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Academic Insights for the Thinking World
A writer friend of mine posted a social media query asking for advice on verb choice. The phrase in question was “… since everyone and his poodle own/owns a gun…” Should the verb be in the singular or the plural? More than fifty people weighed in. Some reasoned that there was a compound subject […]
English contains a bewildering number of so-called phrasal verbs: two- or three-word compounds that seem to consist of a verb and a preposition—things like bring up, fill in, give away, pay back, work out, and many more. The Oxford Phrasal Verbs Dictionary lists 6,000 of them in its 2016 edition. Native speakers of English learn these naturally in the course […]
What could be simpler than grammatical tense—things happening now are in the present, things happening before are in the past, and things that haven’t happened yet are in the future. If only it were so easy. Consider the present tense. Its meaning often refers not to things happening right now but to some general state […]
Political commentators and satirists love to mock Donald Trump’s verbal gaffs, his simplified vocabulary and vague, boastful speech. But if you judge his oratory by its effect on the audience, Donald Trump’s rhetoric, particularly with large crowds of enthusiastic supporters, is undeniably effective. People have studied the art of rhetoric for millennia – so how […]
When people talk about grammar problems, they often mean usage issues—departures from the traditional conventions for edited English and the most formal types of speaking. To a linguist, grammar refers to the way that language is used—by speakers of all types—and the way that it works—how it is acquired, how it changes, and so on.
My book group recently read a 2017 mystery called The Lost Book of the Grail by Charlie Lovett. In the novel, an English bibliophile and an American digitizer track down a mysterious book thought to lead to the Holy Grail. The chief clue: a secret message hidden in the rare books collection of the fictional Barchester Cathedral Library.
When I read something, one of the things I notice right away is overuse of non-referential there as a means of sleepwalking from topic to topic. Also known as the existential there, this grammatical form asserts the existence (or non-existence) of something and is often used to introduce new information, to shift the topic of discussion or to call something to mind.
Most of us have been told at some point that a sentence has a subject and predicate and that the predicate consists of a verb and an object—the girl kicked the ball. We may have been introduced to distinctions such as transitive, intransitive, and linking verbs (like carry, snore, and become, respectively). But there is much more to the intricacies of what must follow a verb.
This October marks the thirty-third anniversary of the passing of Rudolph Flesch, the patron saint of brevity.
Book banning is not a new phenomenon. The Catholic Church’s prohibition on books advocating heliocentrism lasted until 1758. In England, Thomas Bowdler lent his name to the practice of expurgating supposed vulgarity with the 1818 publication of The Family Shakespeare, edited by his sister.
A palindrome is a word or phrase that reads the same way forwards and backwards, like kayak or Madam, I’m Adam. The word comes to us from palindromos, made up of a pair of Greek roots: palin (meaning “again”) and dromos (meaning “way, direction”).
Punctuation-wise, most of us fall between these two extremes. We are neither staccato nor breathless. Instead, we use punctuation to establish a comfortable pace for readers by grouping and emphasizing certain chunks of information.
Punctuation-wise, most of us fall between these two extremes. We are neither staccato nor breathless. Instead, we use punctuation to establish a comfortable pace for readers by grouping and emphasizing certain chunks of information.
Punctuation-wise, most of us fall between these two extremes. We are neither staccato nor breathless. Instead, we use punctuation to establish a comfortable pace for readers by grouping and emphasizing certain chunks of information.
I was surprised to learn from my students that many of them are still being taught to write the five-paragraph essay in high school. You know it: an introductory paragraph that begins with a hook and ends in a thesis statement.
I’ve noticed myself saying “yeah no.” The expression came up in a class one day, when I had asked students to bring in examples of language variation. One student suggested “yeah no” as an example of not-quite standard California English.