My own pet peeve about American usage nowadays is not about grammar, but about the inconsistent use of vocabulary, particularly when speaking. It is as if we are not all in agreement about what certain abstract words actually mean. It’s true that language changes, so sometimes it’s hard to tell the difference between linguistic “innovation” and linguistic “sloppiness.” Perhaps there is no difference. But I think it’s fair to say that there is a lack of verbal precision, even among supposedly quite well educated people. This is in contrast to the British, who seem to be verbally much more adept.
Eh? I’ve not seen any examples of this. Could you provide some examples of disagreement over abstract meaning? It’s an interesting idea, but I’m not sure it’s not a worldwide phenomenon.
I’m all for dropping English grammar. Maybe then we can all revert back to Roman time when if you couldn’t probably diagram a sentence, you would get beat.
Geoff - your comparison of languages and chemistry could not be more wrong. A language is not, that is NOT, an exact science. If you mix one chemical substance with another you will always get the same result
I agree about my illustration being a stretch in that particular sense, but that’s not how I meant. My point was how (without common terminology and awareness of concepts) could chemist communicate their findings and discuss their work with others in a way that is clear. I’m not so interested in the enforcement of grammatical rules as much as the teaching of the rules so that where poor grammar occurs it may be recognized. My grammar is poor and sometimes it must be that way to help others understand. Furthermore, speaking and writing today are quite different. Knowledge of grammar helps us to see that fact and understand how they are different to maximize our effectiveness in those respective areas.
Ending a sentence with a preposition is BAD GRAMMAR up with which we will not put - lol
As I stated before, the link between grammar and rhetoric is so strong the latter is difficult to master without an understanding of the former. I think rhetoric is very useful, both as a reader and composer.
I too am curious about examples concerning how American English is less precise than British English.
I change my grammar according to the circumstances. In school papers, my grammar is so formal I usually don’t put in contractions. On the internet … well, you have a sample of that right now. I have a deep respect for the written word, and while I take mistakes lightly, I want to make the effort to use as standard a grammar as possible. But in speech, the more familiar I am with the people I’m around, the less standard my grammar and pronounciation become. At home, I frequently say phrases like “y’ curious’t all wachi duwin’” or “Ah b’gowin’ na’, y’hear”, which in more standard English are “Are you curious at all what he/she is doing?” or “I am going now, do you hear?” I don’t even think it’s a matter of dialect - I have a weird concoction of an accent anyway - it’s just what’s natural for me when I feel relaxed and lazy (of course, when I’m talking about something important, I am not so lazy, therefore my grammar and pronounciation go more standard).
Bad English (grammar and spelling) is also a good rhetorical device. Once, when two students missed a few rehearsals, the dircector (also a student) put signs on their lockers, one saying “I pity da foo’ who dont come to lunch. REHEARSAL”. and “Wut wud Kevin [one of the offenders] du? Kevin come to Rehearsal. lunch.” Everybody found this funny, and I believe those two students did go to their rehearsal.
Your family’s version of things may come naturally, but not the correct usage. We all know far too many people who can barely speak or write a coherent sentence, in spite of the fact that they are attempting to speak their native language. Language still has to be taught.
When I was 9 I had to write a 1000 words on semicolon usage. At 12 I was memorizing parts of speech, punctuation rules, and greek/latin roots of words. At 13 I could diagram any sentence in detail and rattle off various grammatical rules. I was also made to outline every chapter of my history book–not exactly grammar, but still contributing to my point: all of these skills could have been left useless, had I never used them. And at the time, I hated all of the memory work and exercises that my (most excellent) teacher compelled us to do. Nevertheless, I know for a fact that it has improved my ability to speak and write effectively. And when I got to college and everyone else struggled with such things as essay questions in philosophy, I had it easy because I could outline in my head and write clearly and concisely. When I got to second year greek and we had to diagram greek sentences, I was the only one in the class who had no trouble doing so. My understanding of the greek passages I read was greatly enhanced by this skill. And there are so many more instances where it has helped me.
What I had in mind, when I wrote that, was mixing up words like allude and refer. Or mixing up imply and infer, or using either of these when one really means just mention. Or using the words pretense or pretext when one really means just reason. Also the use of the word literally to assert “I really mean it forcefully,” rather than “this isn’t just a figure of speech,” (e.g., “I am, quite literally, outraged!”).
But now that I’ve gone and shot my mouth off, I realize that I don’t have a handy list of examples demonstrating that Americans are more guilty of this than the Brits. It’s just an impression of mine. So, I will pay attention and see if I can find some convincing examples. If not, then I will re-think this opinion.
