised her. I think the question unfair for an 8th-grade multiple choice test. > > > > Jack > > ________________________________ > From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Beth Young <[log in to unmask]> > Sent: Wednesday, March 11, 2015 9:30 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > It's possible to interpret B as active voice if you consider "surprised" to be adjectival. The "by a shooting star" phrase argues for passive, but the fact that you can say "was very surprised by . . ." argues for an adjectival complement. > > I prefer answer A, but I would probably accept B if a student invoked the "very" test. > > Beth > > > ________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Dick Veit [[log in to unmask]] > Sent: Wednesday, March 11, 2015 9:24 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > The question was which clause is in the active voice. A is the only correct answer. > > > On Wed, Mar 11, 2015 at 7:12 AM, Scott Catledge <[log in to unmask]> wrote: > I do not care what the dimwits who wrote the Kansas test say: A is certainly correct; although B is possible, I am a grammar nazi and I would have chosen A. > Prof. Scott Catledge > > ------------------------------ > > > > Date: Tue, 10 Mar 2015 13:06:01 -0500 > > From: Shana Schmidt <[log in to unmask]> > > Subject: Assessment question > > > > Please help us settle a debate about this sample 8th grade Kansas state assessment question. > > > > Rosa was admiring the moon when ____________. > > > > Which of the following completes the sentence in the active voice? > > > > A. she spotted a shooting star (this what student selected) > > > > B. she was surprised by a shooting star (this is marked as the correct answer) > > > > C. shooting star was spotted by her > > > > D. a shooting star was wished upon by her > > > > > > > > Thanks for your help on settling this debate so we can explain to the student. > > > > Shana > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 14:59:33 +0000 > From: "Dixon, Jack" <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > Yes, yes, yes. I think sometimes those tests, especially reading tests, are written to test certain kinds of texts and reading strategies. I am in TX, and my friends who teach in public schools complain that much of their professional development centers on strategies for passing the state tests. > > > > I still want to believe that the Kansas exam had a mis-keyed item on the answer key. If not, imagine the consequences if several similarly ambiguous items were on an exam that determines whether a student is working at grade level. Equally frightening would be the possibility that the results come with a diagnostic feature. If the student misses comparable questions on the difference between active and passive voice, then the student could be "remediated." What a waste. > > ________________________________ > From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Beth Young <[log in to unmask]> > Sent: Wednesday, March 11, 2015 9:44 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > I agree! It's depressing to see how often a standardized assessment will include confusing questions. I recently took the online practice test for a 6th grade reading test, and according to the answer key, a bunch of my answers were wrong . . . except that they weren't. Not to sound egotistical, but if a college English teacher with a Ph.D. has trouble identifying the right answers on a 6th grade test, something is wrong with the test. > > 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 Dixon, Jack [[log in to unmask]] > Sent: Wednesday, March 11, 2015 10:38 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > Beth, > > > > I responded more fully to another post, indicating the possibility of its adjectival status. However, in this sentence, the writer could have easily rewritten the sentence to say a shooting star surprised her. I think the question unfair for an 8th-grade multiple choice test. > > > > Jack > > ________________________________ > From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Beth Young <[log in to unmask]> > Sent: Wednesday, March 11, 2015 9:30 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > It's possible to interpret B as active voice if you consider "surprised" to be adjectival. The "by a shooting star" phrase argues for passive, but the fact that you can say "was very surprised by . . ." argues for an adjectival complement. > > I prefer answer A, but I would probably accept B if a student invoked the "very" test. > > Beth > > > ________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Dick Veit [[log in to unmask]] > Sent: Wednesday, March 11, 2015 9:24 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > The question was which clause is in the active voice. A is the only correct answer. > > > On Wed, Mar 11, 2015 at 7:12 AM, Scott Catledge <[log in to unmask]> wrote: > I do not care what the dimwits who wrote the Kansas test say: A is certainly correct; although B is possible, I am a grammar nazi and I would have chosen A. > Prof. Scott Catledge > > ------------------------------ > > > > Date: Tue, 10 Mar 2015 13:06:01 -0500 > > From: Shana Schmidt <[log in to unmask]> > > Subject: Assessment question > > > > Please help us settle a debate about this sample 8th grade Kansas state assessment question. > > > > Rosa was admiring the moon when ____________. > > > > Which of the following completes the sentence in the active voice? > > > > A. she spotted a shooting star (this what student selected) > > > > B. she was surprised by a shooting star (this is marked as the correct answer) > > > > C. shooting star was spotted by her > > > > D. a shooting star was wished upon by her > > > > > > > > Thanks for your help on settling this debate so we can explain to the student. > > > > Shana > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 11:05:05 -0400 > From: Don Stewart <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > Beth, > > If you consider "surprised" to be adjectival, then doesn't that make "was" > a linking verb? In that case, there is no action verb, and thus no active > voice. > > Don > ​ Stewart​ > writingwhatever.com > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Wed, 11 Mar 2015 15:37:46 +0000 > From: Beth Young <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > 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 [[log in to unmask]] on behalf of Don Stewart [[log in to unmask]] > Sent: Wednesday, March 11, 2015 11:05 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > Beth, > > If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. > > Don > ​ Stewart​ > writingwhatever.com > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at h > > ------------------------------ > > Date: Wed, 11 Mar 2015 15:52:54 +0000 > From: "Spruiell, William C" <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > I've run into both labeling systems -- one just uses "active" to mean "non-passive," and so all linking verbs are active; the other uses "active" to mean "the speaker/writer chose not to use passive," and thus restricts it to transitives. > > I also have been seeing some problematic questions on sample questions for tests used to evaluate students in my state. I would hope that, as a minimum, the real test questions are run past a panel of outside experts before the test is deployed. That may cost money, though, and I'm worried that the test developers might not be doing it. > > Bill Spruiell > Central Michigan University > > ________________________________ > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Beth Young [[log in to unmask]] > Sent: Wednesday, March 11, 2015 11:37 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > 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 [[log in to unmask]] on behalf of Don Stewart [[log in to unmask]] > Sent: Wednesday, March 11, 2015 11:05 AM > To: [log in to unmask] > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > Beth, > > If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. > > Don > ​ Stewart​ > writingwhatever.com > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Wed, 11 Mar 2015 09:14:37 -0700 > From: Karl Hagen <[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 [[log in to unmask]] on behalf of Don Stewart [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 11:05 AM > > To: [log in to unmask] > > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > Beth, > > > > If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. > > > > Don ​ Stewart​ > > writingwhatever.com > > > > > > > > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Wed, 11 Mar 2015 17:09:18 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > 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 > > [[log in to unmask]] on behalf of Don Stewart > > [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 