Grammar Regarding Quotes

People who cannot distinguish between good and bad language, or who regard the distinction as unimportant, are unlikely to think carefully about anything else.

It’s important to people in the Land-of-Almost-Awake that it should be this way, because they believe that nothing really ever completely dies. It just turns into a story, undergoes a little shift in grammar, changes tense from ‘now’ to ‘then’. A

No one understands us seventh-sense people. They regard us as freaks. When we point out illiterate mistakes we are often aggressively instructed to "get a life" by people who, interestingly, display no evidence of having lives themselves.

The vice of “verbalism” can be defined as the bad habit of using words without regard for the thoughts they should convey and without awareness of the experiences to which they should refer. It is playing with words. As the two tests we have suggested indicate, “verbalism” is the besetting sin of those who fail to read analytically. Such readers never get beyond the words. They possess what they read as a verbal memory that they can recite emptily. One of the charges made by certain modern educators against the liberal arts is that they tend to verbalism, but just the opposite seems to be the case. The failure in reading—the omnipresent verbalism—of those who have not been trained in the arts of grammar and logic shows how lack of such discipline results in slavery to words rather than mastery of them.

More than nine-tenths of all literate men and women certainly read nothing but newspapers, and consequently model their orthography, grammar and style almost exclusively on them and even, in their simplicity, regard the murdering of language which goes on in them as brevity of expression, elegant facility and ingenious innovation; indeed, young people of the unlearned professions in general regard the newspaper as an authority simply because it is something printed. For this reason, the state should, in all seriousness, take measures to ensure that the newspapers are altogether free of linguistic errors. A

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.

Like Kimmerer, I wish for a language that recognizes and advances the animacy of the world, ‘the life that pulses through pines and nuthatches and mushrooms . . . well[ing] up all around us’. Like Kimmerer, I relish those aspects of discourse that extend being and sentience respectfully and flexibly beyond the usual bearers of such qualities. Like Kimmerer I believe that we need, now, a ‘grammar of animacy’. A modern predisposition to regard animacy as anomaly runs through what the poet Jeremy Prynne once called ‘mammal language’, by which he means the language that is used by humans, encoding intent, agency and muscular power deep in its grammar.

Grammar and usage conventions are, as it happens, a lot more like ethical principles than like scientific theories. The reason the Descriptivists can’t see this is the same reason they choose to regard the English language as the sum of all English utterances: they confuse mere regularities with norms. Norms aren’t quite the same as rules, but they’re close. A norm can be defined here simply as something that people have agreed on as the optimal way to do things for certain purposes. Let’s keep in mind that language didn’t come into being because our hairy ancestors were sitting around the veldt with nothing better to do. Language was invented to serve certain very specific purposes—“That mushroom is poisonous”; “Knock these two rocks together and you can start a fire”; “This shelter is mine!” and so on. Clearly, as linguistic communities evolve over time, they discover that some ways of using language are better than others—not better a priori, but better with respect to the community’s purposes. If we assume that one such purpose might be communicating which kinds of food are safe to eat, then we can see how, for example, a misplaced modifier could violate an important norm: “People who eat that kind of mushroom often get sick” confuses the message’s recipient about whether he’ll get sick only if he eats the mushroom frequently or whether he stands a good chance of getting sick the very first time he eats it. In other words, the fungiphagic community has a vested practical interest in excluding this kind of misplaced modifier from acceptable usage; and, given the purposes the community uses language for, the fact that a certain percentage of tribesmen screw up and use misplaced modifiers to talk about food safety does not eo ipso make m.m.’s a good idea.

The Qur’an has not merely been revealed in Arabic: it has been revealed in eloquent Arabic. The language is clear and cogent, and there is no vagueness in it; every word is unambiguous and every style adopted is well known to its addressees. The Qur’an says: The faithful Spirit has brought it down into your heart [O Prophet] that you may become a warner [for people] in eloquent Arabic. (26:193-195) In the form of an Arabic Qur’an, free from any ambiguity that they may save themselves [from punishment]. (39:28) This is an obvious reality about the Qur’an. If this premise is accepted, then it must be conceded that no word used or style adopted by the Qur’an is rare or unknown (shadh). Its words and styles are well known and conventionally understood by its addressees. No aspect of the language has any peculiarity or rarity in it. Consequently, while interpreting the Qur’an, the conventionally understood and known meanings of the words should be taken into consideration. Apart from them, no interpretation is acceptable. Thus in the verses: وَالنَّجْمُ وَالشَّجَرُ يَسْجُدَانِ (6:55), the meaning of the word اَلنَّجْمُ can only be “stars”. In وَمَا أَرْسَلْنَا مِن قَبْلِكَ مِن رَّسُولٍ وَلَا نَبِيٍّ إِلَّا إِذَا تَمَنَّى أَلْقَى الشَّيْطَانُ فِي أُمْنِيَّتِهِ (52:22), the word تَمَنَّى can only mean “desire”. In أَفَلَا يَنظُرُونَ إِلَى الْإِبِلِ كَيْفَ خُلِقَتْ (17:88), the word الْإِبِلِ has only been used for “camel”. The only meaning of the word بَيْضٌ in the verse كَأَنَّهُنَّ بَيْضٌ مَّكْنُونٌ (49:37) is “eggs”. In the verse فَصَلِّ لِرَبِّكَ وَانْحَرْ (2:108), the word نَحْر only means “sacrifice”. They do not mean “plants”, “recital”, “clouds”, “the hidden sheath of eggs” and “folding hands on the chest” respectively. Similar is the case with declensions and styles adopted. Scholars of grammar and rhetoric have regarded many such aspects of the Qur’an as rare and as exceptions; however, the truth of the matter is that this conclusion is based on incomprehensive research. In recent times, the works of the two pioneers of the Farahi school: Imam Hamid al-Din al-Farahi and Imam Amin Ahsan Islahi have fully proven that the declensions and styles adopted by the Qur’an are all in fact well-known and conventionally understood by the Arabs. Taking into consideration this principle is a requisite of the eloquence of the Qur’anic language, which as stated above, is mentioned in the Qur’an itself. No explanation of the Qur’an is acceptable while disregarding this principle.

