Monday, February 25, 2008

Subordinating and Coordinating Conjunctions










It is not usually the case that two are better than one.





I came across the following sentence in a reader’s letter published by a national English daily last week.

It reads, “Even though not all teachers are like that but there are some black sheep in the teaching profession.”

There are two parts in the sentence but are joined by two conjunctions: “Even though” (acting as a subordinating conjunction) and “but” (a coordinating conjunction) – a very common mistake.

Since there two parts only, they need be joined by just one conjunction in either of the following ways:-

1) Even though not all teachers are like that, there are some black sheep in
the teaching profession. [This has become a complex sentence having a
main clause (being the section after the comma) and a subordinate
clause (being the earlier section).]

2) Not all teachers are like that but there are some black sheep in the teaching profession. [This is a compound sentence having two separate sentences joined by the coordinating conjunction, but.]

Monday, February 11, 2008

Adjective Placement



Adjectives are words that are added to the name (or substitute/pronoun) of a thing including a living thing like (just to name one) a human being to describe the thing more fully or sometimes more beautifully.

If I want to use two or more adjectives in a description, how shall I determine the order of these adjectives?






Below is an article about Adjective Placement in English Grammar Lexicon - a blog (in Real Life Log ) providing ‏Grammar and Usage Guide (which is noted to have stopped publishing new articles since its last one on February 17, 2007) together with my comments.

Where To Place The Adjective?
Written February 01. 2007 in Uncategorized

Adjective Placement When using more than one adjective to describe a noun place the adjectives in the following order before the noun. NOTE: We usually use no more than three adjectives preceding a noun.

1. Opinion Example: an interesting book, a boring lecture

2. Dimension Example: a big apple, a thin wallet

3. Age Example: a new car, a modern building, an ancient ruin

4. Shape Example: a square box, an oval mask, a round ball

5. Color Example: a pink hat, a blue book, a black coat

6. Origin Example: some Italian shoes, a Canadian town, an American car

7. Material Example: a wooden box, a woolen sweater, a plastic toy

Here are some examples of nouns modified with three adjectives in the correct order based on the list above. Notice that the adjectives are not separated by commas.
· A wonderful old Italian clock. (opinion - age - origin)
· A big square blue box. (dimension - shape - color)
· A disgusting pink plastic ornament. (opinion - color - material)
· Some slim new French trousers. (dimension - age - origin)
Tags:
Comments
Kengt, Penang
Written February 01. 2007
Shown below is the order given by FADZILAH AMIN in THE STAR’S MIND OUR ENGLISH of Wednesday January 31, 2007 for comparison:-

Quote

Michael Swan in Practical English Usage gives the order in which the different kinds of adjectives should appear before a noun. His order is: 1. colour, 2. origin, 3. material, 4. purpose, with other kinds of adjectives to go before those. The Collins Cobuild English Grammar (CCEG) uses different terms for the order, ie: 1. qualitative, 2. colour, 3. classifying. Your first sentence has therefore the correct order, according to these two books, i.e.: a) My uncle bought a beautiful antique Japanese wooden table. I will summarise what kinds of adjectives (according to Swan and CCEG, respectively) are in the sentence, to justify their order: 1. beautiful – other/qualitative 2. antique – other/classifying 3. Japanese – origin/classifying 4. wooden – material/classifying According to CCEG, the main difference between a qualitative adjective and a classifying one is that the first is gradable (e.g. we can say "very beautiful" or "less beautiful") and the second is not (e.g. we don’t say "very antique" or "less Japanese" or "more wooden"), although some adjectives can be either qualitative or classifying according to the context. Unquote

For order controversy, please refer to my earlier post of February 5, 2008 on "What’s the right order?".

Sunday, February 10, 2008

"Traversing continents" and "expanding returns"



We’re redefining the boundaries of our minds. Traversing continents and expanding returns.

The above is taken from an advertisement in the STAR of February 4, 2008.

This part consists of a complete sentence and a phrase while the remaining parts of the advertisement are made up of complete sentences.

The sentence and the phrase can be combined in either of the following two way into a complete sentence with the correct grammatical construction showing the same meaning if not better:-

  1. We’re redefining the boundaries of our minds traversing continents and expanding returns.
  2. Traversing continents and expanding returns, we’re redefining the boundaries of our minds.

"Traversing continents" and "expanding returns" are dangling modifiers or misplaced modifiers.


See my earlier posts of February 4 on Faulty sentence and February 5 on Misplaced modifiers.

Wednesday, February 6, 2008

Ellipsis



I have come across the following sentence in a write-up on Health in the STAR of January 23, 2008. It is a statement made by Sonja Laemmel, a food economist with the German Allergy and Asthma Association.
It is reproduced here not because of its nutritional value but for the grammatical value of the sentence which says, "Fresh milk has a lot of lactose, yoghurt less, cheese even less, and butter hardly any at all."
Some words are purposely left out but many will understand the sentence perfectly. However, how many can know the reason behind their understanding?
This is the effect of ellipsis at work.
Ellipsis is defined in Merriam-Webster Online Dictionary as the omission of one or more words that are obviously understood but that must be supplied to make a construction grammatically complete.

Phrase, Clause and Sentence



Reproduced below is an article which appeared in THE STAR’S MIND OUR ENGLISH on January 9, 2008. It teaches us to differentiate a phrase or a clause from a complete sentence.
Grammar Matters by Patty Gibbons Saunier
Finding Fragments
A fragment is a sentence look-alike. It begins with a capital letter and ends with a punctuation mark, but it does not express a complete thought. Can you spot the impostures? Which of the following are not sentences?

1. Don’t tell.
2. If you can’t stand the heat.
3. My cousin Kathy.
4. Because of the bad storm.
5. The people relaxing by the small, peaceful lake.

Answers: The only full sentence is #1. The rest are fragments.

Interesting new words and new terms



Below is an article worthy of reading. It not only tells you new words and new terms, but it also lets you know the events leading to the formation of such words and terms; and such events are notably some of the factors causing practically the bearish stock market conditions globally especially in the US in late 2007.
THE STAR'S MIND OUR ENGLISH Wednesday January 9, 2008
Taking a haircut and losing your shirt
By GRANT BARRETT
THIS past year, one of the biggest trends in language was related to real estate, housing, and home loans.
Oh, yes, those dry worlds turn out plenty of curious terms.
Probably the biggest winner in 2007 was subprime, a word that is not new but which, inexplicably, appears in none of the dictionaries I checked. I suppose that is because until this year, it was an intangible bit of euphemistic jargon.
But now, with financial crises popping up at all levels, pretty much everyone understands that the adjective subprime is used to describe a mortgage or home loan made to someone who does not have perfect financial health.
Some subprime loans are called no-doc loans, a clipping of "no documentation", meaning that the borrower had to provide only minimal proof that they could repay the loan.
Sometimes they are called stated income loans, since all the borrower had to do was to say that they made a certain income and the bank wouldn’t take any special effort to verify it.
Still other times, such loans are called liar’s loans, which puts the truth of the matter frankly. In order to get the loans, one could seemingly say anything the lender wanted to hear.
Yet another name for such loans is NINJA loans. NINJA is an acronym for "no income, no job or assets". It plays off the idea of darkly clad Japanese ninjas, insinuating that someone is up to no good under the cover of darkness.
Some subprime mortgages and loans are the ones that start well but end badly. In those cases, the borrower took out the loan in good faith, the lender verified all the details, and everything was done as risk-free as possible. But somewhere along the way, the borrower began to fall behind payments and the once safe loan became risky. These are known as scratch and dent loans.
The term refers, in part, to a common practice in American department and grocery stores, in which merchandise that has been damaged is sold at a discount. It could be anything: dented canned goods, stained clothing, or well-handled floor models (working examples of products that are set out for customers to examine in order to be sure that what they want to buy does what they want it to).
On Wall Street, investment companies figured out years ago that they could make safer investments out of these risky and scratch-and-dent loans by bundling them together and then retranching them. "Retranch", from the French retrancher, means "to recut".
In other words, investment companies take all the debt together and sell it to investors in a variety of new packages. That way, if any one of the risky mortgages failed to be paid back in time, the loss would be spread across many investors.
Of course, over the last two years, some investors have taken a haircut on these bundled investments, meaning they have had to bear large losses. They took what money they could get for them, but overall, they lost their gamble and get less back than they put in.
Of course, it isn’t just big faceless investment companies who are losing their shirts – going broke or going into debt. Homeowners are, too. Some of them are finding that their mortgages – another name for a loan against the value of a house – are exploding ARMs.
ARM is an acronym for adjustable rate mortgage, meaning that the percentage that the borrower pays to the bank above and beyond the amount originally lent can change depending upon market conditions or rates set by the government. ARMs "explode" when new interest rates are so high that the borrower can’t afford to make payments.
As more people have failed to pay their mortgages, there are now too many houses for sale and the value of all houses has dropped. Some homeowners find themselves upside down, meaning that the amount that they still have to pay for their houses was less than they could get for them if they tried to sell them.
Now the real battle comes in trying to sell a house for any amount at all. Some people used drama-pricing. It means to dramatically drop the price for which you’re selling your house.
The term first surged to popularity in 2006 as a kind of amusing little toy of a word, but last year, as the American real estate market began to take a dive (to fall rapidly in terms of number of houses sold and in the amount that they were selling for), the term took on all the more seriousness.
A less common synonym, trauma pricing, sounds to me like the perfect term for the tangled financial mess.
Grant Barrett is co-host of the radio show A Way with Words, waywordradio.org, and a lexicographer and writer living and working in New York City. His e-mail address is gbarrett@worldnewyork.org .