11:05 AM > > To: [log in to unmask] > > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > Beth, > > > > If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. > > > > Don ​ Stewart​ > > writingwhatever.com > > > > > > > > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ To join or leave this > > LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Wed, 11 Mar 2015 10:50:15 -0700 > From: Karl Hagen <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > 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 > >> [[log in to unmask]] on behalf of Don Stewart > >> [[log in to unmask]] > >> Sent: Wednesday, March 11, 2015 11:05 AM > >> To: [log in to unmask] > >> Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > >> > >> Beth, > >> > >> If you consider "surprised" to be adjectival, then doesn't that make "was" a linking verb? In that case, there is no action verb, and thus no active voice. > >> > >> Don ​ Stewart​ > >> writingwhatever.com > >> > >> > >> > >> > >> > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > >> Visit ATEG's web site at http://ateg.org/ To join or leave this > >> LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > >> Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Wed, 11 Mar 2015 12:57:37 -0500 > From: Seth Katz <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > 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 > > >> [[log in to unmask]] on behalf of Don Stewart > > >> [[log in to unmask]] > > >> Sent: Wednesday, March 11, 2015 11:05 AM > > >> To: [log in to unmask] > > >> Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > >> > > >> Beth, > > >> > > >> If you consider "surprised" to be adjectival, then doesn't that make > > "was" a linking verb? In that case, there is no action verb, and thus no > > active voice. > > >> > > >> Don ​ Stewart​ > > >> writingwhatever.com > > >> > > >> > > >> > > >> > > >> > > >> > > >> To join or leave this LISTSERV list, please visit the list's web > > interface at: http://listserv.muohio.edu/archives/ateg.html and select > > "Join or leave the list" > > >> Visit ATEG's web site at http://ateg.org/ To join or leave this > > >> LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html and select "Join or leave > > the list" > > >> Visit ATEG's web site at http://ateg.org/ > > > > > > To join or leave this LISTSERV list, please visit the list's web > > interface at: > > > http://listserv.muohio.edu/archives/ateg.html > > > and select "Join or leave the list" > > > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > To join or leave this LISTSERV list, please visit the list's web > > interface at: > > > http://listserv.muohio.edu/archives/ateg.html > > > and select "Join or leave the list" > > > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 11:28:50 -0700 > From: Karl Hagen <[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 > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 14:42:49 -0400 > From: "Prof. Richard Grant WAU" <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > Take heart, Karl--not all have forgotten. Here's a reference from an > Australian article referring to it as both 'middle voice' and 'ergative.' > > http://www.adelaide.edu.au/english-for-uni/passive-voice/actives_passives_er > gatives_english_for_uni.pdf > > I've skimmed through the article but need to run off to an appointment. It > should at least be food for thought. > > 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 > > To join or leave this LISTSERV list, please visit the list's web interface > at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave > the list" > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > 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. > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 20:17:08 -0400 > From: Nathalia Hardy <[log in to unmask]> > Subject: Compound Sentences and Coordinating Conjunctions > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > Best, > > Nathalia Hardy > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 21:19:22 -0400 > From: Jan Kammert <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > > Is this the new Common Core test you're writing about? I wonder how many college English teachers will take a look at the online practice tests? I wonder if there is someone to complain to? As an 8th grade teacher, I am very concerned about the test. > Jan > > ----- Original Message ----- > > From: "Beth Young" <[log in to unmask]> > To: [log in to unmask] > Sent: Wednesday, March 11, 2015 7:44:13 AM > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > I agree! It's depressing to see how often a standardized assessment will include confusing questions. I recently took the online practice test for a 6th grade reading test, and according to the answer key, a bunch of my answers were wrong . . . except that they weren't. Not to sound egotistical, but if a college English teacher with a Ph.D. has trouble identifying the right answers on a 6th grade test, something is wrong with the test. > > > > Beth > > Dr. Beth Rapp Young > Associate Professor, English > [log in to unmask] > > University of Central Florida > "Reach for the Stars" > > > > > > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 21:22:03 -0400 > From: Jan Kammert <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > > Not only will students possibly have to take remedial classes, but for high school students, it might mean not graduating from high school, and in most states student test results affect teacher salaries. > Jan > > ----- Original Message ----- > > From: "Jack Dixon" <[log in to unmask]> > To: [log in to unmask] > Sent: Wednesday, March 11, 2015 7:59:33 AM > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > Yes, yes, yes. I think sometimes those tests, especially reading tests, are written to test certain kinds of texts and reading strategies. I am in TX, and my friends who teach in public schools complain that much of their professional development centers on strategies for passing the state tests. > > I still want to believe that the Kansas exam had a mis-keyed item on the answer key. If not, imagine the consequences if several similarly ambiguous items were on an exam that determines whether a student is working at grade level. Equally frightening would be the possibility that the results come with a diagnostic feature. If the student misses comparable questions on the difference between active and passive voice, then the student could be "remediated." What a waste. > > > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > End of ATEG Digest - 11 Mar 2015 (#2015-21) > ******************************************* To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Sat, 14 Mar 2015 02:53:27 +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: GERALD W WALTON <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: <20150313201951.C4Y40.45557.root@cdptpa-web14> 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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 ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]] 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) I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon. Gerald -----Original Message----- From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott Catledge Sent: Friday, March 13, 2015 3:20 PM To: [log in to unmask] Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) I had intensive training in writing from my 11th-grade English teacher (my 12th-grade English was a functional illiterate) and continued in Freshman English for three quarters at Mississippi Southern College in the late '50s. No teacher ever relied on mnemonics but all on thinking things through. I tried to do the same when I taught English in the '60s and '70s. Scott Catledge ---- ATEG automatic digest system <[log in to unmask]> wrote: > There are 12 messages totaling 2495 lines in this issue. > > Topics of the day: > > 1. Compound Sentences and Coordinating Conjunctions (12) > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ---------------------------------------------------------------------- > > Date: Thu, 12 Mar 2015 04:08:37 +0000 > From: "Turner, Tildon L." <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface 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, 11 Mar 2015 21:22:37 -0700 > From: "Peter H. Fries" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > You might also get them to look at how *so* is used in a corpus (or on the > web). > Peter > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > Peter H. Fries > > Until December 12 2014 > > Box 310 > Mount Pleasant MI 48804 > > Phone: 989-644-3384 > Cell: 989-400-3764 > > December 25 - May 1, 2015 > 5751 N. Kolb Rd, Unit 28102 > Tucson AZ 85750 > > Phone: 520-329-8420 > Cell: 989-400-3764 > > Email: [log in to unmask] > > Web page: <http://cmich.edu/chsbs/x23516.xml > > [among 'emeritus faculty'] > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 04:43:03 +0000 > From: "Spruiell, William C" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Nathalia, One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': (Works) I went to bed early so that I could get a good night's sleep (Ick.) It is very hot outside today, so that I'm not going to wear a jacket This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). Bill Spruiell Central Michigan University ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] Sent: Thursday, March 12, 2015 12:08 AM To: [log in to unmask] Subject: Re: Compound Sentences and Coordinating Conjunctions Hi Nathalia, There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. All the best, Til Til Turner Languages and Literature Northern Virginia Community College www.englishiskillingme.com Ph: 703.323.3269 ________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] Sent: Wednesday, March 11, 2015 8:17 PM To: [log in to unmask] Subject: Compound Sentences and Coordinating Conjunctions I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? Best, Nathalia Hardy To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 13:56:43 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > One corollary of the fact that �so� is a coordinating conjunction is that a sentence headed by �so� would not, in most cases, be a sentence fragment. (Bill�s �so that� test would apply.) > Any quick look at a corpus would show examples of �so� leading off a sentence. One example I use with my classes is the third paragraph of M. L. King�s �I Have a Dream� speech: �So we are gathered here today to dramatize an appalling condition.� The �so� is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. �But one hundred years later,� the promise still hasn�t been delivered. So�.) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units. > I usually get a laugh by differentiating between �a little but� (between two clauses) and �a big but� (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples. The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > Craig > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > Sent: Thursday, March 12, 2015 12:23 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > You might also get them to look at how so is used in a corpus (or on the web). > Peter > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]>> wrote: > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com> > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web si > > ------------------------------ > > Date: Thu, 12 Mar 2015 07:10:55 -0700 > From: Karl Hagen <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 10:19:28 -0400 > From: "Prof. Richard Grant WAU" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > > > Nicely stated, Craig. And your note about cohesion in texts (and ultimately, coherence) ties this thread together with the recent one about passive voice, which can also serve as a powerful cohesive force. > > > > Richard > > > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Hancock, Craig G > Sent: Thursday, March 12, 2015 9:57 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > One corollary of the fact that �so� is a coordinating conjunction is that a sentence headed by �so� would not, in most cases, be a sentence fragment. (Bill�s �so that� test would apply.) > > Any quick look at a corpus would show examples of �so� leading off a sentence. One example I use with my classes is the third paragraph of M. L. King�s �I Have a Dream� speech: �So we are gathered here today to dramatize an appalling condition.� The �so� is meant to characterize the purpose of the gathering as occasioned by everything discussed in the first two paragraphs. (A promise was made by the emancipation proclamation. �But one hundred years later,� the promise still hasn�t been delivered. So�.) The second paragraph starts with but, the third with so, and it masterfully fits the relationship between the three units. > > I usually get a laugh by differentiating between �a little but� (between two clauses) and �a big but� (between larger chunks of text). Again, if you look at a corpus of texts, you will find plenty of examples. The benefit to pointing this out is that you are calling attention to ways in which successful writers orient a reader to the relationships between sections of text. When we see right through to meaning, the cohesive moves are often invisible. Our job, as I see it, is to make those moves highly visible. Students may be more or less aware of their subject, but they are not naturally aware of text. A great deal of textuality occurs at the level of the sentence. Sentences are not independent units. They participate in the construction of text. > > > > Craig > > > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries > Sent: Thursday, March 12, 2015 12:23 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > You might also get them to look at how so is used in a corpus (or on the web). > > Peter > > > > On Wed, Mar 11, 2015 at 9:08 PM, Turner, Tildon L. <[log in to unmask]> wrote: > > Hi Nathalia, > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > All the best, > > Til > > > Til Turner > Languages and Literature > Northern Virginia Community College > www.englishiskillingme.com > Ph: 703.323.3269 > > > ________________________________________ > From: Assembly for the Teaching of English Grammar [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. > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 11:26:11 -0400 > From: Don Stewart <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > A wonderful example of coordinating conjunctions at the beginning of > sentences AND paragraphs is Bruce Catton's "Grant and Lee: A Study in > Contrasts." They are joiners, after all, and they are a great way to show > clear relationships between paragraphs, a skill that many students need > help with. > > Don > ? Stewart? > writingwhatever.com > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 15:59:19 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Karl, > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 10:11 AM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > > > > This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 12:36:40 -0400 > From: John Chorazy <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > The problem of the missing "so" in FANBOYS isn't a product of Common Core > itself; it may come down to local curriculum choices or any number of other > things. The Standards aren't "bad," they just fall short in many areas. One > would have to ask Pearson and ETS about specific assessment content and > mechanisms... > > I've included a few excerpts of the Language Standards below; > unfortunately, they grow more rather than less ambiguous from grades 9 > through 12. > > The blame game is an interesting one, though mostly unproductive. So, the > consensus is that students enter the university with questionable (at best) > language skills - do they necessarily leave with better ones? The consensus > is that poor instruction has left students with "difficulties" they carry > to college - but many of them leave college as teachers who bring those > unrepaired difficulties with them (who are then blamed for poor > instruction, and the wheel of life spins on). Were their "education" > programs and methods classes of any benefit? The past two student-teachers > assigned to me *could not* identify the subject and verb of a complex > sentence. That's much more frightening to me than a 5th grader not knowing > the variances of "so" in all its glory. > > - John > > > > Language Standards K�5 > > *Grade 2 students:* > > Demonstrate command of the conventions of standard English grammar and > usage when writing > > or speaking. > > a. Use collective nouns (e.g., *group*). > > b. Form and use frequently occurring irregular plural nouns (e.g., *feet, > children, teeth, mice,* *fish*). > > c. Use reflexive pronouns (e.g., *myself, ourselves*). > > d. Form and use the past tense of frequently occurring irregular verbs > (e.g., *sat, hid, told*). > > e. Use adjectives and adverbs, and choose between them depending on what is > to be modified. > > f. Produce, expand, and rearrange complete simple and compound sentences > (e.g., *The boy* > > *watched the movie; The little boy watched the movie; The action movie was > watched by the* > > *little boy*). > > *Grade 5 students:* > > a. Explain the function of conjunctions, prepositions, and interjections in > general and their function in particular sentences. > > b. Form and use the perfect (e.g., *I had walked; I have walked; I will > have walked*) verb tenses. > > c. Use verb tense to convey various times, sequences, states, and > conditions. > > d. Recognize and correct inappropriate shifts in verb tense. > > e. Use correlative conjunctions (e.g., *either/or, neither/nor*). > > *Grade 6 students:* > > a. Ensure that pronouns are in the proper case (subjective, objective, > possessive). > > b. Use intensive pronouns (e.g., myself, ourselves). > > c. Recognize and correct inappropriate shifts in pronoun number and person. > > d. Recognize and correct vague pronouns > > (i.e., ones with unclear or ambiguous antecedents).