Facing life with a smile!

Facing life with a smile!
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Thursday, September 22, 2011

E38 On Being Perfect

As a teacher, I have been accused of expecting perfection of myself and of my students.  Well, I do belive in striving for perfction, but I don't expect to achieve it, not in this life, and not every time.

I do expect a student to be willing to try again to improve.  I have found that my habit is a three-step learning process: 1) I make a mistake.  2) I make it again, remember having done it before, and tell myself not to do it again. 3) Catch myself in the error before I make it again. (I hope.) 

But I am not surprised that I make mistakes the first times I try a new or difficult activity.  And I am not surprised that a student makes mistakes on new material or skills. 

As with physical skills such as are needed for playing sports or playing a musical instrument, writing skills require practice and repetition because writing is not as easy as speaking.  Remember that a score of 80% marks mastery of a skill.  Strive for 100% and you may hit 80%, but settling for 50% will not allow you to move with grace and freedom on the 'court' of written communication.

Check this out:
http://www.delanceyplace.com/view_archives.php?1781

Monday, September 19, 2011

E37 Double Negative No No


What’s Wrong with This?: Double Negatives
In English the rule is not to use the double negative.

She refused not to help.
The word ‘refused’ contains the idea of the negative.  The idea in full would be “She refused to help”.

I miss not seeing him.
Do you see him now?   If you do see him, this is correct.  If you do not see him, you mean to say “I miss seeing him.”

Saturday, September 17, 2011

Why Learn Grammar?

I could not have expressed it better.

I teach a course on thesis writing to Chemistry graduate students, and always refer students to AWAD for daily inspiration. The "Some assembly required" joke gave me an unoriginal idea as well.
Your atomic analogy for the theme of the week resonated with me. The following extract is from a public radio commentary on chemistry and words. I thought you might find it amusing: While the sizes, shapes, and functionalities of molecules are infinitely variable, just as a mouthful of words can be strung together to form a two-word matrimonial confirmation, or a dizzyingly long soliloquy, there are rules of bonding that constitute a molecular grammar. For instance, "I do!" and "Do I?" will elicit vastly different emotional responses, but "He do." is not allowed. Correspondingly, the three-atom chains chlorine-oxygen-hydrogen and oxygen-chlorine-hydrogen are allowed, but have quite different chemistries, whereas chlorine-hydrogen-oxygen is not allowed. The entire commentary is online.
Preston MacDougall, Murfreesboro, Tennessee

You will meet many interesting people and ideas at: http://wordsmith.org/awad/index.html

Sunday, September 11, 2011

WHY IS GRAMMAR IMPORTANT? Reading Between the Lines

Grammar is all about meaning.  Children are frustrated no end when adults ask them to "read between the lines".  Knowing the context and the specific situation enables the adult to understand beyond the expressed words.  It is said that women do this better than men, but definitely adults do it better than children who are not as well-read nor have the life experience.

And understanding the difference between the Active Voice as opposed to the Passive Voice, taught in Grade 10, helps you read between the lines that the perpetrator is a) unknown or b) known but being hidden.
Here is what I wrote for Facebook:
Why is learning grammar important? Note the use of the Passive Voice in this interview: "a decision was made". This indicates that the person who made the decision is either unknown or known and being hidden. http://therealnews.com/t2/index.php?option=com_content&task=view&id=31&Itemid=74&jumival=7300

Thursday, August 11, 2011

E36 The Rule of Parallelism


THE RULE OF PARALLELISM
When you are making a list, put the items in the same patterns of parts of speech.  Whichever pattern you begin with, carry on with it with the other items.

WHY?
Some sentences are “awkward”; they just sound a bit wrong, and make the reader/listener stumble a bit.  A “smooth” sentence is easy to follow, and the cadence or rhythm will be pleasant to hear.  Can you or another person read your composition easily out loud?

When people listen or read, they naturally try to anticipate where you are going; they “think ahead”. They are trying to figure out if what you are saying fits with what they already know about and understand, especially if they have some background knowledge of the subject.

If you follow the Rule of Parallelism, your sentence (and your paragraph) will be easier to anticipate, easier to understand, easier to say and read, and it will be more beautiful to hear and more likely to persuade the reader to believe.

A SHORT LIST
She didn’t want to forget the essentials; so she made a list: shampoo, Tylenol, toilet paper, eggs, and milk.

Fire requires three elements to succeed: air, fuel and heat.  Start building your fire loosely with small dry tinder such as paper, little slivers of wood, tiny sticks or pinecones; then add slightly larger faggots or splits of wood; and finally put on top of the pile the larger splits of wood or even whole logs if your fireplace is big enough.  Touch a flame from a match or lighter to the tinder at the bottom of the pile of fuel.  In a dry forest, wind will help to direct the spread of a fire that starts in the dry duff of the forest floor and underbrush, or from a fire in a tree that has been struck by lightning.
(Note that I set up a pattern and order in the first sentence and followed it explicitly in the final sentence: air, fuel and heat.)
                                                           Gathering Faggots

A LONG LIST
Long lists may be found in instructions, in tables of contents, in outlines, and in your résumé wherein you list your experience and skills.  Whenever possible stick with the pattern you set up in the first item: for nouns, stay with nouns and noun substitutes; for verbs, stick with the tense and/or pattern that you start with.