Gerunds



Below is an article about gerunds in English Grammar Lexicon - a blog (in Real Life Log ) providing ‏Grammar and Usage Guide (which is noted to have stopped publishing new articles since its last one on February 17, 2007) together with my comments.




Gerunds
Written January 28. 2007 in Uncategorized Gerunds A Gerund is a noun created from the -ing form of a verb; gerunds act as subjects and objects in sentences... Gerund phrase are phrases that begin with the -ing form of a verb and have objects and modifiers; a gerund phrase always acts as a noun in a sentence, not as an adjective... First and foremost, a gerund is the form of a verb, but it is not a verb. Second, it is a noun. And finally, it ends in "ing."..[In the following examples, the gerund is in italic and the verb is underlined.]..
Many local governments and school districts forbid releasing student information to any outside group, including the military, colleges or corporations.
First find the subject and verb: GOVERNMENTS and DISTRICTS are the subjects and FORBID is the verb. Is it an action verb? Yes? Do they forbid something? Yes. What? RELEASING. So, RELEASING is a direct object, which is a noun. A form of a verb that ends in ING and acts as a noun is a gerund.
.
Burning oil and smashing atoms are good for the environment.
First find the subject and verb: BURNING and SMASHING are the subjects and ARE is the verb. Therefore, BURNING and SMASHING are nouns. A form of a verb that ends in ING and acts as a noun is a gerund.
.
Coal mining yields 5,000 watts per square meter per day, and an oil field yields close to 10,000.
First find the subject and verb of the clause: MINING is the subject and YIELDS is the verb. Therefore, MINING is a noun. A form of a verb that ends in ING and acts as a noun is a gerund.
.
The story is the same for high-tech farming.
STORY is the subject. IS is the verb. FARMING is the object of the preposition FOR. An object is a noun. A form of a verb that ends in ING and acts as a noun is a gerund.
.
Kids enjoy surfing the 'Net, but it doesn't mean that their minds are engaged.
KIDS is the subject. ENJOY is the verb. SURFING is the direct object of the verb. An object is a noun. A form of a verb that ends in ING and acts as a noun is a gerund.
.
The study does not show a link between using computers and improving student performance
The subject is STUDY. The verb is DOES SHOW. USING and IMPROVING are objects of the preposition BETWEEN.
Comments
Kengt, Penang
Written January 29. 2007
For "forbid releasing student information" and "enjoy surfing the 'Net", shouldn't 'releasing' & 'surfing' be indirect objects, and 'information' & 'Net' direct objects instead?

Heteronyms and homonyms



Below is an article appearing in the Star worthy of taking note of:-

THE STAR'S MIND OUR ENGLISH Friday December 7, 2007
Sounds the same, sounds different
By STEPHEN KAU
ONE way to expand your vocabulary is to be aware of how often you use heteronyms and homonyms in your written work. I say “written work” because you probably use heteronyms and homonyms frequently in your conversations without realising you are doing so.
Heteronyms are words that have the same spelling but different meanings because of different pronunciations.
Examples include “bow” and “live”.
The former can mean an item of clothing worn on the head/below the chin, or a weapon to launch arrows with, when pronounced as “boe”. Or it can mean a respectful gesture of bending your body at the waist, or the front of a vessel, when pronounced “bau”.
The latter means to exist to do whatever with your life when pronounced “lif”, and means immediate, as in live telecast, when pronounced “lyv”.
Some heteronyms, as in the aforementioned examples, have clearly different sounds.
A few other heteronyms, however, have pronunciations that are so close to each other that you need to speak concisely (and listen intently) to pick up the difference.
And speaking of “close”:
It means to shut when pronounced with a lower tone as in “klohz”, and it means to be near when said with a higher cadence as in “clohs”.
Homonyms, in contrast, have the same spelling AND the same pronunciations but different meanings depending on the context of their usage.
A good example: “Time flies like an arrow but fruit flies like a rotten banana.”
In their respective cases in the sentence, the “flies” and the “like” are pronounced the same, but they clearly have different meanings. Otherwise, the sentence doesn’t make sense.
The first “flies” is a verb, the second is a noun (as in the plural of “fly”, the pesky insect).
The first “like” is an adjective meaning similar, and the second is a verb meaning to prefer.
There are more homonyms than there are heteronyms, as I’m sure you know, for English has a myriad of same-spelling-same-pronunciation words that mean different things, including “mean” itself.
Give yourself a pat if you can list 10 heteronyms and 20 homonyms.
Stephen Kau is a writer who lives in Sydney, Australia.

Omission of a Relative Pronoun



Below is my self-explanatory e-mail of December 17, 2007 to the Editor of The Star's Mind Our English, from whom I have yet to receive a reply:-

Quote

I refer to the sentence appearing in OVERVIEW of THE STAR of today under the headline "Porn ring smashed" reading, "A former police officer and two teachers are among six men police say are implicated in an Australian child porn ring." As "men" is already the object of the preposition "among", the relative pronoun "who" is necessary to link the rest of the sentence, while "police say" is just a parenthetical clause which does not have a grammatical function and which can be separated by commas or brackets. The sentence should have been : "A former police officer and two teachers are among six men who police say are implicated in an Australian child porn ring." Regards, Kengt, Penang
Unquote

Fun with grammar



The following article appearing in the Star is worthy of taking note of:-

THE STAR'S MIND OUR ENGLISH Wednesday December 5, 2007
Fun with grammar
By OH TEIK THEAM
LOOK at these little ‘stories’ and see if you can find a mistake in each:
The broken window
The mother blew her top when she found out that a window in the house had been broken. “Can’t you stay out of trouble for just one day?” she shouted at her son.
Thinking that he could make his friend the scapegoat, the little boy said, “The fault is David’s, who ducked his head when I threw a stone at him.”
The sentence The fault is David’s, who ducked his head when I threw a stone at him is awkward.
Possessives (except for independent possessives) function as adjectives. Strictly speaking, adjectives cannot be the antecedents of pronouns, especially relative pronouns. (An antecedent is the noun, noun phrase or noun clause that a pronoun refers to.)
Rewrite: The broken window is the fault of David, who ducked his head when I threw a stone at him. / David broke the window by ducking his head when I threw a stone at him.
The sentence “If you need a racquet, you may borrow Steve’s, which he bought a few days ago” is, however, correct. Here, “Steve’s” is an independent possessive, a possessive form that functions as a noun. There is an ellipsis of “racquet” in the antecedent (= Steve’s racquet), which the relative pronoun “which” refers to.
Other examples of independent possessives are “yours” and “mine”: My new cellphone is not as versatile as yours (= your cellphone), which is more expensive. / If you have mislaid your cellphone, you may use mine (= my cellphone), which is on the desk behind you.
The general opinion is that a possessive can be the antecedent of a pronoun as long as the meaning of the pronoun is clear and the sentence is not awkward:
The principal’s illness forced her to retire early. (Alternative: The principal decided to retire early because of her illness.)
Michael’s laziness made him lose his job. (Alternative: Michael lost his job because he was lazy.)
The rabbits
Two rabbits saw a pack of wolves a short distance away. The rabbits didn’t run because they were afraid.
After a while, one of the rabbits said, “If we get to work now, we can outnumber them!”
The second sentence in the first paragraph is unclear – it might mean that the rabbits ran, but not because they were afraid. For clarity, we sometimes put a comma before a because-clause that follows the main clause. (The Chicago Manual of Style)
Rewrite: The rabbits didn’t run, because they were afraid.
We can also let the because-clause begin the sentence: Because the rabbits were afraid, they didn’t run.

