Grammar Related Quotes

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

Getting Pretty Panties Ripped Requires Real Damn Initiative. Or--general, personal, possessive, reflexive, reciprocal, relative, demonstrative, and interrogative!

As arts, grammar and logic are concerned with language in relation to thought and thought in relation to language. That is why skill in both reading and writing is gained through these arts.

The classification of facts, the recognition of their sequence and relative significance is the function of science, and the habit of forming a judgment upon these facts unbiased by personal feeling is characteristic of what may be termed the scientific frame of mind.

Objects are relatively stupid. They do a few things well, as do lobsters.

The foundation of a classical education begins with parents teaching children the art of memorization and grammar studies. Some educators might dismiss rote memorization, but I argue that it is beneficial because it trains your brain to hold information. It is the most organic way of learning ever devised and goes hand in hand with the way we naturally relate to our children.

Morality and grammar are related. Human beings live by the word. Socrates said, “The misuse of language induces evil in the soul.” I’ve had that sentence pinned up over my desk for a long time.

Camilla he tormented simply because she was a girl. In some ways she was his more vulnerable target - through no fault of her own, but simply because in Greekdom, generally speaking, women are lesser creatures, better seen than heard. This prevailing sentiment among the Argives is so pervasive that it lingers in the bones of the language itself; I can think of no better illustration of this than the fact that in Greek grammar, one of the very first axioms I learned is that men have friends, women have relatives, and animals have their own kind.

In the infancy of society every author is necessarily a poet, because language itself is poetry; and to be a poet is to apprehend the true and the beautiful, in a word, the good which exists in the relation, subsisting, first between existence and perception, and secondly between perception and expression. Every original language near to its source is in itself the chaos of a cyclic poem: the copiousness of lexicography and the distinctions of grammar are the works of a later age, and are merely the catalogue and the form of the creations of poetry.

One summer day when I was about ten, I sat on a stoop, chatting with a group of girls my age. We were all in pigtails and shorts and basically just killing time. What were we discussing? It could have been anything—school, our older brothers, an anthill on the ground. At one point, one of the girls, a second, third, or fourth cousin of mine, gave me a sideways look and said, just a touch hotly, “How come you talk like a white girl?” The question was pointed, meant as an insult or at least a challenge, but it also came from an earnest place. It held a kernel of something that was confusing for both of us. We seemed to be related but of two different worlds. “I don’t,” I said, looking scandalized that she’d even suggest it and mortified by the way the other girls were now staring at me. But I knew what she was getting at. There was no denying it, even if I just had. I did speak differently than some of my relatives, and so did Craig. Our parents had drilled into us the importance of using proper diction, of saying “going” instead of “goin’ ” and “isn’t” instead of “ain’t.” We were taught to finish off our words. They bought us a dictionary and a full Encyclopaedia Britannica set, which lived on a shelf in the stairwell to our apartment, its titles etched in gold. Any time we had a question about a word, or a concept, or some piece of history, they directed us toward those books. Dandy, too, was an influence, meticulously correcting our grammar or admonishing us to enunciate our words when we went over for dinner. The idea was we were to transcend, to get ourselves further. They’d planned for it. They encouraged it. We were expected not just to be smart but to own our smartness—to inhabit it with pride—and this filtered down to how we spoke.

All of this, I believe, indicates that in order to grasp the basic grammar of the world, we need to merge three basic ingredients, not just two: not just general relativity and quantum mechanics, but also the theory of heat, that is, statistical mechanics and thermodynamics, which we can also describe as “information theory.

In any case, it is a mistake to equate concreteness with things. An individual object is the unique phenomenon it is because it is caught up in a mesh of relations with other objects. It is this web of relations and interactions, if you like, which is 'concrete', while the object considered in isolation is purely abstract. In his Grundrisse, Karl Marx sees the abstract not as a lofty, esoteric notion, but as a kind of rough sketch of a thing. The notion of money, for example, is abstract because it is no more than a bare, preliminary outline of the actual reality. It is only when we reinsert the idea of money into its complex social context, examining its relations to commodities, exchange, production and the like, that we can construct a 'concrete' concept of it, one which is adequate to its manifold substance. The Anglo-Saxon empiricist tradition, by contrast, makes the mistake of supposing that the concrete is simple and the abstract is complex. In a similar way, a poem for Yury Lotman is concrete precisely because it is the product of many interacting systems. Like Imagist poetry, you can suppress a number of these systems (grammar, syntax, metre and so on) to leave the imagery standing proudly alone; but this is actually an abstraction of the imagery from its context, not the concretion it appears to be. In modern poetics, the word 'concrete' has done far more harm than good.

in Greekdom, generally speaking, women are lesser creatures, better seen than heard. This prevailing sentiment among the Argives is so pervasive that it lingers in the bones of the language itself; I can think of no better illustration of this than the fact that in Greek grammar, one of the very first axioms I learned is that men have friends, women have relatives, and animals have their own kind.

Newspeak occurs whenever the primary purpose of language – which is to describe reality – is replaced by the rival purpose of asserting power over it. The fundamental speech-act is only superficially represented by the assertoric grammar. Newspeak sentences sound like assertions, but their underlying logic is that of the spell. They conjure the triumph of words over things, the futility of rational argument, and also the danger of resistance. As a result Newspeak developed its own special syntax, which – while closely related to the syntax deployed in ordinary descriptions – carefully avoids any encounter with reality or any exposure to the logic of rational argument. Françoise Thom has argued this in her brilliant study La langue de bois.5 The purpose of communist Newspeak, in Thom’s ironical words, has been ‘to protect ideology from the malicious attacks of real things’.

