Tag Archives: grammar

Review: David Crystal’s Book on Grammar

MAKING SENSE: The Glamorous Story of English Grammar, by David Crystal
281 pp. Oxford University, $24.95.
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Peter Sokolowski, NY Times: “The indefatigable linguist Crystal’s latest book, “Making Sense,” is a surprisingly entertaining historical and scholarly tour of the mechanics of English.
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Grammar can seem as technical and off-putting as math or physics to many people who nevertheless can speak, read and write very well, and while some books on language prey on readers’ insecurity with lists of word-choice peeves and classist language shibboleths, Crystal efficiently punctures such snobbery.
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His approach is to explain the points of grammar and their natural acquisition in the order in which a toddler develops language skills, a brilliant strategy that allows him to begin with the most basic concepts and build upon them while simultaneously exemplifying the descriptive nature of his work.
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He illustrates the lingering “pernicious” effects of trying to fit the square peg of English into the round hole of Latin grammar, responsible for centuries of confusing information about how English works.
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Discussions of semantics (what we are trying to say) and pragmatics (how we are trying to say it) give a more concrete nature to grammar, and are used effectively here to explain away the silly admonition against the passive voice in writing.
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A primer on corpus linguistics and a short explanation of how our language evolved from Old English help complete Crystal’s masterly telling of why a living language’s grammar, like its vocabulary, is not only unfinished, it is unfinishable. One could not have a more genial guide for such a tour.”
Reading/Spelling tutor in Columbus OH: Adrienne Edwards 614-579-6021, or email aedwardstutor@columbus.rr.com

+ Teaching Grammar To Dyslexic Students

by Marisa Bernard, ortongillinghamonlinetutor.com

[O-G Tutoring in Columbus OH: see below]

Those with Dyslexia have difficulty with decoding & encoding… They also seem to have difficulty with grammar and identifying parts of speech. Teaching grammar to those with Dyslexia should include a structured, systematic, & sequential approach, similar to the approach we use to teach them the logical connections between the sounds and symbols in the English language.

There tends to be a school of thought that when we present grammar to our students in such a detailed and methodical manner, they lose the creative side of writing. The cognitive effort spent to make certain their sentence structure is grammatically correct stifles any of the student’s efforts at being creative with their written expression. The problem with this school of thought, as I see it, is that until the student with Dyslexia is able to form a sentence with accuracy and automaticity, s/he will not be able to display the creativity in written expression that is so often innately an attribute in those with Dyslexia.

A teacher should teach grammar using the same format to teach the Orton Gillingham Basic Language curriculum. Teaching one part of speech at a time (beginning with nouns), while applying the same structured, sequential, and cumulative nature of the Orton Gillingham Approach, will allow students to master the various grammatical concepts. Students with Dyslexia tend to be cluttered cognitively; therefore, it is important to assist them with creating a “mental file cabinet” to house all of their learned materials. When teaching grammar to those with Dyslexia, it essential that you connect the new concepts with the already mastered concepts and help them to “file” them accordingly for easy retrieval. This method of teaching grammar to those with Dyslexia should be continued until all grammatical concepts have been mastered.

Teaching grammar to those with Dyslexia explicitly is important because:

  • It assists with comprehension skills
  • It improves written expression
  • It helps with cognitive organization & structure

The order of presentation of grammatical concepts I would recommend is as follows:

