Craig,
My focus on pairs like "sit/set" does result, in part, from their status as shibboleths, but it's not exactly driven by it. Because of their history (old causative suffix --jan triggering vowel changes, then disappearing) they made it into Early Modern English with a clear transitivity diffference, and because of their status as shibboleths, that difference may have been maintained when otherwise it would not have (no way to test that one way or another).
At any rate, they make good paradigm examples -- if students have an "instinctive feel" for a difference between "sit" and "set" (for each pair, that's going to depend on the students' dialect, including social dialect) they already have a transitive vs. intransitive example that they're comfortable with. "Sit/set" does not, in fact, act as a shibboleth for most of my students, simply because they never had to be "taught" the distinction, and I suspect they'd regard statements like "I set down for a while" as involving an odd pronunciation rather than as examples of misuse of a verb. In my experience, dialect areas in which people use "set" for both transitive and intransitive do not necessarily do the same thing with rise/raise, so the latter would work as the base example. And again, I think the existence of pairs like that "partitions" the transitivity possibilities in a way that wouldn't otherwise happen so rigidly. It's classic structuralism: for people with a sit/set distinction, part of the meaning of "sit" is that it's not "set." "Set" thus creates a territory that individual uses of "sit" don't wander into.
That we can take the students' knowledge of one pair and use it to familiarize them with the formal usage of another pair is simply icing on the cake.
Bill Spruiell
Dept. of English
Central Michigan University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Craig Hancock
Sent: Fri 7/11/2008 8:41 AM
To: [log in to unmask]
Subject: Re: Transitivity vs Intransitivity - The Linguists' Version of Hazing?
Bill,
I think John's post is very thoughtful, but I want to go ahead anyway with a sort of contrary, maybe too theoretical position. I have been working on two writing projects that have forced me to think about these issues more than is probably healthy. Now I'm stuck with all these thoughts that need purging.
I suspect you're right, that much of what animated our teaching historically is giving students what they need in order to handle the "shibboleths" of usage. So we decide that students need to master the tricky concept of transitivity so that they, too, can handle sit and set "properly" and look down on those who don't. In the language of the blue collar friends I grew up with, this is stupid. We also have studies that show that grammar doesn't improve reading and writing, and is in fact harmful precisely because it pulls us away from more productive activities, like reading real books and doing real writing, and if this is what grammar is all about, then the studies are absolutely right. It's all trivial.
What's more difficult, I think, is that we are also heirs to a structural grammar tradition that attempted to put grammar study on a more formal, more scientific basis.This meant making observations on the basis of what we could observe about forms and the "rules" that seem to govern them. This leads naturally to classification: on the basis of form, how can we classify a sentence as transitive? Because this is a difficult enterprise, we try to make it easy by focusing on the prototypes. But there is nothing to stop someone from asking the "so what" question and no easy answer to it. If the only thing we are worried about in relation to grammar is error, then it seems natural to dismiss this as a distraction and to reduce grammar down to "error in context" with as little metalanguage as possible.
We can say that grammar has a huge role in the making of meaning, but our central traditions, in both traditional grammar and in linguistics, at least in this country, don't acknowledge that.
To make grammar useful, we need to reconceive it in a very fundamental way.
I don't like to make such a contrary blanket statement, and I hope my many friends in the group understand that this is said in deep respect, but at this point in time we (ATEG) are part of the problem.
Craig
Spruiell, William C wrote:
Craig, Diane, et al.:
I suspect one of the main reasons that both the classification and the amount of flexibility with it are big deals in grammar textbooks is simply the existence of verb sets like "sit vs. set," "lie vs. lay" and the like. Those seem to have turned into shibboleths fairly early, and stayed that way. One of my clearest memories of third grade Englsih was filling out pages of exercises in which I had to figure out whether to put "lie" or "lay" in blanks. We have to talk about transitivity to deal with those sets (and to talk in an organized way about why proto-geezers like me balk at statements like "I graduated high school"). What I think gets left out of the discussion, frequently, is the possibility that it's the existence of "set" that keeps us from using "sit" transitively, and vice versa - in other words, verbs can "block" the flexibility options of other verbs. Where there is no opposing verb, we're much freer to play with the transitivity of the one we have.
I usually start class discussions of transitivity with that "sit vs. set" pair (and "rise/raise"), since students here in Michigan typically use those the same way formal usage demands (unlike the case, of course, with "lie vs. lay"). Those work well as prototypes for comparison, and I do something similar with the transitive and linking interpretations of verbs like "taste" ("The chef tasted the soup" / "The soup tasted too salty"). Having concrete models like that, and then discussing how particular examples fade off into grey areas, seems to work fairly well. What would be a problem is giving them a set of verbs, out of context, and asking them to label the transitivity of each; it's only with the relatively rare "sit/set" type that that's easily possible, I think.