Why language is like cooking



The article below is worthy of taking note of. The writer is disagreeing to grammar being the most important area of language to nail down and saying that lexis is far more important.
THE STAR'S MIND OUR ENGLISH Friday October 5, 2007
Why language is like cooking
By TOM HAYTON
LEXIS is another word for “vocabulary”. The words you store in your head and pull out as and when you need them.
A lot of people with hang-ups about their language proficiency think that grammar is the most important area of language to nail down.
I disagree. Lexis is far more important. Here’s why.
1) Without lexis, you can’t say anything. It’s theoretically possible to know the rules of English grammar without being able to put a sentence together. However, if you know just one word, say, ‘‘water’’, then you can communicate, provided that you know the meaning of the word (more on this later).
2) Much of language is ready-made. It’s a lot quicker to take a packet of Maggi noodles off the shelf, add hot water and eat than it is to make the dough, toss the noodles, prepare the sauce and put it all together while following a recipe in a cookbook.
Similarly, when we utter phrases like ‘‘Good morning’’ or ‘‘I look forward to hearing from you soon’’, we are pulling ready-made phrases off the shelves of memory.
Of course, it is possible to generate these sentences from scratch by following a grammatical recipe (I get a lot of people asking me why we say ‘‘I look forward to hearing ?’’ as opposed to ‘‘I look forward to hear ?’’) but it is much faster and more efficient to memorise the phrase as a ready-made linguistic chunk.
3) Most sentences have been uttered before. Take this snippet of dialogue that just took place behind me:
A: Good luck, mate.
B: Thanks. See you later.
There is nothing unique about this dialogue other than the time and place when it was created. It was built entirely of ready-made chunks that the speakers retrieved without conscious appeal to grammatical rules. This leads us to the next point.
4) Most grammaticalisation (application of grammar) happens unconsciously. Otherwise, speech or writing becomes very slow as the user consciously joins words together. Over-focusing on grammatical accuracy can therefore damage fluency. You see this happening with the most fluent native speakers when they have to explain delicate points they have never articulated before – in debates, for example.
More experienced debaters, such as politicians, come across as more fluent and confident not because they have better grammar knowledge, but precisely because they have been in many debates before, and have therefore ‘stocked up’ on phrases they can use in times of difficulty. Stand-up comedians don’t make up jokes on the spot – they rely on canned material. Most of language is canned material.
5) Mastering English grammar takes an extremely long time for non-native speakers – of course, grammatical accuracy is important, but lexis should take priority if communication is your goal.
This view of language has become known as the Lexical Approach, a term coined by Michael Lewis in his book of the same name.
Practically speaking, it makes more sense to focus on acquiring natural-sounding chunks of language by listening to and reading the utterances of competent native speakers than it does to slave away with a grammar book.
Let’s say you want to learn how to write a report. You should take examples of best practice (say the annual reports of FTSE-listed companies) and underline the phrases that are used to express and link the main points. You will find chunks such as:
‘‘We experienced slow growth ?’’
‘‘We expect to bounce back ?’’
‘‘These results are encouraging.’’
And so on. Obviously you could sit around and pull apart the internal grammar of these sentences, just as you could analyse the chemical composition of Maggi noodles. But there is no need to do that if you just want to consume the product.
Just as in cooking, there are some linguistic recipes that are more complete than others. Maggi noodles just require hot water and a stir, just as “Good + time of day” just needs you to insert the time of day to get “Good morning”, “Good afternoon” and so on. Some phrases require no preparation at all, such as “How are you?”
The key thing that you need to ensure is that you are following the conventions for using chunks correctly. This includes the meanings of each chunk, its uses, its pronunciation, collocations (what you can combine it with), synonyms, antonyms and variations.
With the phrase
“We experienced slow growth.”
you need to realise that this chunk is used to refer to past performance. At this point, you might want to explore collocations such as
“We experienced slow growth in the first/second/third/fourth quarter.”
Or
“We experienced slow growth initially.’’
And so on.
Conversely, the chunk can be cooked up with slightly different ingredients to give a completely opposite meaning:
“We experienced rapid growth.”
Language proficiency involves stockpiling lexical ingredients. The key to mastery is to get cooking!
Tom Hayton is a Business Trainer with the Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit its website at www.britishcouncil.org.my or e-mail thomas.hayton@britishcouncil.org.my

One against he and whom against who



THE STAR NEWS
Nation Monday November 26, 2007
Author to give tips on the write stuff
PETALING JAYA: Researching, planning, drafting, revising and editing are said to be the important stages to producing a good piece of writing.
According to writer and author Anna Fung, 51, it was important to research the topic to be written, plan what to write, and proceed to drafting.
Fung, who will be speaking at The Star Learning Skills 2007 Business Writing Workshop on Nov 29, said: “One must always know who he is writing for and why he is writing it.
“The content of the message must be identified and the style and tone must be correctly selected, as each business report is different. Business reports are different from letters and proposals.”
Fung will also be giving tips on writing letters, proposals, minutes and reports at the workshop with fellow speaker Choy Tuck Onn.
Both Fung and Choy are authors of two books - Easy Steps to Report Writing and Easy Steps to Public Speaking, published by Marshall Cavendish.
The workshop also includes writing for the media. Kamatchy Sappani, who has been a journalist for the last 22 years in local and international organisations, will speak on dealing with the media and how to write press releases.
Kamatchy, who is currently in charge of training for journalists at The Star is a Fulbright fellow and has worked at news organisations such as Kyodo News Service, Radio Deutsche Welle and Dow Jones Inc, among others. She will offer tips on how to deal effectively with all media.
The workshop, to be held at Cititel Mid Valley, is organised by The Star.
After reading the above news item, I wrote (without receiving a response) to the Editor of The Star's Mind Our English on 26 November 2007 as follows:-
Quote
I refer to the item of news “Author to give tips on the write stuff” appearing in The Star of today.
It is reported therein that Fung said: “One must always know who he is writing for and why he is writing it.”

Shouldn’t what Fung said have been: “One must always know whom one is writing for and why one is writing
it” to be grammatically correct?

Regards.

Kengt, Penang
Unquote
9:30:20 AM Add a comment Read comments (2) Send a message View trackbacks (0) Blog it Hobbies
Comments




Teoh - Seeking the use of correc
My above writing has today been published by MIND OUR ENGLISH in ISSUES, STARTWO, Thursday 20 December 2007 together with the given answers.December 20 1:12:09 PM




Teoh - Seeking the use of correc
I have subsequently received an e-mail reply dated December 6, 2007 as follows:-

Quote

Fadzilah Amin answers your question(s):

I agree with you that if we begin a sentence with the indefinite personal pronoun "one", we should continue to use this pronoun and not switch to another, like "he", mid-sentence. Also, since "one" is formal, the use of the object form "whom" is appropriate here. However, in current British English, "who" is often used informally as an object pronoun, eg in "Who are you waiting for?"

Best wishes,Kee Thuan ChyeAssociate EditorEditor of Mind our EnglishThe Star

UnquoteDecember 07 4:51:39 PM

Inappropriate word used in overview



THE STAR NEWS Nation Wednesday November 14, 2007
Ex-teacher awarded RM450,000
By EMBUN MAJID
ALOR STAR: A former Quran teacher, who sued the Government over the HIV-contaminated blood she received during a transfusion seven years ago at Jitra Hospital, has been awarded RM450,000.
High Court deputy registrar Ruzita Md Lazim awarded Bashah Mustaffa, 54, the amount in chambers yesterday.
Bashah, her husband Abdul Halim Abdul Hamid, 52, and their four children had originally sought RM100mil in damages in their suit against the Jitra Hospital director and three others in 2000.
In June 2003, the hospital director admitted that his staff had been negligent in treating Bashah, but denied responsibility for her husband and children.
Their cases would be heard next month.
Bashah was warded at the hospital on April 28, 2000, for severe menstrual bleeding.
She was given two pints of blood and asked to return for a blood test a week later.
On May 8, she was told of the mistake.
The Kedah Health Department had said that the contaminated blood had been administered to Bashah before the hospital received the results of the blood screening as required by the World Health Organisation.
Yesterday, Bashah said she was happy that the case was over.
However, she said that she had not been feeling well after her free medication was stopped last July.
“I was told by a doctor that I will need to take new medication but so far I have received none,” she said.

The above news item has its overview on an earlier page as:-

Bashah Mustaffa received RM450,000 compensation over HIV-contaminated blood at the Jitra Hospital.

It can be seen that the word "received" used in the above overview could be inppropriate because it would take some time before the
money could be paid out and received; and it would be so only should there be no appeal.

Good to have checklist



Below is a news item showing good pointers for preparation of a holiday away from home.
THE STAR Nation Friday October 12, 2007
Good to have checklist
KUALA LUMPUR: The balik kampung tradition to celebrate Hari Raya with family and friends is something that most Muslims look forward to each year.
Yet in the excitement of returning to their hometowns, they may forget things that could sound petty but are important in ensuring peace of mind while they are away from home.
Before one embarks on the journey, several aspects like the safety of the property that one leaves behind and the elements of cleanliness should be noted.
Below are several pointers to be considered before making the trip:
> DISCARD all perishable food and ensure leftovers are cleared from the table and cupboards to keep away ants, flies and rats.
> IF you are planning to turn off your refrigerator, make sure you clean the inside using a mild detergent. Leave the door ajar to provide ventilation and to keep away fungi.
> WET clothes and mops breed germs, so make sure that they are dry and clean before leaving.
> EMPTY the dustbins and ensure that the waste has been collected by the rubbish disposal service before you leave home. If left outside in the dustbin, the foul smell will pollute the air.
> POUR cleaning liquid into drains and sinks, and leave it for a while before flushing with water. It will kill germs and get rid of grease and unwanted odour.
> MAKE sure your pet is sent to a care centre or to your friend so that it is well taken care of.
> DO not reveal your holiday plans to anyone or avoid leaving notes to dispatchers stating that no one is at home.
> CONDUCT last-minute checks to ensure all windows and doors are locked.
> WHETHER you are living in a gated community or otherwise, don't forget to ask your neighbours or someone you trust to keep an eye on your property. If you are planning a longer outing, make sure the lawns are mowed beforehand.
> ALSO if possible, inform the police of your absence so that they can keep an eye on your home. If there is a burglar alarm installed, let the police know who has the key to your house.
> DO not leave cash and valuables at home. Either take them along with you or leave them in a safe deposit box in a bank.
> CANCEL your newspaper subscription and also inform the milkman to discontinue supply for the time you are away.
If you take heed of these simple basic steps, you can certainly return to your kampung with a peace of mind. – Bernama