  1. Nouns – Person, place, thing, or idea (a magazine is a wonderful resource a student can use to begin naming nouns)… Ask student to categorize nouns. Have an assortment of noun cards mixed and have student sort & categorize the nouns.
  2. Pronouns – Pronouns take the place of nouns (PRO = for, pronouns are FOR nouns)
  3. Simple Plurals – The spelling rule of simply adding /s/ to a word
  4. Action Verbs – A word that shows action. What is the noun DOING? Create a word list using magazines or books. Use noun & verb word lists to create sentences. MAKE THIS AN ORAL TASK INITIALLY.
  5. Your student can then draw pictures that illustrate their new sentences. *NOTE: Drawing is a very laborious task for some students with fine motor deficits, so this activity may be omitted for them. Perhaps mental imagery would work better for these students.
  6. Sentences – Every sentence contains a noun and a verb that expresses a complete thought. It is important to ask your student to speak in complete sentences & assist when necessary. Make certain your student has ample practice reading two-word sentences at this point. When performing sentence analysis, your student will label the parts of speech within a sentence. When looking at functional analysis, your student will identify the purpose in a sentence. Finally, sentence diagrams are a wonderful visual aid to enhance understanding.
  7. Adjectives – Adjectives paint images in our minds that describe the nouns in sentences. When teaching adjectives, ask your student to first write down his or her thoughts in simple form with words s/he is able to spell. S/he can then go back to the sentence and add adjectives to enhance creativity.
  8. Adverbs – Words that describe or modify verbs
  9. Prepositions/Prepositional Phrases -A preposition shows the following relationships among other words in a sentence:
    — direction (to – “He walked to the store.”)
    — time (at, on, in – “He will arrive at 2 o’clock.”)
    –agent (with – “He chopped the wood with an axe.”)
    –place (between, near, across)
    –manner (by – “By going the short route, you will save time.”)
    –measure (for – “She ran for two miles.”)
  10. Miscellaneous – Interjections, Conjunctions, Articles

Once again, when teaching grammar to those with Dyslexia it important to understand they need to be taught using the following approach:

  • From PARTS to the WHOLE
  • SIMPLE/CONCRETE to ABSTRACT/COMPLEX
  • All pathways of the brain should be accessed simultaneously.
  • Constant review of the materials is important while adding one new concept at a time. This helps the child with Dyslexia to see how the new concept fits in with the old concept to understand the big picture.

The following is a Grammar Checklist download for you to use with your students:

http://www.ortongillinghamonlinetutor.com/teaching-grammar-to-those-with-dyslexia/

I hope these suggestions are helpful while teaching grammar to those with Dyslexia. They can certainly be used as a whole group instruction, as all students would benefit from a structured, systematic, & sequential approach to teaching the grammatical concepts.

Again, thank-you for what you do because the world needs what only you can offer…

Marisa Bernard is Executive Director at Orton-Gillingham Online Tutor visit http://www.ortongillinghamonlinetutor.com/teaching-grammar-to-those-with-dyslexia/

Orton-Gillingham tutoring in Columbus OH: Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

+ The “Untold” History of English: New Book

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John McWhorter’s new book, “Our Magnificent Bastard Tongue: The Untold History of English,”  aims to explain why English is an oddball among its sister Germanic languages.

The Power of Babel,” McWhorter’s previous book, was hailed by Steven Pinker as “sharply reasoned, refreshingly honest, and thoroughly original” in its arguments; and as “an entertaining, instructive Henry Higgins of a volume” by Kirkus Reviews.

McWhorter writes in a down-to earth, intelligent way.  He’s a linguist, not an etymologist (a “history of words” guy).  He’s impatient with standard “history of English” books, which suggest that what’s involved is just waves of Anglo-Saxon and then Celt and then French and then Latinate and Greek-derived words, decorated with the occasional sidebar about how grammar changed a bit here and there.

Etymology is, in fact, just one tiny corner of what modern linguistic science involves.  Indeed, most linguists are not formally trained in etymology.  “Any of us sought for public comment are familiar with the public’s understandable expectation that to be a linguist is to carry thousands of etymologies in one’s head, when, in fact, on any given question as to where a word comes from, we usually have to go searching in a dictionary like anyone else.”

But linguists are more interested in how words are put together, and how the way they are put together now is different from how they were put together in the past.

