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The first is from AA Gill, who, having dealt with letter writers who have nothing better to do than to darken his door by complaining about supposed improprieties in his grammar, shoots back:

“I love the rabid grammarians. You are the Jehovah’s Witnesses of grocery labels. For them, the written and the spoken language are a constant torment of misplaced commas, swallowed vowels, and “uns” usurping “ins”. Oh, the bliss of them. They are utterly redundant. The grammarians’ ire and fury count for naught. They make not the slightest scintilla of difference to the flow of the great torrent of language; they can’t change a single syllable in anyone’s mouth, or reunite the simplest infinitive. I love them, because they so utterly miss the point, comma, semicolon, exclamation mark.”

And, in a quite similar vein, Mike Pope forwarded me this gem from TruePath in a comment at The Volokh Conspiracy:

“[…] if the goal of prescriptivists was just to guard against things some readers find annoying then their primary obligation would be to shut up. No error of grammar can be as annoying as someone who lectures people about their grammar (this is different than genuinely trying to inform someone that most people find something to be poor grammar)”

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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, currently an assistant professor at San Diego State University, in the Department of Linguistics and Asian/Middle Eastern Languages, and a member of the Digital Humanities. Prior to that, I was a postdoctoral scholar in the Language and Cognition Lab at Stanford University. And before that, I got a doctorate in linguistics from UC San Diego and a bachelor's in math from Princeton.

My research and teaching connects language, the mind, and society (in fact, I teach a 500-level class with that title!). I use probabilistic models to understand how people learn, represent, and comprehend language. These models have helped us understand the ways that parents tailor their speech to their child's needs, why sports fans say more or less informative things while watching a game, and why people who disagree politically fight over the meaning of "we".



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