Inappropriate words and passive voice



THE STAR NEWS Courts Tuesday October 30, 2007
Karpal case: Dec 12 decision
PENANG: The bank manager who crashed his car into the back of a taxi carrying DAP national chairman Karpal Singh has admitted the offence.
Lau Yee Fuat, 44, pleaded guilty to the offence when his case was called up at the magistrate's court yesterday.
The case had originally been fixed for continued hearing.
Lau, represented by Bala Mahesan, was charged with reckless driving which had caused his car to crash into the taxi and injuring Karpal Singh, who is also Bukit Gelugor MP.
Lau was alleged to have committed the offence in Jalan Utama at 12.15am on Jan 29, 2005. The accident occurred outside Karpal Singh’s house.
Magistrate Ooi Sheow Yean, however, could not sentence Lau because his counsel objected to the prosecution tendering Karpal Singh's medical report.
Deputy Public Prosecutor (DPP) Azizah Ahmad was submitting the facts of the case and was about to tender the medical report when Bala objected.
He said the medical report would prejudice the court.
Azizah said the medical report was important to show the consistency of the injuries sustained by Karpal Singh.
To this, Bala replied that the fact of the case was sufficient and the medical report was irrelevant.
Ooi then said it was the prosecution's prerogative whether to submit the medical report or not. She postponed sentencing to Dec 12.
THE STAR, WEDNESDAY 31 OCTOBER 2007 NATION
It's careless, not reckless, driving
REFERRING to our report 'Karpal case: Dec 12 decision' yesterday, it has been pointed out that bank manager Lau Yee Fuat was charged with careless and not reckless driving.
Also, counsel Bala Mahesan had stated that the medical report was inadmissible and not irrelevant as reported.
This second report is actually a correction message of the earlier report which contains inappropriate uses of words. The correction message is using a passive voice in its first paragraph not letting the reader know who pointed out and making the paragraph/sentence grammatically unsound.

Subject of a sentence in passive voice



THE STAR'S MIND OUR ENGLISH Friday September 14, 2007
Hiding behind the passive
By TOM PAYTON
THE passive is a grammatical structure of the form: object + [be] + past participle + [hidden subject].
It has several functions, but one of the main uses is to disguise the cause of an action.
For example:
Your loan has been approved
“Your loan” = object
“has been” = the third person present perfect form of the verb “be”
“approved” = the past participle form of the verb “approve”
We don’t know who approved the loan, or it isn’t specified, or we don’t need to know. The subject, or the “doer” of the action, is hidden.
Of course we can reveal the subject by adding “by + subject” to the sentence stem:
Your loan has been approved by the accounts department
The reasoning behind this is exactly the same reasoning that is used for passives in Bahasa Malaysia.
Take this sentence:
Nombor yang anda dail tidak dapat dihubungi
which translates as
The number you have dialled cannot be reached
In this case, there is simply no need to add the subject as the subject is you! It would sound very odd if you said, “The number you have dialled cannot be reached by you” or “nombor yang anda dail tidak dapat dihubungi oleh anda”.
There are times when we do reveal the subject, though. In this case we use a passive because we want to put the object at the front of the sentence to give it extra importance. For example:
Virgin Atlantic is owned by Richard Branson
We follow the same pattern in BM:
Virgin Atlantic dimiliki oleh Richard Branson
We also need to obscure things with the passive when we don’t want to assign blame or responsibility:
Your application has been rejected
If you send a message like this using the passive, you avoid attaching the action to an individual. Perhaps the person who was rejected isn’t too happy and might go looking for trouble!
Sometimes we are not aware of who performed an action, which also calls for the use of a passive structure:
My car was stolen last night
Obviously, I don’t know who did it – otherwise I would know where to look!
Tom Hayton is a Business Trainer with the Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit its website at www.britishcouncil.org.my or e-mail thomas.hayton@britishcouncil.org.my.
After reading the above article, I wish to make the following comments which were initially sent to the Editor of MIND OUR ENGLISH but withdrawn and posted here:-
I refer to the sentence, “Your loan has been approved”, mentioned in the article Hiding behind the passive of MIND OUR ENGLISH dated September 14, 2007.
‘Your loan’ being stated as object therein appears erroneous as the sentence itself will have no subject then and it is not an imperative sentence, the subject for which can be understood.
A sentence is defined as a grammatical unit that is syntactically independent and has a subject that is expressed or, as in imperative sentences, understood and a predicate that contains at least one finite verb (vide American Heritage Dictionary http://dictionary.reference.com/browse/sentence).
‘Your loan’ should instead be the subject in the said sentence which is in the passive voice with the doer of the action (if mentioned) being the object of the preposition ‘by’.
Now let me quote below the Definitions of subject from Wikipedia (http://en.wikipedia.org/wiki/Subject_(grammar)):-
Quote
The subject of a sentence is sometimes defined as the argument that generally refers to the origin of the action or the undergoer of the state shown by the predicate. This is a semantic definition. Such a definition is problematic for several reasons. In languages where a passive voice exists, the subject of a passive verb may be the target or result of the action. For example:
John was arrested.
The police arrested John.
In the first sentence (which is in the passive voice), John is the subject, while in the second sentence (active voice) the police is the subject and John is the object.
Unquote

Reading, reasoning and relating



The article below which contains a description of the requirements of thesis or dissertation for a PhD, is worthy of taken note of.
THE STAR'S MIND OUR ENGLISH Friday October 5, 2007
Reading, reasoning and relating
By YONG AH YONG
ONE way to find out whether a candidate understands a passage or not is to make him or her answer several questions based on the passage. In the examination, some questions require straightforward answers, some implicative answers, some inferential answers and some rational evaluation or judgment.
There are, in general, six types of questions.
The first type is about the main topic or main theme. The questions ask you about the central thought or significance of the passage. Sometimes, you may be asked to give a suitable title to the passage.
The second type asks for specific details or explicitly stated ideas.
The third type asks you to draw inferences. They ask for the intended meaning between the lines.
The fourth type concerns tone or attitude. The questions test your ability to sense the emotional state of the author.
The fifth type is about context meaning. The questions ask for the meaning of a word or phrase depending on the situation.
The final type asks for the method of organisation or the writing style of the author.
As you read a passage, use a pencil to underline the key ideas and make relevant notes. Give the exact answers according to the questions. If you give irrelevant answers, you will earn no marks even if your sentence structure is perfect.
Remember, all your answers must be written in full sentences. In this respect, do not write “Because ??????” You can write “It is/was because ???????”.
Read the following passage carefully:
There are in general two ways of getting the prestigious title ‘Doctor’ or ‘Dr’ in front of one’s name. The first is by graduating with a medical degree, and the second by earning a PhD.
The term of Doctor of Philosophy or PhD originates from Philosophiae Doctor in Latin, which means “a teacher of philosophy”. Here, “philosophy” is taken to mean all academic disciplines outside the fields of theology, medicine and law, following the practice and tradition of European universities in the Middle Ages while pure science is known as “natural philosophy”.
The degree of PhD is the highest degree awarded by a university. It is obtained by researchers in a wide array of disciplines in the sciences and humanities. The PhD has become a requirement for a career as a university professor or a researcher in various fields.
The detailed requirements for the award of a PhD degree vary from university to university. In general, a candidate must submit a thesis or dissertation involving an intensive original academic research. A PhD candidate must attend a viva voce or orally defend his or her work before a panel of expert examiners appointed by the university.
A PhD candidate has to undergo a prescribed minimum period of study ranging from one to three years before submission of the thesis. In addition, he or she may have to successfully complete a certain number of advanced courses relevant to his or her area of specialisation.
In recent years, several professional or vocational doctorates have been introduced, such as Doctor of Engineering (EngD), Doctor of Education (EdD), Doctor of Clinical Psychology (D Clin Psychol) and Doctor of Business Administration (DBA). These typically involve some specified coursework and a research component in the form of two or three smaller research projects, rather than a single dissertation focusing on one major topic, as well as a series of examinations where the emphasis is on breadth rather than depth of knowledge.
Another two to four years is usually required for the writing of a thesis which makes a substantial contribution to human knowledge. The dissertation in the social sciences and humanities is typically 100 to 450 pages in length. A PhD dissertation generally consists of a comprehensive literature review, an outline of research methodology, findings of previous related researches and in-depth scientific, social, historical, philosophical or literary analysis.
The US Department of Education and the National Science Foundation do not discriminate between various doctorates. Whether you hold a Doctor of Arts (DA), Doctor of Musical Arts (DMA), or Doctor of Education (EdD), you are given the same status and respect as a PhD.
However, there are doctorates not earned by academic research. They are known as higher doctorates, such as DLitt (Doctor of Letters) and DSc (Doctor of Science), which are granted on the recommendation of a committee of examiners on the basis of publications of research findings which have greatly made advances in human knowledge and skills.
Send the answers to these questions to me at ayyong2000@yahoo.com:
1. In what ways can we obtain the title ‘Dr’ in front of our name?
2. What do “philosophy” and “natural philosophy” mean according to the Middle Ages tradition in European universities?
3. What is viva voce? In your opinion, what is the purpose of viva voce?
4. What does a PhD thesis contain?
5. Explain the meaning of “breadth and depth of knowledge”.