* > > e. Recognize variations from standard English in their own and others� > writing and > > speaking, and identify and use strategies to improve expression in > conventional language. > > *Grade 8 students:* > > Explain the function of verbals (gerunds, participles, infinitives) in > general and their > > function in particular sentences. > > b. Form and use verbs in the active and passive voice. > > c. Form and use verbs in the indicative, imperative, interrogative, > conditional, and subjunctive > > mood. > > d. Recognize and correct inappropriate shifts in verb voice and mood. > > > > > > > > > On Thu, Mar 12, 2015 at 12:08 AM, Turner, Tildon L. <[log in to unmask]> > wrote: > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > John Chorazy > English III Honors, AP Lit > Advisor, *Panther Press* > Pequannock Township High School > 973.616.6000 > > > Noli Timere > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 09:39:12 -0700 > From: Karl Hagen <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Craig, > > I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. > > When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. > > This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > > > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Thursday, March 12, 2015 10:11 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > >> > >> Nathalia, > >> > >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > >> > >> (Works) I went to bed early so that I could get a good night's sleep > >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > >> > >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > >> > >> Bill Spruiell > >> Central Michigan University > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > >> Sent: Thursday, March 12, 2015 12:08 AM > >> To: [log in to unmask] > >> Subject: Re: Compound Sentences and Coordinating Conjunctions > >> > >> Hi Nathalia, > >> > >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > >> > >> > >> All the best, > >> > >> Til > >> > >> > >> Til Turner > >> Languages and Literature > >> Northern Virginia Community College > >> www.englishiskillingme.com > >> Ph: 703.323.3269 > >> > >> > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > >> Sent: Wednesday, March 11, 2015 8:17 PM > >> To: [log in to unmask] > >> Subject: Compound Sentences and Coordinating Conjunctions > >> > >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > >> > >> Best, > >> > >> Nathalia Hardy > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 17:54:46 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Karl, > I am mostly in agreement. Like you, I certainly didn't present what I was saying as the only thing I cover with my students, and I certainly do things differently in a grammar class than I would in a first year writing class than I would in an upper level linguistics course linking writing to language. Even the category of conjunctive adverb isn't well described. What do we do with common introductory adverbs like "next" or "then"? Is anything that ties together two clauses conjunctive? "On the other hand,..." "In other words,..." Neither of those make full sense without the sentences that precede them. > Systemic functional linguistics gives us the category of "theme," which extends to the first part of the clause that the writer/speaker has control over. "However" and "therefore" are not limited in their slots. I would routinely follow them with commas because they are intonationally "marked." They are thematic choices. So is "as a result." > If you teach a text focused view of language, all this falls into place. > Standard texts deal with "conjunctive adverb" in a very limited way, and their stress is on the "correct" practice. Correctness seems such a tawdry target to aim at. > > Craig > > -----Original Message----- > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > Sent: Thursday, March 12, 2015 12:39 PM > To: [log in to unmask] > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Craig, > > I essentially agree with your overall point about the hazards of conceiving error in narrow and absolutist terms, although as to the pedagogy, I think you need to elaborate a bit more so your students don't form a different set of misconceptions. Your formulation of coordinators works to distinguish them from subordinators but not from conjunctive adverbs (thus, however, etc.), which do not subordinate, but which are also normally punctuated differently from coordinators. And while I agree with you that we should be careful about teaching punctuation as if it's given by god, I think most teachers and editors would call ", however," separating two independent clauses a comma splice. This point is relevant to "so" because those who exclude it from the FANBOY(S) list treat "so" as a conjunctive adverb. > > When I pointed out the odd status of "so," I was not talking about it in any context other than as a putative coordinator of clauses. My point was that there are differences of opinion with regards to punctuation rules surrounding coordinators, and that those differences had some rational basis in the actual behavior of the words on which people could reasonably differ. FANBOY is the older formulation. It starts showing up in textbooks in the 1950s. FANBOYS doesn't show up until 1970. And there are still people, some on this list, who want "so" introducing a clause to punctuated as an adverb, not a coordinator. The FANBOY students undoubtedly had such a teacher. > > This mostly reinforces your point that we need to be very careful about postulating a single standard practice. It's not a wholly useless concept, but it needs to be hedged with important qualifications. > > > On Mar 12, 2015, at 8:59 AM, Hancock, Craig G <[log in to unmask]> wrote: > > > > Karl, > > It shouldn't surprise anyone (though I suspect it will) that not all members of a category are central or prototypical. It is possible to use "fanboys" to signal words that CAN be used as coordinating conjunctions. Put another way, these are terms that can be used in ways that do not subordinate the clause that follows. To me, as I teach it, an independent clause is a clause that does not have a grammatical role within another clause. (It may very well, in a coherent text, be unclear in isolation--semantically subordinate--but nevertheless grammatically independent.) That explains why, contrary to what some teachers preach, sentences can and do start with these conjunctions, especially when they signal a relationship between larger stretches of text. > > Words like "for" and "so" have other uses, for sure. "For" is a common preposition. "So" is a common intensifier. Bill has pointed out the "so that" use of "so." That doesn't mean they can't function in the sense presented through "fanboys," as connectors that convey a sense of grammatical independence and, with that, equal weight. > > I think a great deal of harm comes from teaching that there is a CORRECT way to punctuate and that alternatives to that are ERRORS. I use the term "standard practice" with my students, and certainly "standard practice" is connected to the patterns of advice that show up in the style manuals, including some that have very strong status among copyeditors. > > It could be pointed out, too, that the juncture between coordinate clauses is routinely intonationally marked in speech. "I wanted to go, but my wife said no. " There are, of course, reasons to vary the pattern: "It was raining and the field was muddy, so we called the game." In an example like this, both the absence of a comma before "and" and the presence of a comma before "so" are working to establish a relationship between the parts. In my mind, at least, it is intoned as two part despite the presence of three clauses. > > When I am talking to students, I use the term "standard practice" because knowledge of standard practice is useful, but variations from standard practice are not only licensed, but often called for. > > I wish our standardized tests would dispense with "error." "Which of the following commas conforms to standard practice?" It's easy enough. We can't avoid standard practice, but we shouldn't be constrained by it. > > > > Craig > > > > -----Original Message----- > > From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Karl Hagen > > Sent: Thursday, March 12, 2015 10:11 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > It's not as simple as saying that the students were misinformed. FANBOY