Monday, May 23, 2011

Missing Words: Hoping Against Hope

Understanding English is made more difficult by the modern fashion for short sentences, but there are some ancient examples too. 
   First, I want to consider the way people say "The proof is in the pudding."  This is a stupid comment as it stands, but it comes from the more logical "The proof (test) of the pudding is in the eating."
   Second, consider 'please'.  We use it as adverb, but it is the verb 'to please'.  In the subjunctive mood it is properly rendered as "if it please you" as in "If it please you, give me a tip." Thus the verb 'please' is being asked to stand for an Adverb Subordinate Clause that modifies the verb of the Main Clause 'give'.
   Now about "hoping against hope", one starts with the Bible where Paul is speaking about Abraham and Sara: "Who against hope believed in hope, that he might become the father of many nations, according to that which was spoken, So shall thy seed be. And being not weak in faith, he considered not his own body now dead, when he was about an hundred years old, neither yet the deadness of Sara's womb: He staggered not at the promise of God through unbelief; but was strong in faith, giving glory to God". Romans 4:18-20 Now about "hope", Pastor Richard Onebamoi, has distinguished between the first hope and the second one.  He tells us that first hope is a supernatural one that is based on God's word and promise, that is on spiritual belief, and it is opposed against the natural hope that is based on scientific fact or experience.  Abraham was hoping for paternity, expecting something good, against the fact that he and Sara were too old to have children.

Wednesday, May 18, 2011

George Orwell on Writing


delanceyplace.com 5/13/11 - orwell's rules for better writing
In today's excerpt - George Orwell, in his famous 1946 essay "Politics and the English Language," lamented the demise of the English language, in particular the lack of clarity in the expression of ideas. In it, he gave five brief examples of bad writing and five rules for better writing:
 "Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language -- so the argument runs -- must inevitably share in the general collapse. It follows that any struggle against the abuse of language is a sentimental archaism, like preferring candles to electric light or hansom cabs to aeroplanes. Underneath this lies the half-conscious belief that language is a natural growth and not an instrument which we shape for our own purposes.
 "Now, it is clear that the decline of a language must ultimately have political and economic causes: it is not due simply to the bad influence of this or that individual writer. But an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form, and so on indefinitely. A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. The point is that the process is reversible. Modern English, especially written English, is full of bad habits which spread by imitation and which can be avoided if one is willing to take the necessary trouble. If one gets rid of these habits one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers. ... Here are five specimens of the English language as it is now habitually written. These five passages have not been picked out because they are especially bad -- I could have quoted far worse if I had chosen -- but because they illustrate various of the mental vices from which we now suffer. They are a little below the average, but are fairly representative examples:
 1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien [sic] to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)
 2. Above all, we cannot play ducks and drakes with a native battery of idioms which prescribes egregious collocations of vocables as the Basic put up with for tolerate, or put at a loss for bewilder. Professor Lancelot Hogben (Interglossa)
 3. On the one side we have free personality: by definition it is not neurotic, for it has neither conflict nor dream. Its desires, such as they are, are transparent, for they are just what institutional approval keeps in the forefront of consciousness; another institutional pattern would alter their number and intensity; there is little in them that is natural, irreducible, or culturally dangerous. But on the other side, the social bond itself is nothing but the mutual reflection of these self-secure integrities. Recall the definition of love. Is not this the very picture of a small academic? Where is there a place in this hall of mirrors for either personality or fraternity? Essay on psychology in Politics (New York)
 4. All the "best people" from the gentlemen's clubs, and all the frantic fascist captains, united in common hatred of Socialism and bestial horror at the rising tide of the mass revolutionary movement, have turned to acts of provocation, to foul incendiarism, to medieval legends of poisoned wells, to legalize their own destruction of proletarian organizations, and rouse the agitated petty-bourgeoise to chauvinistic fervor on behalf of the fight against the revolutionary way out of the crisis. Communist pamphlet
  
5. If a new spirit is to be infused into this old country, there is one thorny and contentious reform which must be tackled, and that is the humanization and galvanization of the B.B.C. Timidity here will bespeak canker and atrophy of the soul. The heart of Britain may be sound and of strong beat, for instance, but the British lion's roar at present is like that of Bottom in Shakespeare's Midsummer Night's Dream -- as gentle as any sucking dove. A virile new Britain cannot continue indefinitely to be traduced in the eyes or rather ears, of the world by the effete languors of Langham Place, brazenly masquerading as 'standard English.' When the Voice of Britain is heard at nine o'clock, better far and infinitely less ludicrous to hear aitches honestly dropped than the present priggish, inflated, inhibited, school-ma'amish arch braying of blameless bashful mewing maidens! Letter in Tribune
  
"[When trying to avoid these faults], one can often be in doubt about the effect of a word or a phrase, and one needs rules that one can rely on when instinct fails. I think the following rules will cover most cases:
 (i) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.  
(ii) Never us a long word where a short one will do.
(iii) If it is possible to cut a word out, always cut it out.
(iv) Never use the passive where you can use the active.
(v) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
(vi) Break any of these rules sooner than say anything outright barbarous.
  "These rules sound elementary, and so they are, but they demand a deep change of attitude in anyone who has grown used to writing in the style now fashionable. One could keep all of them and still write bad English, but one could not write the kind of stuff that I quoted in those five specimens at the beginning of this article."