The dangers of translation



Below is an article worth keeping for reference in case you need to do any translation
THE STAR'S MIND OUR ENGLISH Wednesday October 3, 2007
The dangers of translation
I’M writing in response to the articles From Malay to English (Aug 30), It’s a Malaysian thing (Sept 7) and Better translation (Sept 26).
I have to agree with J (It’s a Malaysian thing) that for the sentence “Comelnya kucing tu! Geram aku tengok!”, a better translation would be “That cat is so adorable!” rather than the more direct or literal translation provided by Fadzilah Amin – “That cat is so cute! I just love to see it!”.
One of the main requirements in any translation work is that the translation (the finished product) must sound natural. Students enrolled on the three-year translation programme at Universiti Sains Malaysia (USM) are constantly reminded of this.
However, based on my own experience correcting translations made by students, I find that many have the tendency to translate in a literal manner. When translating from Malay to English or vice versa, they tend to replace the individual words in the source language with individual words in the target language as much as possible, sometimes without even taking into consideration the meaning of the sentence as a whole.
Students often say that they do so because they prefer to be faithful to the original. This sometimes results in translation which sounds unnatural and strange.
In my own translation class, I often give the following examples to illustrate the difference between a natural translation and one that sounds unnatural.
The French sentence “Défense de marcher sur le gazon” can be translated literally as “It is prohibited to walk on the turf” (défense = prohibited, marcher = walk, sur = on, le gazon = turf). The translation given tries to follow the word order of the original, and although the translation makes sense and can easily be understood, it does not sound natural in English.
A more natural expression would be “Keep off the grass”, which is a perfectly valid and acceptable English translation despite the fact that it does not follow the word order of the original sentence.
Another example is the German expression “Frisch angestrichen”, which can be translated literally as “Freshly painted” (frisch = freshly, angestrichen = painted). Again, this would sound rather stilted. A more commonly accepted phrase in English would simply be “Wet paint”.
In the field of translation, we call unnatural and strange-sounding language that is inadvertently produced in the course of translating from one language into another ‘translationese’.
This happens when a translator uses a literal approach in translating. The literal approach is also known as form-based translation, where the translator focuses on retaining the form of the original sentence.
To produce a more natural-sounding translation, translators should opt for what is known as communicative translation, also known as idiomatic translation or meaning-based translation, where the emphasis is on retaining the message, not the form.
A good example of meaning-based translation would be the sign many people using the Penang Bridge would have noticed. The sign says “Keep your distance” and the translation provided is “Jarakkan Kenderaan Anda”. In this case, the translation is indeed faithful to the original in terms of meaning, although not in terms of form.
Another important factor in producing a natural translation would be the human factor. Many translation scholars would agree that a translator must always translate into his/her language of habitual use. In the field of translation, this is known as “inbound translation”.
A translator who translates from a second language into his/her mother tongue would normally be able to translate naturally and would be able to produce a natural-sounding translation.
“Outbound translation” is when a translator translates from his/her mother tongue into a second language. This is often not recommended, and if it has to be done at all, the final draft of the translation should ideally be read by a reviewer who must go through the translation without recourse to the original text. This is to ensure that the translation communicates clearly, and that it sounds natural.
The following sentences demonstrate the danger of not taking the right approach. I have no idea what the original sentences are or whether they are indeed translations but if they really are, I suspect they must have been translated from the original language into English in a very literal manner, most probably by someone who is not a native speaker of English.
Seen in a Belgrade hotel elevator: To move the cabin, push button of wishing floor. If cabin should enter more persons, each one should press number of wishing floor.
Seen in an Austrian hotel catering to skiers: Not to perambulate the corridors in the hours of repose in the boots of ascension.
Seen on a slippery-when-wet sign, Beijing: TO TAKE NOTICE OF SAFE: THE SLIPPERY ARE VERY CRAFTY.
And my personal favourite has got to be the following:
Seen in a car rental brochure, Tokyo: WHEN PASSENGER OF FOOT HEAVE IN SIGHT, TOOTLE THE HORN. TRUMPET HIM MELODIOUSLY AT FIRST, BUT IF HE STILL OBSTACLES YOUR PASSAGE THEN TOOTLE HIM WITH VIGOUR.
– Dr Haslina Haroon, Translation and Interpretation Section, School of Humanities, USM, Penang

Causative form and possessive case



A good article showing how the above are to be used
MIND OUR ENGLISH



Wednesday September 19, 2007
Fun with grammar
By OH TEIK THEAM
LOOK at these little ‘stories’ and see if you can find a mistake in each of them:
The operation
“The surgeon made me laughed during my operation.”
“Really?”
“Yes, he had me in stitches!”
The first sentence should read: “The surgeon made me laugh during my operation.”
Certain causative verbs (make, let, have, etc.) take the bare infinitive. The causative verb is used when someone or something causes another person or thing to do something.
He let me join his group.
I had Lee wash my car.
The cold made me shiver.
(Make takes a to-infinitive in the passive voice: She was made to do it.)
Causative verbs can be used in a form similar to the passive:
My car was washed. (passive)
I had my car washed. (causative)
Some causative verbs require to-infinitives:
I told him to wash my car.
I got him to wash my car.
I persuaded him to wash my car.
Ref: www.answers.com
The ranch
The little boy had just returned home after spending a week at his aunt’s and uncle’s ranch. “Mum,” he said excitedly, “I even saw a man who makes horses.”
“Are you sure?” asked the mother, puzzled.
“Yes,” he replied. “I couldn’t believe my eyes. He had a horse almost completed when I saw him, and he was just nailing on the feet.”
At his aunt’s and uncle’s ranch should be at his aunt and uncle’s ranch. If two (or more) nouns or names have joint possession, only the second (or the last) noun or name takes the possessive form.
If the possession is separate, each noun or name takes the possessive form. (Partridge)
David, Jenny and Debra’s father have written a book.
Lauren and Emily’s joint birthday party will be held this Saturday.
John’s and Gary’s birthdays both fall in December.
He invited his son’s and daughter’s friends to the party.
The cat’s and dogs’ names were given by me. Source:StarTwo

Never use "Indon" to refer to Indonesians



Good advice about the subject
Nation THE STAR, Monday, September 10, 2007
Monday September 10, 2007
Envoy: Stop stereotyping Indonesian workers
MALAYSIANS need to change their perception of Indonesian workers as being good for only menial jobs before relations between the two countries suffer more serious damage.
Malaysian Ambassador to Indonesia Datuk Zainal Abidin Mohd Zin said the stereotyping of Indonesian workers and the abuse by some employers must stop immediately.
He also called on the Indonesian media to tone down their general perception of Malaysians being arrogant.
“With more than two million Indonesians working in Malaysia, legally or otherwise, there is bound to be problems and cases of abuse.
“But the thing is, if they happened, why are not these cases resolved. From the point of view of the Indonesians, we are practising double standards.
“They feel that when it comes to Indonesians committing a crime in Malaysia, justice has been swift but when it comes to Malaysians abusing their Indonesian worker, no action is taken,” Zainal Abidin told Malaysian media covering Deputy Prime Minister Datuk Seri Najib Tun Razak’s three-day working visit to South Sulawesi yesterday.
The ambassador said there was also the concern of Malaysian employers withholding the passports of Indonesian workers, which, in the eyes of Indonesian activists, were against human rights.
Then, he said, there were cases of mistreatment and abuse of these workers which had been blown out of proportion by the Indonesian media.
Zainal Abidin urged Malaysians to erase from their vocabulary the term “Indon” used to refer to the Indonesians.
The Indonesians, he said, felt trongly about the word as to them it was a degrading term.
“The Information Department and Wisma Putra have already instructed the media to stop using the word to refer to Indonesians, but it is still largely used by the general public.”
The above is the news item from The Star worthy of taking note carefully especially its last paragraph.
However, following is the headline of a news item of September 23 in the newspaper not heeding the above advice:- "Fleeing Indon woman falls to her death" though in the news itself the word is not used.