is actually an older formulation than FANBOYS, and there's a complex, and by no means unified history of what words are put in the list. > > > > The big problem here is that FANBOYS is not a homogenous list. "And," and "or" are the pure coordinators; "but," and "nor" are still central coordinators but lack a few of the properties of "and" and "or." The other words in the list have some properties of coordinators and some properties of other parts of speech. "For" and "yet" have a number of coordinator qualities, but also differences from the central coordinators. "So" is even more marginal a member, although it does share many similarities with "yet." Those who go with the FANBOY list are merely drawing the line between coordinator and not-coordinator at a different place. > > > > Brett Reynolds has an article on the topic that nicely lays out the problems with either formulation: http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1092/911 > > > > > >> On Mar 11, 2015, at 9:43 PM, Spruiell, William C <[log in to unmask]> wrote: > >> > >> Nathalia, > >> > >> One additional trick for approaching this (although Til's "therefore test" is the easiest for most students) is to distinguish coordinating "so" from subordinating "so (that)" -- we don't always say or write the 'that' after the second one, but we can always add it. Using Til's sentences and adding 'that': > >> > >> (Works) I went to bed early so that I could get a good night's sleep > >> (Ick.) It is very hot outside today, so that I'm not going to wear a jacket > >> > >> This won't work, however, if you have ESL students (since it relies on native-speaker instincts) and also becomes less effective if the sentence is long (since readers get hazy on what the earlier part of the sentence was). > >> > >> Bill Spruiell > >> Central Michigan University > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] > >> Sent: Thursday, March 12, 2015 12:08 AM > >> To: [log in to unmask] > >> Subject: Re: Compound Sentences and Coordinating Conjunctions > >> > >> Hi Nathalia, > >> > >> There is no mystery. The students were misinformed. It is always stressful as a teacher to have students who have received inadequate or erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. The "S" makes all the difference. "So" is the only coordinating conjunction that indicates material implicature, effectively carrying the meaning of "therefore". In the college setting in which I teach, I can be forceful about blaming poor previous instruction for difficulties some students have and can dissuade them from continuing to use incorrect grammar. I appreciate the fact that you may not have such a luxury with younger students. However, they need to be weaned of the misunderstanding regarding "so". > >> Perhaps the students only think of "so" in its adverbial usage such as: "I went to bed early so I could get a good night's sleep", which of course does not require a comma. They need to become comfortable with a compound like "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. > >> > >> > >> All the best, > >> > >> Til > >> > >> > >> Til Turner > >> Languages and Literature > >> Northern Virginia Community College > >> www.englishiskillingme.com > >> Ph: 703.323.3269 > >> > >> > >> ________________________________________ > >> From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Nathalia Hardy [[log in to unmask]] > >> Sent: Wednesday, March 11, 2015 8:17 PM > >> To: [log in to unmask] > >> Subject: Compound Sentences and Coordinating Conjunctions > >> > >> I am hoping you could help me solve a bit of a mystery. Some of my students have been taught that "so" is not a coordinating conjunction and should not be used to join two independent clauses. Unfortunately, none of them can explain this other than to say "their teacher said so." These are seventh and eighth grade students. They have been taught the mnemonic device FANBOY to remember the coordinating conjunctions and are holding firm in their "understanding." Am I missing something? > >> > >> Best, > >> > >> Nathalia Hardy > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > >> > >> To join or leave this LISTSERV list, please visit the list's web interface at: > >> http://listserv.muohio.edu/archives/ateg.html > >> and select "Join or leave the list" > >> > >> Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > Date: Thu, 12 Mar 2015 18:05:46 -0400 > From: nathalia hardy <[log in to unmask]> > Subject: Re: Compound Sentences and Coordinating Conjunctions > > Thanks for the suggestions! > > I had tried Bill Spruiell's trick, as I was certain that the > misunderstanding must surround subordinating so (that). I think I am > reaching them, slowly. Somehow, the combined power of the internet > backing me up has overcome the Yale education-- hers, not mine. > > I truly appreciate the different approaches. I am new to the forum and > enjoying the discussions. > > Best, > Nathalia > > On Thu, Mar 12, 2015 at 12:43 AM, Spruiell, William C <[log in to unmask]> > wrote: > > > Nathalia, > > > > One additional trick for approaching this (although Til's "therefore test" > > is the easiest for most students) is to distinguish coordinating "so" from > > subordinating "so (that)" -- we don't always say or write the 'that' after > > the second one, but we can always add it. Using Til's sentences and adding > > 'that': > > > > (Works) I went to bed early so that I could get a good night's sleep > > (Ick.) It is very hot outside today, so that I'm not going to wear a > > jacket > > > > This won't work, however, if you have ESL students (since it relies on > > native-speaker instincts) and also becomes less effective if the sentence > > is long (since readers get hazy on what the earlier part of the sentence > > was). > > > > Bill Spruiell > > Central Michigan University > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Turner, Tildon L. [ > > [log in to unmask]] > > Sent: Thursday, March 12, 2015 12:08 AM > > To: [log in to unmask] > > Subject: Re: Compound Sentences and Coordinating Conjunctions > > > > Hi Nathalia, > > > > There is no mystery. The students were misinformed. It is always > > stressful as a teacher to have students who have received inadequate or > > erroneous instruction of any kind. The mnemonic is FANBOYS not FANBOY. > > The "S" makes all the difference. "So" is the only coordinating > > conjunction that indicates material implicature, effectively carrying the > > meaning of "therefore". In the college setting in which I teach, I can be > > forceful about blaming poor previous instruction for difficulties some > > students have and can dissuade them from continuing to use incorrect > > grammar. I appreciate the fact that you may not have such a luxury with > > younger students. However, they need to be weaned of the misunderstanding > > regarding "so". > > Perhaps the students only think of "so" in its adverbial usage such as: "I > > went to bed early so I could get a good night's sleep", which of course > > does not require a comma. They need to become comfortable with a compound > > like "It is very hot outside today, so I'm not going to wear a jacket", > > which typically does take a comma. > > > > > > All the best, > > > > Til > > > > > > Til Turner > > Languages and Literature > > Northern Virginia Community College > > www.englishiskillingme.com > > Ph: 703.323.3269 > > > > > > ________________________________________ > > From: Assembly for the Teaching of English Grammar [ > > [log in to unmask]] on behalf of Nathalia Hardy [ > > [log in to unmask]] > > Sent: Wednesday, March 11, 2015 8:17 PM > > To: [log in to unmask] > > Subject: Compound Sentences and Coordinating Conjunctions > > > > I am hoping you could help me solve a bit of a mystery. Some of my > > students have been taught that "so" is not a coordinating conjunction and > > should not be used to join two independent clauses. Unfortunately, none of > > them can explain this other than to say "their teacher said so." These are > > seventh and eighth grade students. They have been taught the mnemonic > > device FANBOY to remember the coordinating conjunctions and are holding > > firm in their "understanding." Am I missing something? > > > > Best, > > > > Nathalia Hardy > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface > > at: > > http://listserv.muohio.edu/archives/ateg.html > > and select "Join or leave the list" > > > > Visit ATEG's web site at http://ateg.org/ > > > > > > -- > Nathalia S. A. Hardy > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > ------------------------------ > > End of ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) > ********************************************************** To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_A7E8E56687445D4ABBBDFB0A2199D8F801BF14B319nanmail1v_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