28.  Do not repeat the tactics which have gained you one victory, but let your methods be regulated by the infinite variety of circumstances. [As Wang Hsi sagely remarks: “There is but one root-principle underlying victory, but the tactics which lead up to it are infinite in number.” With this compare Col. Henderson: “The rules of strategy are few and simple. They may be learned in a week. They may be taught by familiar illustrations or a dozen diagrams. But such knowledge will no more teach a man to lead an army like Napoleon than a knowledge of grammar will teach him to write like Gibbon.”] 29.  Military tactics are like unto water; for water in its natural course runs away from high places and hastens downwards. 30.  So in war, the way is to avoid what is strong and to strike at what is weak. [Like water, taking the line of least resistance.] 31.  Water shapes its course according to the nature of the ground over which it flows; the soldier works out his victory in relation to the foe whom he is facing. 32.  Therefore, just as water retains no constant shape, so in warfare there are no constant conditions. 33.  He who can modify his tactics in relation to his opponent and thereby succeed in winning, may be called a heaven-born captain. 34.  The five elements (water, fire, wood, metal, earth) are not always equally predominant; [That is, as Wang Hsi says: “they predominate alternately.”] the four seasons make way for each other in turn. [Literally, “have no invariable seat.”] There are short days and long; the moon has its periods of waning and waxing. [Cf. V. ss. 6. The purport of the passage is simply to illustrate the want of fixity in war by the changes constantly taking place in Nature. The comparison is not very happy, however, because the regularity of the phenomena which Sun Tzu mentions is by no means paralleled in war.]

In some ways she was his most vulnerable target—through no fault of her own, but simply because in Greekdom, generally speaking, women are lesser creatures, better seen than heard. This prevailing sentiment among the Argives is so pervasive that it lingers in the bones of the language itself; I can think of no better illustration of this than the fact that in Greek grammar, one of the very first axioms I learned is that men have friends, women have relatives, and animals have their own kind.

It is all those moral deviations that constitute the developmental process of society and its relations of recognition. In every historical epoch, individual, particular anticipations of expanded recognition relations accumulate into a system of normative demands, and this, consequently, forces societal development as a whole to adapt to the process of progressive individuation. The process of development goes in the direction of ever-greater liberation of individuality, increasing personal autonomy.

What separates me most deeply from the metaphysicians is: I don’t concede that the ’I’ is what thinks. Instead, I take the ’I’ itself to be a construction of thinking, of the same rank as ‘matter’, ‘thing’, ‘substance’, ‘individual’, ‘purpose’, ‘number’; in other words to be only a regulative fiction with the help of which a kind of constancy and thus ‘knowability’ is inserted into, invented into, a world of becoming. Up to now belief in grammar, in the linguistic subject, object, in verbs has subjugated the metaphysicians: I teach the renunciation of this belief. It is only thinking that posits the ’I’: but up to now philosophers have believed, like the ‘common people’, that in ‘I think’ there lay something or other of unmediated certainty and that this ‘I’ was the given cause of thinking, in analogy with which we ‘understood’ all other causal relations. However habituated and indispensable this fiction may now be, that in no way disproves its having been invented: something can be a condition of life and nevertheless be false.

Now language and money circulate using the same medium, a grammar which is digital, horizontal and magnetic, and politically determined. Maybe all language will be eventually administrated as an institutional money: a contained and centrally monitored instrumental value. On the other hand, the digitization of value could mean that language in its vernacular expression can infiltrate and deform capital’s production and limitation of social power. If it is to be the latter, then vernacular language’s magnetism will reorient the polis.

This accounted not only for the habit of abbreviating whenever possible, but also for the almost exaggerated care that was taken to make every word easily pronounceable. In Newspeak, euphony outweighed every consideration other than exactitude of meaning. Regularity of grammar was always sacrificed to it when it seemed necessary. And rightly so, since what was required, above all for political purposes, were short clipped words of unmistakable meaning which could be uttered rapidly and which roused the minimum of echoes in the speaker’s mind. The words of the B vocabulary even gained in force from the fact that nearly all of them were very much alike. Almost invariably these words—goodthink, Minipax, prolefeed, sexcrime, joy camp, Ingsoc, bellyfeel, thinkpol, and countless others—were words of two or three syllables, with the stress distributed equally between the first syllable and the last. The use of them encouraged a gabbling style of speech, at once staccato and monotonous. And this was exactly what was aimed at. The intention was to make speech, and especially speech on any subject not ideologically neutral, as nearly as possible independent of consciousness. For the purposes of everyday life it was no doubt necessary, or sometimes necessary, to reflect before speaking, but a Party member called upon to make a political or ethical judgment should be able to spray forth the correct opinions as automatically as a machine gun spraying forth bullets. His training fitted him to do this, the language gave him an almost foolproof instrument, and the texture of the words, with their harsh sound and a certain willful ugliness which was in accord with the spirit of Ingsoc, assisted the process still further. So did the fact of having very few words to choose from. Relative to our own, the Newspeak vocabulary was tiny, and new ways of reducing it were constantly being devised.

Thus Poussin himself, while making no verbal change in the inscription, invites, almost compels, the beholder to mistranslate it by relating the ego to a dead person instead of the tomb, by connecting the et with ego instead of with Arcadia, and by supplying the missing verb in the form of a vixi or fui instead of a sum. The development of his pictorial vision had outgrown the significance of the literary formula, and we may say that those who, under the impact of the Louvre picture, decided to render the phrase Et in Arcadia ego as "I, too, lived in Arcady," rather than as "Even in Arcady, there am I," did violence to Latin grammar but justice to the new meaning of Poussin's composition.

