Facing life with a smile!

Facing life with a smile!
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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."
 


Wednesday, April 6, 2011

E35 Dictionary Definitions Change


The other day, I heard the word ‘sophisticated’ used with ‘people’.  My dictionary gave these definitions of the past participle of the verb ‘sophisticate’:
  1. experienced in worldly ways; informed; knowing aware 
  2. lacking in natural simplicity or frankness
  3. artificial
  4. misleading
  5. of mechanical or electronic devices, complex and advanced in design: sophisticated missiles

But, my old dictionary says this about the verb ‘sophisticate’ following from the entry word Sophism (a spurious proposition; a specious but fallacious argument; a fallacy designed to deceive):
to pervert;  [as in twisting the truth or corrupting morals]
to wrest from the truth;  [as in misleading propaganda and spin]
to render spurious by admixture [as in adding cheaper stuff to wine]

Sometimes it pays to check out older sources; they may give you a clearer view of an idea.

Wednesday, March 30, 2011

Twin Babies Converse

Here is a beautiful example of children catching the sounds of adult talk without being able to form the words yet.  They have the 'music' of the language.
http://www.youtube.com/watch?v=_JmA2ClUvUY

Sunday, March 13, 2011

E34 Emphatic Order


A while back in E26, I talked about emphasizing particular words in a sentence.

This article is about how to put the important data in a place where it will carry a punch.  Before I give these examples let’s review standard order.  (The grey word are never spoken nor written.  They are given for those to whom English grammar is a new subject.)  Skip it if you know this.


OK, let’s look at variations of emphatic order.  In exclamations, you place the emphatic word or idea in an important position, usually at the beginning in a short sentence:
            How lovely the bride looks!
            What courage he displayed!

  1. Put it first.
    1. Standard:  He went over.
    2. Emphatic: Over he went.

  1. Use repetition.
    1. Emphatic: Don’t do it tomorrow; don’t do it this afternoon; do it now.

  1. Delay key words.
    1. Standard: My marks are disgraceful, my father says.
    2. Emphatic: My marks are, my father says, disgraceful.

  1. Eliminate the unnecessary word or phrase.
    1. Standard: We all voted her captain unanimously.
    2. Emphatic: We voted her captain unanimously.

  1. Use the Active Voice
    1. Standard: A good time was had by all of us.  (expository)
    2. Emphatic: We all had a good time.  (narrative)

Make it memorable.  People remember best the part of the sentence (and lesson or essay) that is closest.  Thus they remember best the last thing they read or hear, and then next best they remember the first thing that they read or hear.  That is why we put the thesis at the beginning and the conclusion at the end: even if the anecdotes or facts are forgotten, the ‘gist’ of the idea will be captured.

Which version of these sentences would Henry David Thoreau have chosen?
            Give me truth, rather than love, or money or fame.
            Rather than love, than money, than fame, give me truth.

Which of these sentence do you thin is the stronger one?
            Your success will depend on you, not on me.
            Your success will depend not on me, but on you.

            The jury found him guilty after deliberating for several hours.
            After deliberating for several hours, the jury found him guilty.

            I will never go buy that brand.
            Never again will I buy that brand.

Place parenthetical expressions such as I think, as they say, I am told, on the other hand, toward the middle of the sentence as in example 3 above in order to emphasize the key information.

Anti-climax is used for humour.  Put the trivial point in the emphatic position to draw the laugh:
            Confess?  I’ll confess anything — murder, arson, embezzlement, forgery, piracy, stealing candy from babies!  What would you have me confess?



Sunday, March 6, 2011

E33 Degrees of Comparison

Any grammar handbook or website will give you a standard definition of the degrees of comparison of adjectives and of adverbs.  They are the positive, comparative and the superlative.   The latter are usually signalled by the suffixes er and est (or ier and iest) or by more and most (or less and least/fewer and fewest).

The positive is the usual use in which you describe one person or action: Mom is usually kind.
The comparative is for describing two people or actions: Her mom is often kind, but my mom is more often kinder.
The superlative is for comparing three or more persons or actions: Her mom is often kind, your mom is more often kinder, but my mom is most often kindest.

But there is also a word game of the name Degrees of Comparison in which synonyms or antonyms are used to indicate differences.  It is always played with the pronouns He/She/They, plus You, plus I/We thus:
    He is pig-headed; you are stubborn; but I am resolute.
    She is cheap; you are frugal; but I am economical.
    They are totally profligate; you are a spend-thrift; but I support the economy.

Always the rule in this game is to find the word that denigrates the people in the 3rd person and compliments the people in the first person.  Unfortunately, many people play this game for real to justify their contempt for others and their justification of themselves.

A good thesaurus or  a website such as http://www.synonyms.net  will help you.

E32 Spelling Dictations

Another interesting German word that was discussed in A.Word.A.Day is 'diktat', which means

Def: 1. An order or decree imposed without popular consent.
2. A harsh settlement imposed upon a defeated party.

In English we might use the noun "dictate" for that. 

"Dictate" is also used to mean a common practice of schoolteachers: the weekly or monthly 'dictation'.  And that makes me think of the way we need to teach spelling.  If the student is to be tested by writing the word as spoken by the teacher in a weekly dictation, the student has to study the word by sounding it out while practising writing it.  After all, this is how the student will write it while writing a story, letter or essay.

When the child is older, he may also write whole sentences or paragraphs that are dictated by the teacher—who will expect the student to supply the correct punctuation as well as the correct spelling.  Many students will hate this because it may reveal gaps in their knowledge, and good teacher will use their failures as suggestions for further personal or class lessons.