Spurred by my recent foray into ideas for increasing critical thinking, here’s an idea that I think combines a lot of different ideas, including critical thinking and logical inference, into a skill-building activity that engages a virtually universal student interest: music.
August 18, 2010
February 10, 2010
That’s one of the most debated questions in terms of language, in my experience. It’s an important question because there is at least a general consensus that there is good language and bad language – acceptable and unacceptable language – and a common question because everyone seems to have an opinion on the subject, although they tend not to be exceptionally informed opinions. It’s also important because there are plenty of people – some who have knowledge of language and some who really don’t – who have decided at some point that they are the arbiters of what is good and true and what is not and dispense advice (often unsolicited) or make disparaging comments about language use, be it word usage, grammar, mechanics, or style.
I don’t consider myself an expert on language use by any means, but I think my interest in language is perhaps greater than the average layperson: I have studied writing theory, I have read grammar texts critically for personal edification, I regularly read blogs about language and try to keep up with what people are talking about regarding language, and I’m a certified English language teacher. I don’t claim that my advice on language is gospel, and I stress to my students that comments on written language especially are mostly tentative (even though I think it would be prudent for them to take my advice). Generally, I think I know what I’m talking about, but I’m open to correction from people who know more about the subject, primarily linguists.
This in mind, I’m pretty used to people making comments about language when they lack relevant training, like that old proscription against terminating prepositions. But I still confess that it puzzles me when I see people who are qualified in the area of the English language railing against things about which they really should know better.
June 23, 2009
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Just a few days back, I finished perusing the little grammar book Things Your Grammar Never Told You. It’s an interesting book, and I’ll get around to posting more about its strengths (and of course, its weaknesses), but I have a small qualm for the time being.
On page 54, Scharton and Neulieb talk about usage and shifts in meaning, specifically mentioning the word decimate:
Sometimes confusion about a word’s denotation occurs when people use the word in a more general sense than its original meaning warrants. Generalized use can stretch a word’s meaning until it sags like an old sweatshirt, comfortably covering more and more, revealing less and less, and doing its job in a particularly unattractive way. […] As far as some political writers are concerned, the verb decimate means “to reduce drastically.” Decimate, which is related to the word decimal, means “to eliminate one in ten.”
Later, in a glossary of usage, there is an entry for decimate, annihilate:
Note that the Latin root, deci-, is the same as in decimal, a system of numbers based on ten. Decimate means to “reduce by ten percent”; it refers to the bloody practice of slaughtering one captured soldier in ten. That’s bad but not as bad as annihilating, that is, wiping out everyone.
I was, to say the least, disappointed at seeing this.
The truth, of course, is that decimate does not merely mean “to take one out of ten,” and it very frequently means “to reduce dramatically.” Moreover, this error is an example of a fallacious appeal to etymology, and linguist Ben Zimmer gives very convincing evidence about why it should not be defined as such:
Saying that the “real meaning” of decimate is ‘reduce by one-tenth’ aptly illustrates the “etymological fallacy” — the notion that we have to go back to the usage of a bygone era, and perhaps even a different language, to divine the “true” sense of a word. Decimate entered English around 1600, with reference to the Roman army practice. Around 1650, the Earl of Essex tried to revive Roman “decimation” to keep the peace in Ireland, but subsequent use of the word decimate in the “one-tenth” sense invariably referred back to the Roman era. And by 1663 the usage of decimate had already expanded to mean “to destroy or remove a large proportion of,” according to citations collected in the Oxford English Dictionary.
For nearly three and a half centuries, then, virtually every use of the word decimate has been in this extended sense, except when referring to the harsh old Roman practice. And these days such references seem limited to complaints about the word itself.
This error, in my opinion, is indicative of a deeper problem that seems to be entrenched in most grammar texts. Yes, grammar is about rules, tendencies, and to a degree conformity to the standards that your readers will expect you to have, but it is not about proscriptions and dictums handed down from on high. While I think this text does better than some others (like the highly overrated Elements of Style), its propensity to spout the same old grammatical canards is disheartening. If someone can show me a grammar text that doesn’t do this sort of thing, I would be delighted.