A theorem is no more proved by logic and computation than a sonnet is written by grammar and rhetoric, or than a sonata is composed by harmony and counterpoint, or a picture painted by balance and perspective. Logic and computation, grammar and rhetoric, harmony and counterpoint, balance and perspective, can be seen in the work after it is created, but these forms are, in the final analysis, parasitic on, they have no existence apart from, the creativity of the work itself. Thus the relation of logic to mathematics is seen to be that of an applied science to its pure ground, and all applied science is seen as drawing sustenance from a process of creation with which it can combine to give structure, but which it cannot appropriate.

What separates me most deeply from the metaphysicians is: I don’t concede that the’I’ is what thinks. Instead, I take the I itself to be a construction of thinking, of the same rank as ‘matter’, ‘thing’, ‘substance’, ‘individual’, ‘purpose’, ‘number’; in other words to be only a regulative fiction with the help of which a kind of constancy and thus ‘knowability’ is inserted into, invented into, a world of becoming. Up to now belief in grammar, in the linguistic subject, object, in verbs has subjugated the metaphysicians: I teach the renunciation of this belief. It is only thinking that posits the I: but up to now philosophers have believed, like the ‘common people’, that in ‘I think’ there lay something or other of unmediated certainty and that this ‘I’ was the given cause of thinking, in analogy with which we ‘understood’ all other causal relations. However habituated and indispensable this fiction may now be, that in no way disproves its having been invented: something can be a condition of life and nevertheless be false.

Just as, in the case of love, children acquire, via the continuous experience of 'maternal' care, the basic self-confidence to assert their needs in an unforced manner, adult subjects acquire, via the experience of legal recognition, the possibility of seeing their actions as the universally respected expression of their own autonomy. The idea that self-respect is for legal relations what basic self-confidence was for the love relationship is already suggested by the conceptual appropriateness of viewing rights as depersonalized symbols of social respect in just the way that love can be conceived as the affectional expression of care retained over distance. [...] What is required are conditions in which individual rights are no longer granted disparately to members of social status groups but are granted equally to all people as free beings; only then will the individual legal person be able to see in them an objectivated point of reference for the idea that he or she is recognized for having the capacity for autonomously forming judgments.

Another example of neoracist influence in K–12 public education comes from New York City. In 2018, the NYC Department of Education earmarked $23 million for mandatory “anti-bias” training for the city’s teachers over the course of four years. Leading this charge was chancellor of schools Richard Carranza, whose philosophy has less to do with eliminating actual racism than with eliminating so-called white supremacy culture in schools. In a presentation to top administrators, Carranza called for an end to all aspects of white supremacy, including “a sense of urgency,” “worship of the written word,” “perfectionism,” “individualism,” and “objectivity.” Instead of these false values, he argued that teachers should prioritize non-white values like “the ability to relate to others.” The idea that perfectionism, objectivity, and good grammar belong to white people and shouldn’t be taught to blacks and Hispanics is exactly the kind of idea that leaders of the civil rights movement fought against. There is nothing anti-racist about this idea. It is, at its core, racist.

I awoke to the fraud that had been committed in socialism’s name, and felt an immediate obligation to do something about it. All those laws formulated by the British Labour Party, which set out to organize society for the greater good of everyone, by controlling, marginalizing or forbidding some natural human activity, took on another meaning for me. I was suddenly struck by the impertinence of a political party that sets out to confiscate whole industries from those who had created them, to abolish the grammar schools to which I owed my education, to force schools to amalgamate, to control relations in the workplace, to regulate hours of work, to compel workers to join a union, to ban hunting, to take property from a landlord and bestow it on his tenant, to compel businesses to sell themselves to the government at a dictated price, to police all our activities through quangos designed to check us for political correctness. And I saw that this desire to control society in the name of equality expresses exactly the contempt for human freedom that I encountered in Eastern Europe.

Take the oft-repeated injunction to get “its” and “it’s” straight. Everyone claims it’s remarkably easy to remember that “its” is possessive and “it’s” is a contraction. But logic tells us that in English, ’s attached to a noun signals possession: the dog’s dish, the cat’s toy, the lexicographer’s cry. So if English is logical, and there are simple rules to follow, why doesn’t “it’s” signal possession? We know that ’s also signals a contraction, but we don’t have any problems with differentiating between “the dog’s dish” and “the dog’s sleeping”—why should we suddenly have problems with “it’s dish” and “it’s sleeping”? This type of grammar often completely ignores hundreds (and, in some cases, well over a thousand) years of established use in English. For “it’s,” the rule is certainly easy to memorize, but it also ignores the history of “its” and “it’s.” At one point in time, “it” was its own possessive pronoun: the 1611 King James Bible reads, “That which groweth of it owne accord…thou shalt not reape”; Shakespeare wrote in King Lear, “It had it head bit off by it young.” They weren’t the first: the possessive “it” goes back to the fifteenth century. But around the time that Shakespeare was shuffling off this mortal coil, the possessive “it” began appearing as “it’s.” We’re not sure why the change happened, but some commentators guess that it was because “it” didn’t appear to be its own possessive pronoun, like “his” and “her,” but rather a bare pronoun in need of that possessive marker given to nouns: ’s. Sometimes this possessive appeared without punctuation as “its.” But the possessive “it’s” grew in popularity through the seventeenth and eighteenth centuries until it was the dominant form of the word. It even survived into the nineteenth century: you’ll find it in the letters of Thomas Jefferson and Jane Austen and the speechwriting notes of Abraham Lincoln. This would be relatively simple were it not for the fact that “it’s” was also occasionally used as a contraction for “it is” or “it has” (“and it’s come to pass,” Shakespeare wrote in Henry VIII, 1.2.63). Some grammarians noticed and complained—not that the possessive “it’s” and the contractive “it’s” were confusing, but that the contractive “it’s” was a misuse and mistake for the contraction “ ’tis,” which was the more standard contraction of “it is.” This was a war that the pedants lost: “ ’tis” waned while “it’s” waxed.