Hypercritical criticisms - acceptable translations



What I have to say about the criticisms below
I refer to the message (It’s a Malaysian thing) in OPEN CHANNEL of MIND OUR ENGLISH of THE STAR of September 7, 2007.
The translations concerned (which are made in proper English) do not deserve such criticisms which appear hypercritical. At most, we can say they contain dialectic variations which exist everywhere (vide Merdeka English in MIND OUR ENGLISH of August 31).
The writer of Merdeka English has said, among other things, that there is no reason why the Malaysian dialect of English should be any less valid or “proper” than any other dialect. Furthermore, translation must take into account a number of constraints, including context, the rules of grammar of the two languages, their writing conventions and their idioms (according to Wikipedia, the free encyclopedia).
__________________________________________________________________________________________

MIND OUR ENGLISH Friday September 7, 2007It’s a Malaysian thing
I AM writing this as a response to the article “From Malay to English” (Aug 30).
The translations by Fadzilah Amin have been done grammatically correct, but when I read them, I still had the feeling that it was really Malay, not English. The sentence structure in English tends to differ from that of Malay, and what have been published are very obviously direct translations from Malay.
For instance, people from English-speaking countries would more likely say, “This newspaper is from the day before yesterday” instead of “This is the day before yesterday’s newspaper” (Situation 1, Item 3). Get what I mean yet?
And with regard to Situation 7, Item 1 (Malay version: Comelnya kucing tu! Geram aku tengok!; Translation: That cat is so cute! I just love to see it!), I must make it clear to any readers out there who are aiming to improve their English through this section that the translated version will never, ever be heard, and should never ever be said if you are travelling overseas. It’s a Malaysian thing.
As I said, native English speakers organise their sentences differently. When talking about something else, they tend not to try to draw attention to themselves as well. For instance, they would probably say “That cat is so adorable!” or “That is an adorable cat!”. The focus is on the cat. They would never try to make themselves also a subject of the conversation by adding “I love to see it”.
Item 2 in Situation 7 (Eiii, geramnya aku kat budak rumah sebelah tu! Selalu sangat curi buah mangga aku! translated into Grrrr! I’m so angry with that boy next door! He’s always stealing my mangoes!) also reeks of a direct translation, but I can’t put my finger on it.
Perhaps anyone out there who feels the same could write in? – J, Penang
Source
StarTwo

Arrest decline in standard of English



My views (concerning the 3 messages below) published by THE STAR:-
Thursday September 20, 2007Arrest decline in standard of English
I AGREE with the statement that college-trained English language teachers in the 60s and 70s have a good command of English ‘Give English teachers a chance’ (The Star, Sept 13).
I have come across a few of these people who edit theses written by university students including those studying for the Masters of Business Administration.
I have also come across a number of present-day university graduates who are unable to write business letters in good English.
However, it was heartening to read, 'Give more importance to English (The Star, Sept 14) by a 14-year-old whose letter will put to shame most university graduates.
Equally heartening is the news of another 14-year-old Malaysian who beat more than three million other youngsters from around the world in an United Nations letter-writing competition (The Star Sept 10).
Hopefully, there will be more such youngsters who can help arrest/improve the declining standard of English in the country.

KENGT, Penang.
__________________________________________________________________________________________


THE STAR Monday September 10, 2007Malaysian beats 3 million in UN contest


PETALING JAYA: Assuming the mind of a tiger cub living in an endangered forest has won 14-year-old Lee Sze Ee a letter-writing competition organised by the United Nations.
She beat more than three million other youngsters from around the world who were asked to put themselves in the position of a wild animal whose habitat is threatened by environmental or climate change.
“I want to congratulate you all. Many of you have good education and live in your so-called world of modernisation.
“Does this mean that humans are civilised?” she wrote.
“Yet, why do humans still need to invade our jungle besides hunting us like in those primitive days?
“Dear People of the World, don’t burn our homes and occupy the area, our natural habitat. We have no other place to go.
“We are helpless. We depend on you – the People of the World to save us,” the letter concludes, winning unanimous praise from the UN Educational, Scientific and Cultural Organisation (Unesco) jury.
It is the first time that a Malaysian has won the international competition sponsored by the UN Universal Postal Union (UPU) since it began in 1972.
The jury said: “With her sensitivity and imagination, the young Malaysian successfully conveyed the urgency of the situation and sent us a message: we must unite to save our planet.”
For next year’s 37th competition, the UPU is inviting youngsters to write a letter explaining why the world needs more tolerance, a particularly relevant theme in an age of globalisation, migration and other trends bringing ever more people from different cultures into contact with one another.
“Creating a world in which all people live in harmony is a noble goal to which each of us can aspire,” the UPU said.
Predating the United Nations by seven decades, the UPU was founded in 1874, the second-oldest international organisation after the International Telecommunication Union (ITU).

THE STAR Opinion Thursday September 13, 2007Give English teachers a chance
IT IS absurd to say that a fresh graduate from any university in any discipline can teach English to secondary school students at tuition centres and college-trained English language teachers are not qualified to do so at these centres.
It is well known that our fresh university graduates are very poor in English. Most of them can hardly write an essay without making lots of grammatical and spelling mistakes!
It is high time officers in the department of private education realise the mistake in their rigid rules. Our country still needs these Senior Cambridge and MCE teachers who have a very good command of English to help improve the standard of English among our students especially those in the rural areas!
The majority of students in rural areas are poor in English, and so are their parents. So they need these qualified good English language teachers to help them especially in writing essays and summaries.
It is really sad to look at the essays of students marked by graduates who are teaching English at tuition centres! How are these graduates going to mark their students’ essays when they themselves are very weak in English.
College-trained English Language teachers in the 60s and 70s have a good command of English and we hope that the department of private education will allow these teachers, especially those retired English teachers and ex-teachers, to teach in tuition centres.
A COLLEGE-TRAINED TEACHER, Tg Karang, Selangor.
THE STAR Opinion Friday September 14, 2007Give more importance to English
I AM a 14-year-old student and I notice the fluency of the English language among students is not up to expectation. We all know English is an international language, but still there are students who do not know how to speak good English.
There is no need to provide the additional facilities and expensive space in schools when the students still do not know the basics of English usage.
Parents and teachers play an active role in encouraging students to speak English. Parents should bring their children to the library regularly.
Parents and children should also spend more time together reading, instead of spending so much time watching television. In school, teachers should organise language games and inter-class debates. Learning must be made fun.
Students who are weak in the language should take the initiative to practise speaking with other pupils.
In today’s world, English is probably the most important language. When we do business with other countries, English is used.
Remember, today’s youths are tomorrow’s leaders. We need outstanding leaders in future who can speak proper English.
NIREL KAUR HARBAN, Pontian, Johor.

There are future tenses



Have no faith in the future
There is no future tense in the English language.
By TOM HAYTON
A COMMON misconception is that English has many tenses. In fact, it only has two: the present tense and the past tense. There is no future tense in English.
When we speak of tenses, we are referring to the form of verbs and the way we change them to express a sense of connection to a particular time or time period. For example,
I have meetings nearly every day
uses the present form of the verb “have’’. This shows that having meetings is something I do in the present time. Perhaps not right now, but often enough (nearly every day) for us to say it’s something I do in the present.
In this example,
I had a meeting yesterday
we change the form of the verb to show that the particular action of having the meeting has now finished (just as yesterday has finished). Other examples of these changes include:
play to played
dictate to dictated
speak to spoke
think to thought
For those of you who want to believe in a future tense, tell me, what are the future tenses of any of these verbs? They do not exist. You won’t find them in any dictionary.
In English, we get round the problem by having several different ways of talking about the future. These include:
The present simple:
I fly to Singapore next week
This form is used when the action has been time-tabled. It sounds a little formal when used in the first person.
The present continuous:
I’m flying to Singapore next week
Adding “next week’’ anchors the concept to the future. This form is used when the action has already been arranged (with an airline and a client, in this case).
“Going to”:
I’m going to fly to Singapore
This is used to talk about personal plans that perhaps haven’t been arranged with anyone else.
Finally, we have “will”. I’m sure some readers have been told that “will” is the definitive future form but in fact, “will” has many uses. In future contexts, it is used to talk about spontaneous decisions:
A: “I can’t find my car keys.’’
B: “I’ll give you a hand.’’
Or predictions:
“I think we will lose earnings in the next quarter.’’
Or as part of an “if” clause:
“If we don’t cut overheads, we’ll slip into the red next quarter.’’
The future tense doesn’t exist – so don’t believe in it!
Tom Hayton is a Business Trainer with the Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit its website at www.britishcouncil.org.my or e-mail thomas.hayton@britishcouncil.org.my
The above article appeared in the MIND OUR ENGLISH section of THE STAR of September 7, 2007 and after reading that, I sent my following email on September 9 to the Editor of MIND OUR ENGLISH receiving no reply:-
Quote
I am rather surprised to read the statement, “There is no future tense in the English language” under the article titled Have no faith in the future in MIND OUR ENGLISH of Friday September 7, 2007.
There are (inclusive of future tenses) 16 tenses in the English language namely:-
1. Present simple 2. Present continuous 3. Present perfect 4. Present perfect continuous 5. Past simple 6. Past continuous 7. Past perfect 8. Past perfect continuous 9. Future simple 10. Future continuous 11. Future perfect 12. Future perfect continuous 13. Future simple in the past 14. Future continuous in the past 15. Future perfect in the past and 16. Future perfect continuous in the past.
Just like the present continuous which appears to have been acknowledged as a tense in the article, any future tense requires the accompaniment of one or more auxiliary or helping verbs in its formation.
All these can be confirmed in any book or website about English grammar.
Furthermore, from the sentences mentioned in the article - 'I'll give you a hand', 'I think we will lose earnings in the next quarter' and 'If we don't cut overheads, we'll slip into the red next quarter' - aren't these verbs (used therein which are underlined) in the simple future tense?
Regards,
Kengt, Penang
Unquote
12:37:42 PM Add a comment Read comments (2) Send a message View trackbacks (0) Blog it Hobbies
Comments




Teoh - Seeking the use of correc
I have chanced upon some sections of the Wikipedia and decided to place them hereunder to show that they are actually future tenses in the English language:-

From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Grammatical_tense#English_tenses

Viewed in the strictest linguistic sense, English has only two tenses, marked in the verb alone: nonpast tense (present tense) and past tense. ........