Hi Gerald,

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

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]]
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)

I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon.

Gerald

 

-----Original Message-----
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Sat, 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; boundary�6d043bdf2add7fd70511402344 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

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-- ========================================================================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 <[log in to unmask]> From: "Hancock, Craig G" <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: Content-Type: multipart/alternative; boundary="_000_142635610820188165albanyedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_142635610820188165albanyedu_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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 ________________________________ From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]> 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) Hi Gerald, 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 ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]] 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) I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon. Gerald -----Original Message----- From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_142635610820188165albanyedu_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

---

From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]>
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)

 

Hi Gerald,

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

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]]
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)

I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon.

Gerald

 

-----Original Message-----
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

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

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Visit ATEG's web site at http://ateg.org/ --_000_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 <[log in to unmask]> 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]> Content-Type: multipart/alternative; boundary="_000_641EA62405A240CA9FB22B616A85E56Folemissedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_641EA62405A240CA9FB22B616A85E56Folemissedu_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable 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]> wrote: 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 ________________________________ From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]> 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) Hi Gerald, 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 ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]] 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) I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon. Gerald -----Original Message----- From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_641EA62405A240CA9FB22B616A85E56Folemissedu_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

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]> wrote:

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

---

From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]>
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)

 

Hi Gerald,

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

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]]
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)

I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon.

Gerald

 

-----Original Message-----
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

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

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Visit ATEG's web site at http://ateg.org/ --_000_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 <[log in to unmask]> 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]> Content-Type: multipart/alternative; boundary="_000_142636787506325297albanyedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_142636787506325297albanyedu_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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]> wrote: 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 ________________________________ From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]> 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) Hi Gerald, 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 ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]] 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) I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon. Gerald -----Original Message----- From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_142636787506325297albanyedu_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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]> wrote:

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

---

From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Turner, Tildon L. <[log in to unmask]>
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)

 

Hi Gerald,

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

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of GERALD W WALTON [[log in to unmask]]
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)

I disagree with "It is very hot outside today, so I'm not going to wear a jacket", which typically does take a comma. I think it typically takes a semicolon.

Gerald

 

-----Original Message-----
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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 <[log in to unmask]> From: Ed Vavra <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: Content-Type: multipart/alternative; boundary="_000_D086176A9416CE49B91787F51D788BEA5BD161BDEXCHMBX4pctedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_D086176A9416CE49B91787F51D788BEA5BD161BDEXCHMBX4pctedu_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Til, Don't rely on grammar texts and style manuals. Study real texts. See: http://kissgrammar.org/kiss/wb/LPlans/WB_Punctuation.htm Ed ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]] 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) Hi Gerald, 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 To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_D086176A9416CE49B91787F51D788BEA5BD161BDEXCHMBX4pctedu_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Til,
Don't rely on grammar texts and style manuals. Study real texts. See: http://kissgrammar.org/kiss/wb/LPlans/WB_Punctuation.htm
Ed

---

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Turner, Tildon L. [[log in to unmask]]
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)

Hi Gerald,

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

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

Visit ATEG's web site at http://ateg.org/ --_000_D086176A9416CE49B91787F51D788BEA5BD161BDEXCHMBX4pctedu_-- ========================================================================Date: Sat, 14 Mar 2015 22:39:08 +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: GERALD W WALTON <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: Content-Type: multipart/alternative; boundary="_000_C642FBD01D03174BB0A080F49990843A28E58417exchange1adolem_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_C642FBD01D03174BB0A080F49990843A28E58417exchange1adolem_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable 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/ --_000_C642FBD01D03174BB0A080F49990843A28E58417exchange1adolem_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

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/ --_000_C642FBD01D03174BB0A080F49990843A28E58417exchange1adolem_-- ========================================================================Date: Sat, 14 Mar 2015 22:23:32 -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: "Prof. Richard Grant WAU" <[log in to unmask]> Subject: Re: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_01BE_01D05EA5.82552FA0" Message-ID: <[log in to unmask]> This is a multipart message in MIME format. ------=_NextPart_000_01BE_01D05EA5.82552FA0 Content-Type: text/plain; charset="UTF-8" Content-Transfer-Encoding: quoted-printable 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 WORD COUNT WRITERS TALK ABOUT WRITING The Trouble with FANBOYS June 8, 2012 By Erin Brenner 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: * Can't occur next to each other: *Tom and nor Sara * Can't be modified by another word * Join two equal parts (constituents) of all sizes: words, phrases, and clauses * Link two equal constituents that can usually be put in reverse order (are commutative): Tom and Sara, Sara and Tom 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 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) 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 _____ This email has been scanned by WAU 3-Tier Anti-Virus/Anti-Spam System. To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_01BE_01D05EA5.82552FA0 Content-Type: text/html; charset="UTF-8" Content-Transfer-Encoding: quoted-printable

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

 

 

 

WORD COUNT

WRITERS TALK ABOUT WRITING

 

The Trouble with FANBOYS

June 8, 2012

By Erin Brenner

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:

• Can't occur next to each other: *Tom and nor Sara
• Can't be modified by another word
• Join two equal parts (constituents) of all sizes: words, phrases, and clauses
• Link two equal constituents that can usually be put in reverse order (are commutative): Tom and Sara, Sara and Tom

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
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)

 

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

 

_____
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Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_01BE_01D05EA5.82552FA0-- ========================================================================Date: Sun, 15 Mar 2015 03:41:02 +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: ATEG Digest - 11 Mar 2015 to 12 Mar 2015 (#2015-22) In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_142639086431196950albanyedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_142639086431196950albanyedu_ Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="utf-8" 4oCLRG9lcyBhbnlvbmUga25vdyBvZiBhIHRleHQgdGhhdCBzYXlzIHRoZSBvbmx5IHdheSB0byBq b2luIGluZHBlbmRlbnQgY2xhdXNlcyBpcyB3aXRoIGEgY29tbWEgYW5kIG9uZSBvZiB0aGUgRkFO Qk9ZUz8gSXQgc2VlbXMgdG8gdGhpcyBhcnRpY2xlIGlzIHNheWluZyB0aGF0IEZBTkJPWVMgaXMg 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text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit 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 > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface 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. To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_01E8_01D05F0B.01975BC0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

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

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

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

>

 

To join or leave this LISTSERV list, please visit the list's web interface at:

     http://listserv.muohio.edu/archives/ateg.html

and select "Join or leave the list"

 

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

 