We often call it “syntax.”  Linguists call it “grammar.”  It involves such matters as why conjugational endings (hablo, hablas, habla in Spanish) exist.  English exhibits vestiges of conjugational forms too: for example, suffix 

Linguists are interested in why the English sentence “Craig met his wife in London” would come out in Japanese as “Craig London in his wife met.”   And why English has the auxiliary “did” (I did read the book) and “is” (he is reading) when our sibling languages never ever invented such a thing. 

In McWhorter’s introduction we learn that English is one of about a dozen languages that are so basically similar in terms of words and grammar that they obviously began in a single language (although English is very much a prodigal son).  The languages besides English in this family include German, Dutch, Yiddish, Swedish, Norwegian, Danish, and Icelandic, plus some less familiar languages like Faroese and Frisian, as well as Afrikaans (which stemmed from the transplantation of Dutch into Africa.)

The parent of all these languages was spoken about twenty-five hundred years ago in what is now Denmark (and a ways southward) and on the southerly ends of Sweden and Norway.  Linguists (not knowing what the original speakers called the language) have named it “Proto-Germanic.”

How do we know about this language?  We are able to reconstruct a great many of that language’s words by comparing words in today’s Germanic languages and tracing back.  For example, English daughter  is Tochter in German, dochter in Dutch, datter in Norwegian, dotter in Swedish, dottir in Icelandinc.  Using techniques developed by linguists in the nineteenth century and that are still being refined, it is possible to deduce — with the help of now extinct Germanic languages preserved in ancient documents like Gothic, in which the word was dauhtar — that all of these words are the spawn of a single original one, daukhtro.

But English is weird, compared to these other languages, and McWhorter wants to tell us how and why.

English’s Germanic relatives are like assorted varieties of deer — antelopes, springboks, kudu, and so on — antlered, fleet-footed, big-brown-eyed variations on a theme.  English is some dolphin swooping around underwater, all but hairless, echolocating and holding its breath.  Dolphins are mammals like deer; they give birth to live young and are warm-blooded.  But clearly the dolphin has strayed from the basic mammalian game plan to an extent that no deer has.

(I’ve peeked ahead, and it appears that the Welsh and the Cornish people were involved in the mutation.)

Once we know the real history of English, says McWhorter, we can understand that certain things we’ve been taught are hoaxes.  It is not true, he writes, that “Billy and me went to the store” is patently illogical (the French say it that way!)  And it is not true that the structure of people’s native language reflects how they think.

It’s not, he wants us to know, all about words that just happened into our language.  It’s also about things speakers of other languages did to English grammar.  It’s about what happened when Old English was assaulted by Vikings and bastardized by Celts.

It’s about how English is “genuinely  weird — miscegenated, abbreviated.  Interesting.”

And so he begins Chapter One of the book in the middle of the fifth century A.D. in Britain, after the Romans left, when…

Well, that’s the end of the introduction.

Chapter Titles:

One: “We Speak a Miscegenated Grammar;” Chapter Two: “A Lesson From the Celtic Impact;” Three: “We Speak a Battered Grammar;” Four: “Does Our Grammar Channel Our Thought?;” and Five: “Skeletons in the Closet.” 

After its 200 page text there are 14 pages of notes on the sources and an index.  The book (hardcover) is a nifty 5″ by 7″ size,  nice for tucking into your handbag or backpack.  Cost is $22.50.

Our Magnificent Bastard Tongue” by John McWhorter is published by Gotham Books. ISBN 978-1-592-40395-0.  

John McWhorter is the author of 12 books including NY Times Bestseller “Losing the Race: Self-Sabotage in Black America,” “The Power of Babel: A Natural History of Language,” and “Doing Our Own Thing: The Degradation of Language and Music and Why We Should, Like, Care.”  He is an expert on the birth of Creoles.  He is a Senior Fellow at the Manhattan Institute, a columnist for the New York Sun, and has appeared widely in broadcast media on Jim Lehrer’s Newshour and Fresh Air. 

Two separate lecture courses of his (on the story of language and linguistics) are available from The Teaching Company (www.teach12.com).

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com