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Showing posts with label grammar. Show all posts
Showing posts with label grammar. Show all posts

Sunday, April 16, 2017

An Online Teacher Summit and SNSs




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During an Online Teacher Summit (https://onlineteachersummit.com, April 2nd through 9th, Central Time in the U.S.) that I attended to the extent possible given the time difference and a busy beginning of semester here in Kumamoto, I took a couple of small steps to broaden my online base; I added Instagram and Pinterest to my repertoire:


Though I've begun networking with Instagram, it isn't immediately clear what extra-social (i.e., educational) purposes it may serve. Yet with Pinterest I have created a few boards with help from suggestions that Pinterest sends, via email and notifications, of related pins to consider for new boards such as:


While most of the networking and sharing for the Online Teacher Summit took place via Facebook, various online meeting spaces, and video playback sites, my LinkedIn and Twitter networks have been growing simultaneously.

Monday, March 28, 2016

Did Ford.ca get your farther–further grammar goat?


Should Ford have used the word farther instead of further for promotional displays at the Women's World Curling Championships? They definitely needn't have capitalized the F-word in their tagline, and missed out sentence final punctuation as well.


Word-choice arguments, as you might imagine, can go full circle. For starters, an Oxford Dictionaries' grammar and usage resource made no distinctions, when talking about distance; it argued, "[B]oth are equally correct."

But isn't that like arguing two stones are equally close to the center of the house? If you watched the end of semi-final play between Japan and Russia yesterday (relative time), you may recall that the Japanese team quickly conceded a second point for closeness in the house on the 10th end, and won outright with two points of their own in the 11th.

Thus, perhaps, the Oxford Dictionaries' site conceded, "... [except] in various abstract and metaphorical contexts" (http://www.oxforddictionaries.com/words/farther-or-further).

Cambridge Dictionaries Online's argument included similar nuances: "There is no difference in meaning between them," when talking about distance. However, "[t]here are some occasions when we can use further[,] but not farther. / We use further before a noun to mean 'extra', 'additional' or 'a higher level'"
(http://dictionary.cambridge.org/us/grammar/british-grammar/farther-farthest-or-further-furthest).

The Canadian Oxford Dictionary Online called farther a "var[iant] of further …" (2005, inaccessible after first viewing), but wouldn't reveal the definition of further without a purchase or subscription. The definition of one word isn't much of a sample to preview, eh?

Grammar Girl surmised, "The quick and dirty tip is to use 'farther' for physical distance and 'further' for metaphorical, or figurative, distance. It's easy to remember because 'farther' has the word 'far' in it, and 'far' obviously relates to physical distance" (http://www.quickanddirtytips.com/education/grammar/further-versus-farther).

Grammar Monster concluded, "If you're unsure which to use[,] because it's difficult to make a distinction between physical and figurative distance, opt for further" (http://grammar-monster.com/easily_confused/further_farther.htm).

You don't think Ford marketeers were unsure, do you? 

[315 words]

Monday, February 16, 2015

"Special for" v. "special to": 3 to 6 or 16 to 14?

On a quick break between a family emergency and tests, I ran a few searches on the Compleat LexTutor site for phrases that someone had asked about at the PIGATE gathering on Sat., Feb. 14.

In a mega corpus of approx. 3 million words, here's what I found:
The mega corpus is approx. 2/3 British National Corpus (BNC: written + spoken).


A couple of bigger, slower searches of the BNC plus the larger Corpus of Contemporary American English (COCA), approx. 14 million words in all, gave different results:

  • "Special" with "for" within a few words and words that repeat 1 word to the right of special:
    • for=16, interest=3, provisions=3, time=3, ...
  • "Special" with "to" within a few words and words that repeat 1 word to the right of special
    • to=14, interest=11, issue=10, attention=6, access=3, effort=3, permission=3, prosecutor=3, reference=3, way=3, ...

Though convenient findings like these may be inconclusive, since they don't directly compare the BNC to the COCA, perhaps the author of the textbook passage in question was inclined toward British usage. [As I recall, the next word after "for" or "to" was a pronoun ("special * her"?). Anyone keen to dig into that?]

[243 words]

Sunday, February 15, 2015

Grammar Monster

Looking for a site to point out to a student who had waited almost a year to inform me that (s)he didn't know what "title case" meant, I found Grammar Monster with a quick web search. Interestingly enough, the lesson page topped the glossary page for title case in the search and in ease of understanding.

The main entry began with a Quick Answer, and then a brief explanation that used a few words like articles and prepositions. Learners at first might want but not need explanations, because the both the lesson and glossary pages for title case gave examples of those parts of speech. 

The explanation on the lesson page could be simpler than it is, so I sent these suggestions to the site owner: "When writing a name or a title, it is . . . common . . . to . . . use capital letters [only] to start the . . . [main] words." (2015.02.15). Following the brief explanation, there were plenty of annotated examples of titles in title case–plus more notes in a sidebar to the right.

The site itself features five pages in a navigation bar on the home page:
  1. Common Grammar Errors
  2. Easily Confused Words
  3. Free Grammar Tests,
  4. Grammatical Terms
  5. Punctuation Lessons.
Grammar Monster also has a search page with cross-links to the most popular pages on site. So the site may be quite useful. That is, if you know what to look for, and if you are able to ignore the ads here and there, and the video clips playing over and over in the side bar.


[271 words]

Friday, February 6, 2015

Feb 2015 PIGATE meeting: Teaching English in English: Grammar, Vocabulary and Extensive Reading in an All-English Classroom

The February meeting will be at Kumamoto Gakuen University (KGU) on Sat., 14 February, from 13:30-17:00, on the first floor of Building 11, in the English Lounge.

Rob Peacock of Oxford University Press will on speak about Teaching English in English: Grammar, Vocabulary, and Extensive Reading, in an All-English Classroom.

Rob wrote (5 Feb 2015):
In this session, we will look at some practical ways to teach all-English classes to elementary, junior and senior high school students in Japan. We will start by brainstorming some methods of introducing classroom English, before dealing with the practicalities of teaching grammar and vocabulary without using translation. Finally, we will review the benefits of introducing an extensive reading program.
Rob currently works for Oxford University Press, and is an Oxford Teachers' Academy certified teacher trainer. He has spent many years in Japan, teaching students of all ages, as well as providing teacher support through workshops.

Hope you can join us!