_____

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Visit ATEG's web site at http://ateg.org/ ------=_NextPart_000_01E8_01D05F0B.01975BC0-- ========================================================================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) In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_Part_32217988_1319027411.1426442476014" Message-ID: <[log in to unmask]> ------=_Part_32217988_1319027411.1426442476014 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable ----- 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 > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface 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. To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_Part_32217988_1319027411.1426442476014 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

---

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

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

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

>

 

To join or leave this LISTSERV list, please visit the list's web interface 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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Visit ATEG's web site at http://ateg.org/ ------=_Part_32217988_1319027411.1426442476014-- ========================================================================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 <[log in to unmask]> From: Jan Kammert <[log in to unmask]> Subject: middle passive In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_Part_32218581_577226599.1426442588110" Message-ID: <[log in to unmask]> ------=_Part_32218581_577226599.1426442588110 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable 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 To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ------=_Part_32218581_577226599.1426442588110 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

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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Visit ATEG's web site at http://ateg.org/ ------=_Part_32218581_577226599.1426442588110-- ========================================================================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 <[log in to unmask]> From: Beth Young <[log in to unmask]> Subject: Re: middle passive In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_55FC7F9CBCF2B44E97E2F3FB9EDB91345570F781NET5011netucfed_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_55FC7F9CBCF2B44E97E2F3FB9EDB91345570F781NET5011netucfed_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable 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" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_55FC7F9CBCF2B44E97E2F3FB9EDB91345570F781NET5011netucfed_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

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

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Visit ATEG's web site at http://ateg.org/ --_000_55FC7F9CBCF2B44E97E2F3FB9EDB91345570F781NET5011netucfed_-- ========================================================================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 <[log in to unmask]> 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_14264490136508918albanyedu_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_14264490136508918albanyedu_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_14264490136508918albanyedu_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

        

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

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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 <[log in to unmask]> Sender: Assembly for the Teaching of English Grammar <[log in to unmask]> From: Bob Yates <[log in to unmask]> Subject: Re: middle passive In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="_D0044975-BAC2-4BF1-8F66-4C7C72BBF868_" Message-ID: <[log in to unmask]> --_D0044975-BAC2-4BF1-8F66-4C7C72BBF868_ Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="utf-8" Q3JhaWcsDQoNCg0KVGhlIGxhYmVsIOKAnGVyZ2F0aXZl4oCdIGZvciB0aGVzZSB2ZXJicyBoYXMg YmVlbiBhcm91bmQgYSBsb25ndGltZSBhbmQgSSBjb25maWRlbnQgaXQgaXMgbm90IGRyYXduIGZy b20gU0ZMLiAgTG9vayB1cCB3aGF0IGFuIGVyZ2F0aXZlIGxhbmd1YWdlIGlzLg0KDQoNCkJvYiBZ YXRlcyANCg0KVW5pdmVyc2l0eSBvZiBDZW50cmFsIE1pc3NvdXJpIA0KDQoNCg0KDQoNCg0KRnJv 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ZWR1L2FyY2hpdmVzL2F0ZWcuaHRtbA0KYW5kIHNlbGVjdCAiSm9pbiBvciBsZWF2ZSB0aGUgbGlz 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]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundaryMessage-ID: <[log in to unmask]> --001a1140aace74cb5e05116760c7 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable [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/ --001a1140aace74cb5e05116760c7 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

[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/
>

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------------------------------

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/
>

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------------------------------

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"

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Visit ATEG's web site at http://ateg.org/ --001a1140aace74cb5e05116760c7-- ========================================================================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]> MIME-Version: 1.0 Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="utf-8" Message-ID: <[log in to unmask]> VGhhbmtzLCBCaWxsLiBUaGF0J3MgdmVyeSBoZWxwZnVsLg0KDQpfX19fX19fX19fX19fX19fX19f X19fX19fX19fX19fX19fX19fX19fDQpGcm9tOiBBc3NlbWJseSBmb3IgdGhlIFRlYWNoaW5nIG9m IEVuZ2xpc2ggR3JhbW1hciA8QVRFR0BMSVNUU0VSVi5NSUFNSU9ILkVEVT4gb24gYmVoYWxmIG9m IFNwcnVpZWxsLCBXaWxsaWFtIEMgPHNwcnVpMXdjQENNSUNILkVEVT4NClNlbnQ6IE1vbmRheSwg TWFyY2ggMTYsIDIwMTUgMTI6MDYgQU0NClRvOiBBVEVHQExJU1RTRVJWLk1JQU1JT0guRURVDQpT 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awareness In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="------------020605000209020302050204" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------020605000209020302050204 Content-Type: text/plain; charset=utf-8; format=flowed Content-Transfer-Encoding: 7bit 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --------------020605000209020302050204 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip04.mcs.muohio.edu id t2O1KI3V027864

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

[log in to unmask]" type="cite">

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/ --------------020605000209020302050204-- ========================================================================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]> Content-Type: multipart/alternative; boundary="_03f46e8b-4e72-4235-9b25-c0c02eb23dbb_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_03f46e8b-4e72-4235-9b25-c0c02eb23dbb_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_03f46e8b-4e72-4235-9b25-c0c02eb23dbb_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

[log in to unmask]">

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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ --_03f46e8b-4e72-4235-9b25-c0c02eb23dbb_-- ========================================================================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 In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="------------020007070008080007090506" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------020007070008080007090506 Content-Type: text/plain; charset=windows-1252; format=flowed Content-Transfer-Encoding: 7bit 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.) > > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --------------020007070008080007090506 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2O1wEvW008010

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

[log in to unmask]" type="cite">

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

[log in to unmask]">

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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

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

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Visit ATEG's web site at http://ateg.org/ --------------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]> Content-Type: multipart/alternative; boundary="_09d8c6dd-f17d-4306-825b-8e0abf5b6473_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_09d8c6dd-f17d-4306-825b-8e0abf5b6473_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_09d8c6dd-f17d-4306-825b-8e0abf5b6473_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

[log in to unmask]">

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

[log in to unmask]">

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/

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Visit ATEG's web site at http://ateg.org/ --_09d8c6dd-f17d-4306-825b-8e0abf5b6473_-- ========================================================================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]> Content-Type: multipart/alternative; boundary="_d8d8eb16-ed25-4fb7-af51-38d267517ead_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_d8d8eb16-ed25-4fb7-af51-38d267517ead_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_d8d8eb16-ed25-4fb7-af51-38d267517ead_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

[log in to unmask]">

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

[log in to unmask]">

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/

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

Visit ATEG's web site at http://ateg.org/ --_d8d8eb16-ed25-4fb7-af51-38d267517ead_-- ========================================================================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]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="------------000707020306050107000508" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------000707020306050107000508 Content-Type: text/plain; charset=windows-1252; format=flowed Content-Transfer-Encoding: 7bit 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.) > > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and > select "Join or leave the list" Visit ATEG's web site at > http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and > select "Join or leave the list" Visit ATEG's web site at > http://ateg.org/ > > > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web > interface at: http://listserv.muohio.edu/archives/ateg.html and select > "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --------------000707020306050107000508 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip04.mcs.muohio.edu id t2O4uoek000691

If Herb is not interested, I'll write the review.
Mike

[log in to unmask]" type="cite">

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

[log in to unmask]">

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

[log in to unmask]">

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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/

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

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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]> Content-Type: multipart/alternative; boundary="_000_BN3PR0501MB13301B517F21ED3DA4F68426C00A0BN3PR0501MB1330_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_BN3PR0501MB13301B517F21ED3DA4F68426C00A0BN3PR0501MB1330_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_BN3PR0501MB13301B517F21ED3DA4F68426C00A0BN3PR0501MB1330_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

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.)