Noam Chomsky, widely regarded as the father of modern linguistics, asserts grammar—that is, syntax—is the result of a hardwired language acquisition device in the human brain,

Bryson says that “we tend to regard other people’s languages as we regard their cultures— with ill-hidden disdain.” Too true. Unfortunately, Bryson proves himself right with a series of stories that should have set off his own too-bizarre-to-be-true detector.

And that the city of Miletus should also be known to us as an Ionian outpost whose population consisted of, amongst other races, Scythians and Phoenicians, tells us that we should take the claims of the early Irish chroniclers very seriously indeed. Moreover, with regard to the equally often stated Phoenician element of Irish descent, we should also note that the ancient Greeks once held that Phoenicia was founded by one Phoenix, whose brother Cadmus had invented the alphabet. Likewise, the early Irish recalled the time when they lived under a king named...Phenius, “who devoted himself especially to the study of languages, and composed an alphabet and the elements of grammar.

We are badly diseased with regard to vocabulary, grammar, and syntax, and what we desperately need is for someone to write an elegant little volume of sane English usage that will make us all whole again.

[T]o look back on our life and also to discover something that can no longer be made good: the squandering of our youth when our educators failed to employ those eager, hot and thirsty years to lead us towards knowledge of things but used them for a so-called 'classical education'! The squandering of our youth when we had a meagre knowledge of the Greeks and Romans and their languages drummed into us in a way as clumsy as it was painful and one contrary to the supreme principle of all education, that one should offer food only to him who hungers for it ! When we had mathematics and physics forced upon us instead of our being led into despair at our ignorance and having our little daily life, our activities, and all that went on at home, in the work-place, in the sky, in the countryside from morn to night, reduced to thousands of problems, to annoying, mortifying, irritating problems so as to show us that we needed a knowledge of mathematics and mechanics, and then to teach us our first delight in science through showing us the absolute consistency of this knowledge! If only we had been taught to revere these sciences, if only our souls had even once been made to tremble at the way in which the great men of the past had struggled and been defeated and had struggled anew, at the martyrdom which constitutes the history of rigorous science! What we felt instead was the breath of a certain disdain for the actual sciences in favour of history, of 'formal education' and of 'the classics'! And we let ourselves be deceived so easily! Formal education! Could we not have pointed to the finest teachers at our grammar schools, laughed at them and asked: 'are they the products of formal education? And if not, how can they teach it?' And the classics! Did we learn anything of that which these same ancients taught their young people? Did we learn to speak or write as they did? Did we practise unceasingly the fencing-art of conversation, dialectics? Did we learn to move as beautifully and proudly as they did, to wrestle, to throw, to box as they did? Did we learn anything of the asceticism practised by all Greek philosophers? Were we trained in a single one of the antique virtues and in the manner in which the ancients practised it? Was all reflection on morality not utterly lacking in our education not to speak of the only possible critique of morality, a brave and rigorous attempt to live in this or that morality? Was there ever aroused in us any feeling that the ancients regarded more highly than the moderns? Were we ever shown the divisions of the day and of life, and goals beyond life, in the spirit of antiquity? Did we learn even the ancient languages in the way we learn those of living nations namely, so as to speak them with ease and fluency? Not one real piece of ability, of new capacity, out of years of effort! Only a knowledge of what men were once capable of knowing!

When the first American colonies were founded, William Bradford—Webster’s distinguished ancestor—spelled the same word differently in the same sentence; his orthography and grammar were regarded as legitimate expressions of his personality.

Many of the things that appear in this book exist because of the widely accepted creed of meritocracy. In this view of the world, it is primarily the job of politicians to sort the sheep from the goats. It is perfectly acceptable for someone to toil away hopelessly in a rotten job, as long as that person has been judged to lack the requisite merit to do anything better. Our entire political vocabulary – social mobility, bright but poor kids, grammar schools – is geared towards pulling a few people out of the soup without changing its basic ingredients. The debate in 2017 around grammar schools in instructive in this regard: it is not seen as wrong that a child who fails the 11-Plus team should have to spend a lifetime doing soul-destroying work; rather, the tragedy is that it should happen to the wrong child. Woe betide if a 'bright but poor child' should slip through the net, so to speak. One can do what one likes with the other lot.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Language is a concrete assemblage that evinces tendencies toward stability. This tendency toward stability in language Deleuze and Guattari call the being major of a language. In order for a language to be major it must have the support of numerous other assemblages, particularly a government powerful enough to declare a language “official” and pass laws with regard to what language a government’s business is to be conducted in. Government-sponsored education bolsters the language’s status by ensuring the teaching of the “proper” rules of grammar. At the same time, however, other forces destabilize a language. Everyday usage, borrowings from other languages, literature, and slang continually disturb the stability of a major language. As a concrete assemblage, a language is the dated, singular zone of stability that is the result of intensive processes with tendencies toward both stasis and change. A Thousand Plateaus is the exploration of assemblages or plateaus in which Deleuze and Guattari demonstrate how to create concepts in a way that does not presuppose a metaphysics of discontinuity.