Since will is a modal auxiliary, it cannot co-occur with other modals like can, may, and must. Only aspects can be used in infinitives. Some linguists consider will a future marker and give English two more tenses, future tense and future-in-past tense, which are shown by will and would respectively. Also, in nonlinguistic language study, aspects and mode are viewed as tenses.

Future tense in English

From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Future_tense

In English, as in most Germanic languages, there is no simple future tense. Futurity is expressed either by using words that imply future action ("I go to Berlin tomorrow.") or by employing an auxiliary construction that combines certain present tense verbs with the stem of the verb which represents the true action of the sentence.

The tradition that English has a future tense traces to the period of 300 years, from 1066 to about 1350, when Anglo-Norman was the official language of England. Norman, unlike English, is a Romance language; and the Romance languages, unlike Germanic languages, do have a simple future tense.November 02 8:20:46 PM




Teoh
My above email was forwarded to the writer of the article with no indication to me and I received the following reply from him on September 20, 2007:-
Hi there Kengt
Thank you for writing in with comments on my article.
I am sorry to have to reiterate the fact that there is no future tense in English.
As I explained in my article, a tense is a form of a verb. There is no future form of any verb in English. ‘’will’’ is an auxiliary which *sometimes* (for example, in the contexts I gave as examples) expresses the idea of the future.
Some languages, for example, French, there is a future form.
I’m sure I don’t have to remind you of this but you shouldn’t believe everything you read in books! The reason why some grammars list a ‘’future tense’’ in English is a hangover from the days when Latin was taught as part of the school curriculum. It was then convenient, for the purposes of translation, to pretend that ‘’will+verb’’ and other forms that may be used to expressed the future under certain contexts of use, constituted a future tense. In many schools today, teachers continue to work on this basis, but linguistically speaking, it is incorrect.
If I haven’t made it clear, have a look at The English Verb by Michael Lewis. He devotes a whole book to the structure of English verbs, which he discusses lucidly and with humour.
Thanks again and I hope you continue reading the column. Feel free to drop me a line any time.
All the best
TomSeptember 21 6:22:01 PM

Comma Splice



My earlier posting touches, among other things, on two distinct sentences/statements linked by a simple comma (comma splice).
Such weakness appears to be plaguing many writers including experienced ones and editors.
Below are examples taken from newspapers:-
1) His body was covered with tattoos, many of them had religious themes. (This sentence needs to be separated into two sentences: His body was covered with tattoos. Many of them had religious themes.)
2) I have several friends who have had cancer, some have passed away while others have survived. (Similarly this sentence needs to be separated into two sentences: I have several friends who have had cancer. Some have passed away while others have survived.)
The amended sentences should, beyond dispute, be grammatically correct and conveying the meanings intended.

Simple Past Test vs Past Perfect



Further to my earlier posting on the above subject, I again sent an email on August 24 to The Editor of The Star's Mind Our English as follows receiving no response:-
Quote
The past perfect or pluperfect tense serves only to place a narration in the 'more distant past,' without determining its particular time or duration' as explained in http://www.reference.com/browse/wiki/Pluperfect_tense.
The above rule is often seen to have been violated in newspapers, and below is one of them.
The New Straits Times had on July 23 revealed that the judge had not provided written grounds of judgment in at least 30 criminal and civil cases (in NST Online » Frontpage 2007/08/23) where the 'had' immediately after 'The New Straits Times' should be redundant (since the action of revealing was done at a particular time in the past on July 23).
Shouldn't such rule be observed at all times lest the public especially students be misled?
Regards, Kengt, Penang
Unquote

Historical present vs Simple past tense



CLOVE, AUGUST 2007 within THE STAR of August 1, 2007.Letters to editor
Caring young citizens
It was re-asssuring to read Part-time Angels (Clove July 07) and learn that there are young women and men who find time to help worthy causes.
Hopefully there are many others like Wong Ee-lynn and Serena Pang, who are concerned not only with themselves but with making the world a better place.
These days, the younger generation seems to be interested only in having a good time and living beyond their means. This has become a worrisome trend.
National service is a good idea to instil discipline and make them more civic-minded.
If more youths can also be persuaded to take part in community service, problems such as rising crime, drugs and abandoned old folk and children can be lessened.

Concerned reader
Petaling Jaya

After reading the above letter, I sent an email as follows on August 3, 2007 to The Editor of The Star’s Mind our English receiving the following reply on August 6, 2007:-

My email

I refer to the Letter to editor under the headline, Caring young citizens, in CLOVE, AUGUST 2007 within THE STAR of August 1, 2007. May I compliment the writer on the writer's ability to make the message straightforward and simple! However, wouldn't it be better if the historical present (is) instead the simple past tense (was) were used in its first paragraph since it is still re-assuring to read Part-time Angels (Clove July 07)? In addition, past and present tense alternations tend to occur only between events that are markedly different. In other words, tense alternation usually does not occur when two verbs are viewed as belonging to one larger event as explained in http://www.bartleby.com/61/90/H0219000.html. Regards, Kengt, Penang

The reply

Thank you for pointing this out. I have sent your message to the editor concerned.

Best wishes, Kee Thuan Chye Associate Editor Editor of Mind our English The Star

Split infinitive



Below is my email of July 22, 2007 to The Editor of Mind our English of The Star with no reply received:-

Harry Potter and the ugly price warBy M. KRISHNAMOORTHY and MANJIT KAURKUALA LUMPUR: As avid fans of Harry Potter await the highly-anticipated finale scheduled to be released for sale at 7.01am today, a price war has brought about an unexpected twist – four major bookstore chains have decided to not sell the book.

The above is the headline and first paragraph of one of the news items frontpaged by the Star of July 21.
It contains a split infinitive with negation.In http://www.reference.com/search?q=split%20infinitive, it has stated that even those who are generally tolerant of split infinitives may draw the line at splitting infinitives with negations and that that appears to be because the traditional idiom, placing the negation before the marker negating the finite verb, remains easy and natural, and is still overwhelmingly the more common construction. As such, the above negation split can be easily circumvented - four major bookstore chains have decided not to sell the book.
Again the split infinitive with negation has been noted to have been used in the news Potter fans upset with bookshops’ decision
reported by the Star the next day (July 22): Shocked, angry and dismayed. These were some of the reactions to the decision by three major bookstores to not sell the final Harry Potter novel - but not the next paragraph reading, "MPH, Popular Bookstore and Times on Friday decided not to sell Harry Potter and the Deathly Hallows after Carrefour and Tesco hypermarkets advertised that they were selling the books at RM69.90."
Regards,
Kengt, Penang

Queen Charming - judged vs judging



The following message appeared on 17 July 2006 below the headline, Queen Charming, beside a photograph (showing the winner, first runner-up and second runner-up of Miss Malaysia Intercontinental) on front page of The Star METRO (NORTH) within the issue of 17 July 2006 of THE STAR:-

Winner Tracy Lim, flanked by first runner-up Jervenne Cheah (left) and second runner-up Diana Teh are as charming as they come, judging by the way they captivate both audience and the jury in the Miss Malaysia Intercontinental state finals in Penang.

After sensing that the sentence of the above message could be improved, I wrote on the same day of 17 July 2006 as follows to The Editor of The Star’s Mind our English without receiving any response:-

Quote

I refer to the message below Queen Charming on front page of The Star METRO (NORTH) of July 17.
In order for the presentation to be grammatically sound, the message has to be re-written in any of the followiing 3 ways namely:-

A) Winner Tracy Lim, flanked by first runner-up Jervenne Cheah (left) and second runner-up
Diana Teh are as charming as they come, judged by the way they captivate both audience
and the jury in the Miss Malaysia Intercontinental state finals in Penang or

B) Winner Tracy Lim, flanked by first runner-up Jervenne Cheah (left) and second runner-up
Diana Teh are as charming as they come, and they are judged by the way they captivate
both audience and the jury in the Miss Malaysia Intercontinental state finals in Penang or

C) Winner Tracy Lim, flanked by first runner-up Jervenne Cheah (left) and second runner-up
Diana Teh are as charming as they come, and the judging is done by the way they captivate
both audience and the jury in the Miss Malaysia Intercontinental state finals in Penang.

Kengt, Penang

Unquote

Is ellipsis at work?