Bill Spruiell
Dept. of English
Central Michigan University.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: Thursday, July 10, 2008 12:43 PM
To: [log in to unmask]
Subject: Re: Transitivity vs Intransitivity - The Linguists' Version of Hazing?
Dinae,
Thanks for the response. I'm not at all surprised; that's a pretty good description of what we can expect to find in most grammar texts. Students certainly have difficulty in applying these classifications, so it makes absolute sense to present clear examples of the central prototypes. I just worry that classification becomes an end in itself, and it's hard to fault those who say that studying grammar (learning how to classify sentences this way) doesn't carry over into reading or writing. In fact, when we being to look at the kinds of nuanced choices available to us as language users, the patterns, as defined, aren't practical. The fact that so many sentences aren't easy to classify is a plus for a language user, but not for someone trying to use these patterns as some sort of guiding light. In the attempt to make it simple, we rob it of nuance and of life.
Craig
diane skinner wrote:
Craig,
Without question, the discourse context must be considered,
nonetheless, classifications remain. Klammer et.al. do not state a
"rule" for any conditionals concerning implied direct objects. So, to
this regard, your conclusion would be accurate; however, they define
sentence types "on the basis of prototype sentences, those that
clearly fit a pattern without complication or ambiguity" (209). They
also do not include other considerations, such as the derived
intransitive, an intransitive member of an ergative pair:
The sun melted the ice sculpture.
The ice sculpture melted.
Diane
On Tue, Jul 8, 2008 at 5:32 AM, Craig Hancock <[log in to unmask]> <mailto:[log in to unmask]> wrote:
Diane,
Just to bring this back to the previous discussion, it seems clear that
Klammer et. al.'s approach is to look at the sentence (or clause, since
transitivity happens in all clauses, even downranked ones) rather than the
meaning of the verb apart from that context.
In other words, they don't have a rule that says "If a direct object is
implied, the sentence is transitive."
Would that be accurate?
Craig
diane skinner wrote:
Hi all,
Klammer, Schulz, and Volpe, in Analyzing English Grammar, 4th ed. use
the following definitions for intransitive verbs:
"You can test whether a verb is intransitive by dividing the predicate
into phrases. If all the phrases except the main verb phase are
optional adverbial modifiers, then the verb is intransitive. If you
can substitute a prototypical adverb (like here, then, or slowly) for
the phrase, it is an adverbial phrase.
Ex: The bus stops here each Monday" (p.203).
To explain transitive verbs, they write: (1) "Are the subject noun
phrase (NP) the actor, the verb and action, and the object NP the
'receiver' of the action? if the answer is yes (as in John hit Bill,
where hitting is an action, John performs the action, and Bill
receives the action), then the sentence is probably Type V [i.e.,
contains a transitive verb].
(2) "To find the direct object, ask who? or what? after the subject
noun phrase and verb: John saw who/what? If the answer does not rename
the subject, it should be the direct object" (p. 221).
(3) "Is the verb followed by a direct object, a noun phrase that has a
referent different from that of the subject noun phrase? if so, the
sentence [contains a transitive verb]" (227).
Additionally, they include examples of transitive verbs with reflexive
and reciprocal direct objects: "Elmer cut himself with a Swiss Army
knife" (222),
and transitive verbs with object complements: "Cheryl considered
Carl's bean soup salty" (223).
Grammar is so much fun!!
Diane
On Sun, Jul 6, 2008 at 7:17 PM, Veit, Richard <[log in to unmask]> <mailto:[log in to unmask]> wrote:
Dee, Craig, Tabetha,
Whether we regard a sentence as transitive depends on how we choose to
define the term, and we are choosing different definitions. Our diverse
definitions cover a lot of territory. The options seen in the four postings
(copied below) range from the narrowest to the broadest:
1. To be transitive, the verb must be immediately followed by a direct
object. [Tabetha's definition?]
2. To be transitive, the verb must have an overt direct object (in any
position). [Craig's definition?]
3. To be transitive, the verb must have a deep-structure direct
object, whether or not it is overt in the spoken sentence. [My definition]
4. To be transitive, one must be able to imagine a direct object for
the verb. [Dee's definition?]
These definitions yield different results:
· "He remembered my birthday." Transitive for all four
definitions.
· "He remembered fondly the old days." Transitive for definitions
2, 3, and 4; intransitive for definition 1.
· "Did he remember your birthday?" "He remembered." Transitive for
definitions 3 and 4; intransitive for definitions 1 and 2.
· "He sings in the shower." Transitive for definition 4;
intransitive for definitions 1, 2, and 3.
· "He coughed loudly." Intransitive for all four definitions.
My apologies if I mischaracterized your definition, but we certainly are not
all in accord, and the differences are interesting.
Dick Veit
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