In 2008, an Australian company commissioned a study to find out exactly how much people fear public speaking. The survey of more than one thousand people found that 23 percent feared public speaking more than death itself! As Jerry Seinfeld once said, most people attending a funeral would rather be in the casket than delivering the eulogy! I can relate to those people because I feared speaking in front of a class or group of people more than anything else when I was a kid. In fact, I dropped speech in high school because when I signed up for it I thought it was a grammar class for an English credit. When I found out it actually required giving an oral presentation, I didn’t want any part of it! After hearing the overview of the class on the first day, I got out of my seat and walked toward the door; the teacher asked me where I was going. We had a brief meeting in the hall, in which she informed me that nobody ever dropped her class. After a meeting with the principal, I dropped the class, but on the condition that I might be called upon in the near future to use my hunting and fishing skills. I thought the principal was joking--until I was called upon later that year during duck season to pick ducks during recess! I looked at it as a fair trade.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

All of this, I believe, indicates that in order to grasp the basic grammar of the world, we need to merge three basic ingredients, not just two: not just general relativity and quantum mechanics, but also the theory of heat, that is, statistical mechanics and thermodynamics, which we can also describe as "information theory." But the thermodynamics of general relativity-that is to say, the statistical mechanics of quanta of space-is as yet only in its early infancy. Everything is still confused, and there is a very great deal that remains to be understood.

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.

proper construction of sentences is very important to good writing. The following

As nervous systems developed, they acquired an elaborate network of peripheral probes—the peripheral nerves that are distributed to every parcel of the body’s interior and to its entire surface, as well as to specialized sensory devices that enable seeing, hearing, touching, smelling, and tasting. Nervous systems also acquired an elaborate collection of aggregated central processors in the central nervous system, conventionally called the brain.10 The latter includes (1) the spinal cord; (2) the brain stem and the closely related hypothalamus; (3) the cerebellum; (4) a number of large nuclei located above brain-stem level—in the thalamus, basal ganglia, and basal forebrain; and (5) the cerebral cortex, the most modern and sophisticated component of the system. These central processors manage learning and memory storage of signals of every possible sort and also manage the integration of these signals; they coordinate the execution of complex responses to inner states and incoming stimuli—a critical operation that includes drives, motivations, and emotions proper; and they manage the process of image manipulation that we otherwise know as thinking, imagining, reasoning, and decision making. Last, they manage the conversion of images and of their sequences into symbols and eventually into languages—coded sounds and gestures whose combinations can signify any object, quality, or action, and whose linkage is governed by a set of rules called grammar. Equipped with language, organisms can generate continuous translations of nonverbal to verbal items and build dual-track narratives of such items.

Certainly prevents some believers from being compassionate, sympathetic, or even tolerant of others who are not as certain in their faith. Their arrogance turns them into the "frozen chosen," consciously or unconsciously excluding others from their cozy, believing world. This is the crabbed, joyless, and ungenerous religiosity that Jesus spoke against: spiritual blindness. There is a more subtle danger for this group: a complacency that makes one's relationship with God stagnate. Some people cling to ways of understanding their faith learned in childhood that might not work for an adult. For example, you might cling to a childhood notion of a God who will never let anything bad happen. When tragedy strikes, since your youthful image of God is not reflected in reality, you may abandon the God of your youth. Or you may abandon God completely. An adult life requires an adult faith. Think of it this way: you wouldn't consider yourself equipped to face life with a third-grader's understanding of math. Yet people often expect the religious instruction they had in grammar school to sustain them in the adult world. In his book A Friendship Like No Other, the Jesuit spiritual writer William A. Barry invites adults to relate to God in an adult way. Just as an adult child needs to relate to his or her parent in a new way, he suggest, so adult believers need to relate t God in new ways as they mature. Otherwise, one remains stuck in a childlike view of God that prevents fully embracing a mature faith.

So they went out for a walk. They went through narrow, lightless lanes, where houses that were silent but gave out smells of fish and boiled rice stood on either side of the road. There was not a single tree in sight; no breeze and no sound but the vaguely musical humming of mosquitoes. Once, an ancient taxi wheezed past, taking a short-cut through the lane into the main road, like a comic vintage car passing through a film-set showing the Twenties into the film-set of the present, passing from black and white into colour. But why did these houses – for instance, that one with the tall, ornate iron gates and a watchman dozing on a stool, which gave the impression that the family had valuables locked away inside, or that other one with the small porch and the painted door, which gave the impression that whenever there was a feast or a wedding all the relatives would be invited, and there would be so many relatives that some of them, probably the young men and women, would be sitting bunched together on the cramped porch because there would be no more space inside, talking eloquently about something that didn’t really require eloquence, laughing uproariously at a joke that wasn’t really very funny, or this next house with an old man relaxing in his easy-chair on the verandah, fanning himself with a local Sunday newspaper, or this small, shabby house with the girl Sandeep glimpsed through a window, sitting in a bare, ill-furnished room, memorising a text by candlelight, repeating suffixes and prefixes from a Bengali grammar over and over to herself – why did these houses seem to suggest that an infinitely interesting story might be woven around them? And yet the story would never be a satisfying one, because the writer, like Sandeep, would be too caught up in jotting down the irrelevances and digressions that make up lives, and the life of a city, rather than a good story – till the reader would shout "Come to the point!" – and there would be no point, except the girl memorising the rules of grammar, the old man in the easy-chair fanning himself, and the house with the small, empty porch which was crowded, paradoxically, with many memories and possibilities. The "real" story, with its beginning, middle and conclusion, would never be told, because it did not exist.

