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I’ve re-read an old column by Tom Chivers, the Telegraph’s assistant comment editor (a job title I would not have thought existed), discussing a complaint that Noam Chomsky committed a linguistic error by using anticipate in place of expect.

The column was a rollercoaster for me, because my many interactions with honest-to-goodness prescriptivists has rendered me unable to detect well-crafted satires until it’s too late. I swallowed Chivers’s faux stance, clucking my tongue all the while, only to realize at the end, pulling into the station, that there was no real danger there at all. In fact, I felt pretty happy for having read it.

But I had committed myself to becoming miserable from reading something, and in the idiotic hopes of providing that misery, I proceeded to the comments. Why do I do this? Is it some misguided penance for imagined crimes? Well, whatever, here’s a comment:

“Thinking of ’10 items or less’ reminded me of another sign of the times, ‘this door is alarmed’ – alarmed, presumably, by the widespread misuse of the English language.”

Maybe I’ve been suckered once again, and that’s not a complaint from the commenter — but it probably is. And if so, it’s a foolish one; alarmed here is a predicative adjective formed from the past participle of the verb alarm. This sort of functional shift is really common in English, and very productive (by which I mean that it can be generated on the fly and with a wide range of verbs). And it doesn’t cause any distress in other instances, such as “the trap is set”, “the painting is finished”, “the parking meters are bagged”, “the door is locked”, and so on.

It’s not a hard thing to notice that there isn’t really anything unusual or wrong about this sign. I mean, yeah, I can see thinking at first “hmm, that’s an odd turn of phrase.” But it really doesn’t take more than a moment’s thought to see that it’s nothing unordinary. And in general, a lot of the misguided complaints I see are ones where a small amount of thought will reveal that, if the construction isn’t obviously right, it at least isn’t obviously wrong.

Which is a little bit weird, isn’t it? So many of the complaints about grammar are based on this idea that people are saying things without thinking about them (e.g., you’re and your) or saying things only because they hear other people saying them and thus assume they’re acceptable. But in fact, that’s just what the complainers are doing; either they’re not thinking at all and just repeating the condemnation they heard from some some authority figure, or they are thinking, but only in order to amass evidence against the usage.

If you want to be an authority on language — and especially if you’re really as devoted to improving and protecting the language as so many people say they are — then you can’t fall prey to the knee-jerk “doesn’t sound right to me” reaction. You can’t decide you want to complain about a usage and then sit and think only about reasons to discredit it. And, similarly, you can’t do the opposite, deciding that you want to accept something and then only looking for reasons to accept it.* If you can’t do that, then you’re as lazy about policing the language as you think others are about using it.


*: This is a problem that is much rarer, of course, but I’ll confess to the occasional attack of it when I attempt to argue that some rare or confusing bit of my dialect ought to be considered standard in formal written prose just because it sounds fine to me. “What do you mean we shouldn’t use positive anymore here? You’re trampling my linguistic heritage!”

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A lot of people make claims about what "good English" is. Much of what they say is flim-flam, and this blog aims to set the record straight. Its goal is to explain the motivations behind the real grammar of English and to debunk ill-founded claims about what is grammatical and what isn't. Somehow, this was enough to garner a favorable mention in the Wall Street Journal.

About Me

I'm Gabe Doyle, a graduate student/doctoral candidate in Linguistics at UC San Diego. I have a Bachelor's in math from Princeton and a Master's in linguistics from UCSD.

In my research, I look at how humans manage one of their greatest learning achievements: the acquisition of language. I build computational models of how people can learn language with cognitively-general processes and as few presuppositions as possible.

I focus on learning problems that have traditionally been viewed as difficult, such as combining multiple information sources or learning without negative data or ungrammatical examples. My dissertation models how children can use multiple cues to segment words from child-directed speech, and how phonological constraints can be inferred based on what children do and don't hear adults say.



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