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

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

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

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Visit ATEG's web site at http://ateg.org/ --_000_BN3PR0501MB13301B517F21ED3DA4F68426C00A0BN3PR0501MB1330_-- ========================================================================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 <[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]> Content-Type: multipart/alternative; boundary="_346e1492-ac55-456e-8eaf-65a3ecb70580_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_346e1492-ac55-456e-8eaf-65a3ecb70580_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_346e1492-ac55-456e-8eaf-65a3ecb70580_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

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.)

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

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Visit ATEG's web site at http://ateg.org/ --_346e1492-ac55-456e-8eaf-65a3ecb70580_-- ========================================================================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 In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_d9a10b07-ee60-44c1-b143-bf23bdc00663_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_d9a10b07-ee60-44c1-b143-bf23bdc00663_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_d9a10b07-ee60-44c1-b143-bf23bdc00663_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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

[log in to unmask]">

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

[log in to unmask]">

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

[log in to unmask]">

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/

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Visit ATEG's web site at http://ateg.org/ --_d9a10b07-ee60-44c1-b143-bf23bdc00663_-- ========================================================================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 <[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]> Content-Type: multipart/alternative; boundary="_000_BN3PR0501MB1330161F800723F226952908C00A0BN3PR0501MB1330_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_BN3PR0501MB1330161F800723F226952908C00A0BN3PR0501MB1330_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable 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] 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.) To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_000_BN3PR0501MB1330161F800723F226952908C00A0BN3PR0501MB1330_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

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]
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.)

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

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

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Visit ATEG's web site at http://ateg.org/ --_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]> MIME-Version: 1.0 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable 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 < > [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 > > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the > list" > > > Visit ATEG's web site at http://ateg.org/ > > > > > > > To join or leave this LISTSERV list, please visit the list's web interface > 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. > > > To join or leave this LISTSERV list, please visit the list's web interface 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 14:01:16 -0400 > From: Jan Kammert <[log in to unmask]> > Subject: Re: ATEG Digest - 9 Mar 2015 to 10 Mar 2015 (#2015-19) > > > > ----- 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 > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > > > To join or leave this LISTSERV list, please visit the list's web interface 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. To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface 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 14:03:08 -0400 > From: Jan Kammert <[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 > > ----- 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 > > To join or leave this LISTSERV list, please visit the list's web interface 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 18:44:13 +0000 > From: Beth Young <[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" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface 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 19:50:13 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: middle passive > > 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" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface 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 21:57:53 +0000 > From: Bob Yates <[log in to unmask]> > Subject: Re: middle passive > > Craig, > > > The label “ergative” for these verbs has been around a longtime and I confident it is not drawn from SFL. Look up what an ergative language is. > > > Bob Yates > > University of Central Missouri > > > > > > > From: Hancock, Craig G > Sent: ‎Sunday‎, ‎March‎ ‎15‎, ‎2015 ‎2‎:‎50‎ ‎PM > To: [log in to unmask] > > > > > > > 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" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list > > ------------------------------ > > Date: Mon, 16 Mar 2015 00:26:14 +0000 > From: "Hancock, Craig G" <[log in to unmask]> > Subject: Re: middle passive > > ​Bob, > > My apologies if I was unclear. The point I tried to express was that Richard's Australian source probably drew from Systemic Functional Linguistics, which uses "ergative" to talk about what others call "middle voice" in English. Halliday treats it fairly extensively, so it seemed worth pointing out for anyone interested in reading more. It would be interesting to explore ways in which English has this in common with other languages. That issue came up last time I mentioned it on list, with at least one person voicing skepticism about whether his use of the term is mainstream. Do you know of anyone else who applies it to English? I have never followed that up. > > > C > > ________________________________ > From: Assembly for the Teaching of English Grammar <[log in to unmask]> on behalf of Bob Yates <[log in to unmask]> > Sent: Sunday, March 15, 2015 5:57 PM > To: [log in to unmask] > Subject: Re: middle passive > > Craig, > > The label “ergative” for these verbs has been around a longtime and I confident it is not drawn from SFL. Look up what an ergative language is. > > Bob Yates > University of Central Missouri > > From: Hancock, Craig G > Sent: ‎Sunday‎, ‎March‎ ‎15‎, ‎2015 ‎2‎:‎50‎ ‎PM > To: [log in to unmask] > > > 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" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave this LISTSERV list, please visit the list's web interface at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave > > ------------------------------ > > End of ATEG Digest - 14 Mar 2015 to 15 Mar 2015 (#2015-25) > ********************************************************** To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Tue, 24 Mar 2015 20:57:04 -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: ATEG Digest - 14 Mar 2015 to 15 Mar 2015 (#2015-25) In-Reply-To: <20150325012027.5CQHG.159899.root@cdptpa-web18> Content-Type: multipart/alternative; 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to unmask]> From: Michael <[log in to unmask]> Subject: New book announcement MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="------------090302070300080404020308" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------090302070300080404020308 Content-Type: text/plain; charset=utf-8; format=flowed Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2Q3FQ7g032152 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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --------------090302070300080404020308 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2Q3FQ7g032152

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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

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]> Content-Type: multipart/alternative; boundary="_b71af645-1c68-4470-8eab-7b08d61cb43b_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_b71af645-1c68-4470-8eab-7b08d61cb43b_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable 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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --_b71af645-1c68-4470-8eab-7b08d61cb43b_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

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
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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.

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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 Content-Type: multipart/alternative; boundary="------------090805090204050405060208" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------090805090204050405060208 Content-Type: text/plain; charset=utf-8; format=flowed Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2Q4HHlX007880 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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ --------------090805090204050405060208 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip03.mcs.muohio.edu id t2Q4HHlX007880 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: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ --------------090805090204050405060208--