Advancing no particular theory of their own, some insist that explicit teaching of grammar, vocabulary, semantics, pragmatics, and even pronunciation is necessary because students in immersion classrooms sometimes have trouble with these features of the second language. Direct instruction, they say, is the only remedy. Such claims rely heavily on short-term studies in which older students—rarely K–12 English learners—are taught a linguistic form, such as word order, verb conjugation, relative clauses, and so forth, then tested on their conscious knowledge of the form soon after.

In addition, to be “in on the joke,” the listener must possess a window into the culture in which it was birthed. Comedians are constantly telling stories that only people who have experienced similar things in life can relate to. Some themes are universal across time and places, whereas others involve local food, sports, traditions, celebrities, holidays, and shared cultural experiences from work, educational, and familial environments. Given that cultural products like these comprise the lion’s share of speech, knowledge of them is as relevant to the language learner as grammar and vocabulary.

The good die young

I would like you to write about your very deepest thoughts and feeling about an extremely important emotional issue that has affected you and your life. In your writing, I’d like you to really let go and explore your very deepest emotions and thoughts. You might tie your topic to your relationships with others, including parents, lovers, friends, or relatives; to your past, your present, or your future; or to who you have been, who you would like to be, or who you are now. You may write about the same general issues or experiences on all days of writing or on different topics each day. All of your writing will be completely confidential. Don’t worry about spelling, sentence structure, or grammar. The only rule is that once you begin writing, continue to do so until your time is up.

What kinds of Work will You do in Freelancing? What kind of work will you do in Freelancing? And to understand the type of work in freelancing, You need to have a clear idea of what freelancing is. There is no specific type of freelancing, it can be of many types, such as - Freelance Photography, Freelance Journalism, Freelance Writer, Freelance Data Entry, Freelance Logo Designer, Freelance Graphics Designer etc. There's no end to the amount of work you can do with freelancing. The most interesting thing is that you are everything in this process. There is no one to twirl over your head, you are the boss here. Even here there is no obligation to work from 9-5. Today I discuss some freelancing tasks that are popular in the freelancing sector or are done by many freelancers. For example: Data Entry: It wouldn't be too much of a mistake to say that data entry is the easiest job. Rather, it can be said without a doubt that data entry is more difficult than any other job. Data entry work basically means typing. This work is usually provided as a PDF file and is described as a 'Word type work'. Any employee can take a data entry job as a part-time job for extra income at the end of his work. Graphics Design: One of the most popular jobs in the freelancing world is graphic design. The main reasons for the popularity of this work are its attractiveness and simplicity. Everything we see online is contributed by graphics. For example, Cover pages, Newspaper, Book cover pages, advertisements and Photographs, Editing or changing the background of a picture or photo, Creating banners for advertising, Creating visiting cards, Business cards or leaflets, Designed for webpages known as (PhD), T-shirt designing, Logo designing, Making cartoons and many more. Web Design and Development: 'Web design' or 'Site design' are used interchangeably. The most important job of freelancing is web design. From the simplest to the most difficult aspects of this work, almost all types of work are done by freelancers. There are many other themes like WordPress, Elementor, Joomla, and DV that can be used to create entire sites. Sometimes coding is required to create some sites. If the web designer has coding experience or skills then there is no problem, and if not then the site creation should be done by programmers. Programming: Programming means writing some signals, codes, or symbols into a specific system. And its job is to give different types of commands or orders to the computer. If you give some command to the computer in Bengali or English, the computer will not understand it. For that want binary code or number. Just as any book is written in English, Hindi, Japanese Bengali, etc. every program is written in some particular programming language like C++, Java, etc. The written form of the program is called source code. A person who writes source code is called a programmer, coder, or developer. While writing the program, the programmer has to follow the syntax or grammar of that particular programming language. Other work: Apart from the above jobs, there are various other types of jobs that are in high demand in the freelancing sector or market. The tasks are: Writing, Article or blog post writing SEO Marketing, Digital marketing, Photo, Audio, Video Editing, Admin jobs, Software development, Translation, Affiliate marketing, IT and Networking etc. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

As is obvious, my idea is that consciousness does not properly belong to the individual existence of man, but rather to the social and gregarious nature in him; that, as follows therefrom, it is only in relation to communal and gregarious utility that it is finely developed; and that consequently each of us, in spite of the best intention of understanding himself as individually as possible, and of "knowing himself," will always just call into consciousness the non-individual in him, namely, his "averageness";—that our thought itself is continuously as it were outvoted by the character of consciousness—by the imperious "genius of the species" therein—and is translated back into the perspective of the herd. Fundamentally our actions are in an incomparable manner altogether personal, unique and absolutely individual—there is no doubt about it; but as soon as we translate them into consciousness, they do not appear so any longer.... This is the proper phenomenalism and perspectivism as I understand it: the nature of animal consciousness involves the notion that the world of which we can become conscious is only a superficial and symbolic world, a generalised and vulgarised world;—that everything which becomes conscious becomes just thereby shallow, meagre, relatively stupid,—a generalisation, a symbol, a characteristic of the herd; that with the evolving of consciousness there is always combined a great, radical perversion, falsification, superficialisation, and generalisation. Finally, the growing consciousness is a danger, and whoever lives among the most conscious Europeans knows even that it is a disease. As may be conjectured, it is not the antithesis of subject and object with which I am here concerned: I leave that distinction to the epistemologists who have remained entangled in the toils of grammar (popular metaphysics). It is still less the antithesis of "thing in itself" and phenomenon, for we do not "know" enough to be entitled even to make such a distinction. Indeed, we have not any organ at all for knowing or for "truth"; we "know" (or believe, or fancy) just as much as may be of use in the interest of the human herd, the species; and even what is here called "usefulness" is ultimately only a belief, a fancy, and perhaps precisely the most fatal stupidity by which we shall one day be ruined.

When a language treats inanimate objects in the same way as it treats women and men, with the same grammatical forms or with the same “he” and “she” pronouns, the habits of grammar can spill over to habits of mind beyond grammar. The grammatical nexus between object and gender is imposed on children from the earliest age and reinforced many thousands of times throughout their lives. This constant drilling affects the associations that speakers develop about inanimate objects and can clothe their notions of such objects in womanly or manly traits. The evidence suggests that sex-related associations are not only fabricated on demand but present even when they are not actively solicited.

In McDonough’s classroom study, recasts (and other forms of corrective feedback) were more likely to have been noticed because the Thai learners were accustomed to traditional grammar instruction and a focus on accuracy. This is not always the case, however. As we learned in Chapter 5, when the instructional focus is on expressing meaning through subject-matter instruction, the teachers’ recasts may not be perceived by the learners as an attempt to correct their language form but rather as just another way of saying the same thing. Later in this chapter we will look at classroom studies related to the ‘Get it right in the end’ position that have investigated the effects of more explicit corrective feedback on second language learning.

Rules for the Use and Arrangement of Words The following rules for the use and arrangement of words will be found helpful in securing clearness and force. 1. Use words in their proper sense. 2. Avoid useless circumlocution and "fine writing." 3. Avoid exaggerations. 4. Be careful in the use of not ... and, any, but, only, not ... or, that. 5. Be careful in the use of ambiguous words, e. g., certain. 6. Be careful in the use of he, it, they, these, etc. 7. Report a speech in the first person where necessary to avoid ambiguity. 8. Use the third person where the exact words of the speaker are not intended to be given. 9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied. 10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it. 11. Do not use and which for which. 12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity. 13. Use particular for general terms. Avoid abstract nouns. 14. Avoid verbal nouns where verbs can be used. 15. Use particular persons instead of a class. 16. Do not confuse metaphor. 17. Do not mix metaphor with literal statement. 18. Do not use poetic metaphor to illustrate a prosaic subject. 19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence. 20. Unemphatic words must, as a rule, be kept from the end. 21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence. 22. The object is sometimes placed before the verb for emphasis. 23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word. 24. Words should be as near as possible to the words with which they are grammatically connected. 25. Adverbs should be placed next to the words they are intended to qualify. 26. Only; the strict rule is that only should be placed before the word it affects. 27. When not only precedes but also see that each is followed by the same part of speech. 28. At least, always, and other adverbial adjuncts sometimes produce ambiguity. 29. Nouns should be placed near the nouns that they define. 30. Pronouns should follow the nouns to which they refer without the intervention of any other noun. 31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses. 32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses. 33. Dependent clauses preceded by that should be kept distinct from those that are independent. 34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not. 35. In a sentence with if, when, though, etc. put the "if-clause" first. 36. Repeat the subject where its omission would cause obscurity or ambiguity. 37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene. 38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives. 39. Repeat verbs after the conjunctions than, as, etc. 40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken. 41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax." 42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos." 43. A new construction should not be introduced unexpectedly.

One may guess that the commissioning of this work [a logical textbook and translation into Arabic of Aristotle and Porphyry] must have come from a wish to have in Arabic what students were reading in the Christian schools as part of their general education,28 and that somehow this wish was related to the social developments at the very beginning of the Abbasid dynasty – or perhaps, more specifically, to the increased interest in the theological implications of the grammar of statements, the structure and logic of language, and consequent meaning, issues manifestly treated in the first works of the Organon.29

Nak stepped him through the Narashtovik alphabet, which was nearly identical to Mallish but lacking three letters, and the subtleties of its pronunciation, which unlike the Mallish stew was regular and orderly as the board of a game of cotters, and which Nak claimed was close enough to Gaskan to sound like no more than a regional accent. He made Dante write it out five times, then speak each letter five more. He drilled Dante on the verb conjugations of Narashtovik and its relation to modern Gaskan. He showed him the structure of its grammar in simple sentences, taught him a handful of words, the precise laws of how a verb cycled through the tenses of the present, the past, the future, the subjunctive. He bade Dante write out a dozen verbs through each of their forms and left on some monkish errand. Busywork, Dante thought, and far too much to take in at once. That Nak wanted him to learn through rote memorization struck him as an insult.

Optimizing London Park Lane City Apartments Maintenance For Greater Success Most imperative for any new site is drawing in guests. Ensure that you have designed your website well and that you use search engine advertising to bring in visitors. There're a number of internet marketing tools available to you; make use of them to get the very best results. Here are some great recommendations on how to make a booming website. The most popular websites are well designed in appearance in addition to content. The experts advise against getting too creative with oddball fonts or crazy color schemes, or including so many graphics that the message gets lost in the confusion. Do not depend on your own eyes to catch blunders in spelling, punctuation, or grammar. Even minor blunders in grammar, spelling, or punctuation make people question your professionalism and credibility. If your website has been designed to run successfully on all different browsers then your online business will likely be even more fruitful. Maximizing your traffic can be achieved if your online site is accessed on all devices on any browser. You can lose a lot of visitors if your online site is just compatible with a select few internet browsers. Ensure that you address the issue of browser compatibility problems with your website designer, who will probably be your best friend in fixing this issue. If your pages do not load quickly, you'll have a tough time retaining visitors. Visitors have a relatively short attention span; on average, studies show that you have only five to ten seconds to hook their attention. It's important to do everything you can to effectively ensure quick load times, like compressing images and not using too many of them. Consider using a dedicated server to give your website more speed and precision. Use multiple domains to get a better ranking in search engine results. Using the proper search phrases is essential to driving visitors to your website through searches. The more search phrases are in your domain name, the more visitors your website will receive. Additionally, put copy on the page that is directly related to the search in order to maximize your numbers. London park lane city apartmentss require a high rate of speed in order to be used effectively. The operating speed of your webpage can be improved by using a high-quality hosting site. You can increase your website's speed and functionality by using CSS. The most vital thing to ask a potential designer for your website is how much they know about making your website faster. Choose key phrases that correlate closely with the content on your website. If you emphasize key phrases that do not align with your webpage, you may very well draw visitors you do not want. A poor choice in key phrases could damage your website's reputation. Ask a professional in the internet presence industry to critique your choice of key phrases to ensure you have the very best possible use. Park Lane City Apartments 92 Middlesex St London E1 7EZ 44 20 7377 1763

She is distinguished from a courtisane only in that she does not offer her body for money by the hour like a commodity, but sells it into slavery for once and all. Fourier's words hold good with respect to all conventional marriages: "As in grammar two negatives make one affirmative, so in matrimonial ethics, two prostitutions are considered as one virtue." Sexual love in man's relation to woman becomes and can become the rule among the oppressed classes alone, among the proletarians of our day—no matter whether this relation is officially sanctioned or not. Here

Where the Port-Royal Grammars of the seventeenth century (see below) proposed universal linguistic categories on the basis of those found in the Classical languages, the North American Descriptivists of the twentieth century celebrated linguistic relativity, i.e. the view that each language conceptualizes the world in its own way. The pendulum was to swing back in favour of universalism with the publication of Chomsky’s Syntactic Structures in 1957 (see Chapter 8), heralding the emergence of the generative paradigm, which started from the belief that human beings are innately equipped to learn language, and that therefore at an underlying level all languages must be structurally similar.

Difficulties of technical translation: features, problems, rules Technical translation is one of the most important areas of written translation in modern translation practice. Like the interpretation technique, it has its own characteristics and requirements. The need for this type of work is due to economic and scientific and technical progress, as well as the development of international relations. Thanks to technical translation, people share experience, knowledge and developments in various fields. What are the features of this type of translation? What pitfalls can be encountered on the translator's path? You will learn about this and much more from our article. ________________________________________ Technical translation is one of the most difficult types of legal translation. This is due to the large number of requirements for such work. Technical translation includes all scientific and technical texts, documents, instructions, reports, reference books and dictionaries. The texts of this plan contain a lot of specific terminology, which is the main difficulty of technical translation. A term is a word or a combination of words that accurately names a phenomenon, subject or scientific concept, revealing its meaning as much as possible. The most common technical texts in the following areas: • engineering; • defense; • physics and mathematics; • aircraft construction; • oil industry; • shipbuilding, etc. The main feature of technical translation is the requirement for its high accuracy (equivalence). The task of the translator is to convey information as close as possible to the original. Otherwise, distortions may appear in the text, leading to a misunderstanding of important information. Vocabulary selection is carried out carefully and carefully. The construction of phrases should be logical and meaningful. Other technical translation requirements include adequacy and informativeness. It is equally important to maintain the style of such texts. This includes not only vocabulary, but also the grammatical structure of the text, as well as the way the material is presented. Most often, this is a formal and logical style. Unlike artistic translation, where the main task is to convey the content, and the translator can use his imagination, include fancy turns and various figures of speech, the presence of emotionality and subjectivity is unacceptable in technical translation. Let's consider the peculiarities of technical translation in English. According to the well-known linguist and translator Y. Y. Retsker, English technical literature is characterized by the predominant use of complex or complex sentences, which include adjectives, nouns, as well as impersonal forms of verbs (infinitives, gerundial inflections, etc.). Passive constructions are also often found. In this direction, it is permissible to use only generally accepted grammatical structures. Another feature of such texts may be the absence of a predicate or subject and a large number of enumerations. In addition, the finished text should have an appropriate layout equivalent to the original. Let's consider the basic rules of technical translation for a specialist: • knowledge of the vocabulary, grammar and word structure of the foreign language from which the translation is performed (at the level required for understanding the source text); • knowledge of the language into which the translation is performed (at a level sufficient for a competent presentation of the material); • excellent knowledge of the specifics of texts and terminology; • ability to use linguistic and technical sources of information; • familiarity with the specifics of the field

The real underland of language is not the roots of single words, but rather the soil of grammar and syntax, where habits of speech and therefore also habits of thought settle and interact over long periods of time. Grammar and syntax exert powerful influence on the proceedings of language and its users. They shape the ways we relate to each other and to the living world. Words are word-makers – and language is one of the great geological forces of the Anthropocene.

With these points in mind, it’s helpful to more closely examine the relations between grammars, theories of physical systems, and generated systems. Grammatical rules determine the meaningful orderings of words within a language, thereby defining the corpus for the language. Similarly, the mechanisms of a physical model (anything from levers to electron spin) determine possible trajectories through physical-state space (such as the trajectory of a probe through the solar system). It is possible to mimic grammatical rules and physical mechanisms in a generated system by specifying appropriate operators for the system. Once the appropriate operators are chosen, we can make precise comparisons between corresponding grammars, physical models, and generated systems. The generated system format offers an additional advantage because it encompasses additional important complex systems, such as computer programming languages. An important advantage of precise comparisons is that activities that are easy to observe in one complex system often suggest ‘where to look’ in other complex systems where the activities are difficult to observe.

But still more responsible for their unawareness was the educational system in which they were reared. Ausonius and Sidonius and their friends were highly educated men and Gaul was famous for its schools and universities. The education which these gave consisted in the study of grammar and rhetoric, which was necessary alike for the civil service and for polite society; and it would be difficult to imagine an education more entirely out of touch with contemporary life, or less suited to inculcate the qualities which might have enabled men to deal with it. The fatal study of rhetoric, its links with reality long since severed, concentrated the whole attention of men of intellect on form rather than on matter. The things they learned in their schools had no relation to the things that were going on in the world outside and bred in them the fatal illusion that tomorrow would be as yesterday, that everything was the same, whereas everything was different.

First, most biblical scholars believe that the language Jesus and his disciples, as well as the Apostle Paul, spoke was an Old Galilean Aramaic or Jewish Palestinian Aramaic, which is a dialect of the Western Aramaic known as a Northern dialect. There are many modern Eastern Neo-Aramaic dialects, but no known Western dialect exists today. It is believed to be a dead language, although, in recent years, three villages in Syria, it was discovered, still speak a dialect known as the Ma’lula dialect, which is believed to be a descendent of the Western dialect and possibly closely related to the Old Galilean. This dialect is being studied, and grammars have been written and discarded. There is just no real certainty other than a few grammatical points as to whether we have a comprehensive knowledge of the language that Jesus spoke.

These researchers do not employ the ‘absence of evidence’ argument. That said, these studies appear to be based on an unusual conception of language as largely grammar and words, failing to consider the overall role and origins of symbols from abstract culture. They examine the growing complexity of tool use and relate this to a purported increase in language complexity, based on the assumption that the syntax of modern languages will always include complex syntactic devices for combining symbols such as hierarchy and recursion. In addition, these researchers discuss the absence of symbols among earlier Homo species, contrasting this with the widespread use of symbols among sapiens.

The construction of femininity is historical. It is lived by women economically, socially and ideologically. Women occupy a particular position within a patriarchal, bourgeois society, a relation of inequality to its structures of power. Power is not only a matter of coercive forces. It operates through exclusions from access to those institutions and practices through which dominance is exercised. One of these is language, by which we mean not just speech or grammar, but the discursive systems through which the world we live in is represented by and to us.

The ordering of knowledge has changed with the centuries. All knowledge was once ordered in relation to the seven liberal arts— grammar, rhetoric, and logic, the trivium; arithmetic, geometry astronomy, and music, the quadrivium. Medieval encyclopedias reflected this arrangement. Since the universities were arranged according to the same system, and students studied according to it also, the arrangement was useful in education. [How to Read a Book (1972), P. 180]

To the untutored, and therefore to most of our teachers, there is no beauty to grammar. What they know of grammar, which is little enough, is an unorganized heap of apparently arbitrary rules, many of them incorrect at that. Grammar, for them, resembles not the schoolhouse, nor a treasure chest, but the sprawling factory, or perhaps the dirt and rocks plowed up in order to build the factory, which now serve as landfill for what used to be a wonderfully gloomy ravine behind the building. Grammar for them is not architectonic: it does not build, it does not relate one thing to another, it does not shed light everywhere. But they are wrong.

23 furious > furiously (class-changing: adjective to adverb) 24 happy > happiness (class-changing: adjective to noun) 25 regular > regularize /-ise (class-changing: adjective to verb) 26 relate > relation (class-changing: verb to noun) 27 spite > spiteful (class-changing: noun to adjective) 28 work > workable (class-changing: verb to adjective) 29 yellow > yellowish (class-maintaining: adjective) In Table 2.10 a number of common derivational suffixes are shown.

As in the case of grammar, the "rules" by which a social system works are not natural. They are sociological constructions. Although systems can be elaborate, in comparison with other kinds of inferences, extrapolations are relatively simple.

As you begin to befriend your inner silence, one of the first things you will notice is the superficial chatter on the surface level of your mind. Once you recognize this, the silence deepens. A distinction begins to emerge between the images that you have of yourself and your own deeper nature. Sometimes much of the conflict in our spirituality has nothing to do with our deeper nature but rather with the false surface constructs we build. We then get caught in working out a grammar and geometry of how these surface images and positions relate to each other; meanwhile our deeper nature remains unattended.

The real underland of language is not the roots of single words, but rather the soil of grammar and syntax, where habits of speech and therefore also habits of thought settle and interact over long periods of time. Grammar and syntax exert powerful influence on the proceedings of language and its users. They shape the ways we relate to each other and to the living world. Words are world-makers – and language is one of the great geological forces of the Anthropocene.

The real underland of language is not the roots of single words, but rather the soil of grammar and syntax, where habits of speech and therefore also habits of thought settle and interact over long periods of time. Grammar and syntax exert powerful influence on the proceedings of language and its users. They shape the ways we relate to each other and to the living world. Words are world-makers – and language is

to look upon each language as an organism, all its parts bearing harmonious relations to each other, and standing in a definite connection with the intellectual and emotional development of the nation speaking it.

Bambara and other Mande languages, as well as most West African languages, are tonal. Rhythm as well as tonality not only determine the meaning of individual words but also play an important role in grammar. Functional tonality has been identified in a few creole languages. It is possible that the musicality of Louisiana Creole, which seduced generations of Louisianians and probably affected their own speech in Cajun and English as well as in French, is a nonfunctional survival of tonality in African languages....Patterns of rhythm and tonality in Louisiana Creole might be linked to patterns of musical expression, including syncopation and jazz. It is surprising that linguists have paid relatively little attention to the study of rhythm and intonation in creole languages.

Gangsters?” She sat down abruptly, feeling a little faint. “Cool,” Tashi said. Family mealtimes were always convenient for discussing business, so he was usually there. “My murder aunt married a bandit prince. You couldn’t be more goblin if you tried,” he said with approval. “She’s not really related,” Ashi grumbled, ignoring his grammar.

The characteristic features lacking in the “visual-gestural” language system of those with LDS include tenses, plurals, and standard sentence structures. There is a relative simplification of grammar, so that others must guess at the intended meaning. The nuances involved in this type of guesswork are infinitely intricate and are a primary raison d’être for the specialized field of Certified Deaf Interpreting.3