Customer can call the 24-hour TM Net Customer Interaction Centre at 1-300-88-9515 or 1-300-88-1515 from 8:00 a.m. till midnight.

The above sentence was singled out from a TMNET ANNOUNCEMENT of June 21, 2006 and published under BOOB WATCH in THE STAR'S MIND OUR ENGLISH of July 7, 2006 as follows:-

TM calls that 24 hours?
I WOULD love to call the 24-hour TM Net customer Interaction Centre at 3am. But it is only available from 8am to midnight! That's 24 hours? - K.T.Lim

I realized that ellipsis was obviously at play and I wrote to The Editor of Mind our English on July 9, 2006 as follows but received no response:-

In BOOB WATCH of July 7 with the question “TM calls that 24 hours?”, I think TM may not be wrong as the sentence concerned can be elliptical for “Customers can call the 24-hour TM Net Customer Interaction Centre at 1-300-88-9515 or customers can call 1-300-88-1515 from 8:00 a.m. till midnight”.

Kengt, Penang

Simple Past Tense against Past Perfect



My email dated July 20, 2007 to The Editor of Mind our English of The Star:-
The sentence reading, "The boy had killed his tuition teacher's daughter five years ago" has appeared on the front page of the Star today, and another one,
"The High Court had on July 1, 2003, found the boy, then aged 12, guilty of murdering the 11-year-old girl at her house in Sentul, Kuala Lumpur, by stabbing her 20 times with a sharp object on May 30, 2002" in the news proper on page N8. Both instances have seen the use of the past perfect tense instead of the simple past tense though a particular past time has been mentioned in each. The past perfect or pluperfect tense serves only to place a narration in the "more distant past," without determining its particular time or duration" as explained in http://www.reference.com/browse/wiki/Pluperfect_tense. Regards, Kengt, Penang

The Editor’s reply dated July 23, 2007

Thank you for pointing out the error. I have sent the message to everyone in the Editorial Dept including the Group Chief Editor.
Best wishes,Kee Thuan ChyeAssociate EditorEditor of Mind our EnglishThe Star

Disputed English grammar



MIND OUR ENGLISH Thursday July 12, 2007
New edition with new additions
By CATHERINE SIOW
MacMillan English Dictionary For Advanced Learners New Edition Publisher: Macmillan Education, 1,478 pages
THIS new – and second – edition of the Macmillan English Dictionary (MED) continues to build on its successful formula of innovative features and user-friendliness that has won it several prestigious awards, including the ESU English Language Book Award (2002) and the British Council’s ELT Innovation Award (2004).
The MED now comes packed with a wealth of new material, making it even more relevant to the needs of its users as the continuously changing English language responds to the world’s social, political and technological developments.
It contains hundreds of new words such as satnav, greenwash, carbon trading, adspend, crystal meth, cyberlaw and geoeconomics.
It has many more collocations, synonyms and antonyms. The collocation boxes list words that frequently occur together, to help users write natural-sounding English.
There are menus in longer entries that take you straight to the right meaning. ‘Get it right’ boxes at individual headwords help you to anticipate mistakes that you might make and show you how to correct them. These boxes also often highlight common collocations, present alternatives to overused words and point out the differences between words that are easy to confuse.
Several “metaphor” boxes have been added. These reveal the connections between all the words and phrases we use for expressing particular ideas and emotions.
There is a complete new set of new language awareness articles written specially for this edition. The pages are designed to give up-to-date information on relevant topics and to give you a deeper understanding of such areas as idioms, metaphors, and word formation.
The new MED has extra clearly labelled subject-specific vocabulary such as equity capital, faultline, heritage language, link rot, culture medium and data compression. These are among the additional 4,000 items of specialist vocabulary, with a focus on six key subject areas: business and economics, science, information technology, medicine, tourism, and the arts.
Another new feature is the multi-page vocabulary building sections on the themes of movement, communication and emotions. Each section takes a “core” word that you will probably use most of the time and gives you the most useful synonyms for it, as well as related words with a different part of the speech. There are also notes that highlight some differences in register, grammar and collocation. Some of the words are shown together with their antonyms.
Perhaps the most important innovation is that on the productive task of writing and speaking natural English. The new “Improve your writing skills” section in the centre of the dictionary gives you advice on writing in 18 areas that often cause difficulties.
These pages deal with vocabulary and grammar problems, present graphs comparing the use of a particular word or phrase by native speakers and learners, and develop the skills you need to write effectively in different professional and academic contexts.
Additionally, this new edition comes with a newly upgraded CD-ROM. A distinctly new feature is the thesaurus. Users who are looking for a better way of expressing an idea can just click on the thesaurus icon and they will be given a range of appropriate vocabulary.
You can enrich your vocabulary in this way and understand difficult words with over 1,300 illustrations, animations and photographs, and more than 300 sound effects.
The new CD-ROM also includes thousands of weblinks that connect you instantly to carefully selected websites offering cultural and encyclopaedic information.
You can also personalise your search with the new view modes that display only as much information about each word as you want, and add your own notes or translations to every entry in the dictionary.
To further help users improve their writing skills, the new CD-ROM contains more than 200 interactive exercises to enable users to practise what they have learned. This unique feature – the product of a two-year research project – makes the MED the best resource for anyone who needs to write essays or reports in accurate, well-structured English.
After reading the above write-up, I sent to The Editor of Mind Our English on the same day my following comments to which I had received on the following day a reply also quoted below:-
To The Editor (on July 12)
Perhaps the most important innovation is that on the productive task of writing and speaking natural English. The new “Improve your writing skills” section in the centre of the dictionary gives you advice on writing in 18 areas that often cause difficulties.

The above is the 10th paragraph of the write-up on MacMillan English Dictionary For Advanced Learners New Edition appearing under the headline New edition with new additions in MIND OUR ENGLISH of Thursday July 12, 2007.
The first sentence of the said paragraph is not a complete sentence and the paragraph should have been, "Perhaps the most important innovation is that on the productive task of writing and speaking natural English, the new “Improve your writing skills” section in the centre of the dictionary gives you advice on writing in 18 areas that often cause difficulties." However, should there be insistence that the paragraph must have two sentences, then the "that" in the first needs to be deleted. Regards, Kengt, Penang
The Editor's Reply (on July 13)

"Perhaps the most important innovation is that on the productive task of writing and speaking natural English." is a complete sentence.

It is saying that there are several innovations but the most important is THAT (meaning "the one") on the productive ... etc.

Best wishes,Kee Thuan ChyeAssociate EditorEditor of Mind our EnglishThe Star

Subject-Verb Agreement Error and Double Superlative?



Shown below is my self-explanatory email correspondence with The Editor of The Star's Mind Our English:-

To The Editor (on July 6)

I refer to the STAR METRO NORTH of July 6, the front page of which is showing the sentence under the headline Sparkling clean:The efforts of Ipoh's SM St Michael students and staff in maintaining their washroom in tiptop condition has not gone unnoticed by the authorities in Perak.

The sentence should have been "The efforts of Ipoh's SM St Michael students and staff in maintaining their washroom in tiptop condition have (and not has) not gone unnoticed by the authorities in Perak. (In essence the message is: The efforts have not gone unnoticed.)

Also in the news proper on page M3, the sentence (below the third/last picture/photograph) reading, "The washroom at SM St. Michael has been declared by the authorities as being the most cleanest among schools in Perak" should have been "The washroom at SM St. Michael has been declared by the authorities as being the cleanest among schools in Perak" since cleanest is already in the superlative degree - most is unnecessary. Regards, Kengt, Penang

The Editor's Reply (on July 9)

Thank you for pointing out the errors. I have sent the message to everyone in the Editorial Dept including the Group Chief Editor.

Best wishes,
Kee Thuan Chye
Associate Editor
Editor of Mind our English
The Star

Be careful of it



By Oh Teik Theam
The Star Mind Our English, Wednesday 17 May 2006
An old blacksmith decided to stop working so hard. He chose a strong young man as his apprentice. The cantankerous and fastiduous old-timer said to the new guy, "Don't ask any questions. Just do whatever I tell you to do."
One afternoon the old fellow took an iron out of the forge and laid it on the anvil. "Get the sledgehammer over there," he ordered his apprentice. "When I nod my head, hit it with all your strength."
The town is now looking for a new blacksmith.
In the above joke, it is a simple personal pronoun (a direct substitute for a noun). The apprentice got the wrong idea of the antecedent (a word or phrase to which a pronoun refers). The blacksmith should have made his instruction clear: "When I nod my head, hit the iron with all your strength."
It is also the impersonal pronoun, with no antecedent (nothing to which it refers), for example: "It's sad to belong to someone else when the right one comes along," sing England Dan and John Ford Coley. (Compare: To belong to someone else when the right one comes along is sad.) "It rains." (Compare: The rain rains.)
It as the impersonal pronoun can often be avoided to make for concise writing, e.g.: "It has come to my attention that someone in the office has been filing all my memos under the letter M." (I have learned that someone in the office has been filing all my memos under the letter M.)
"It is essential that those who murder short phrases be given long sentences." (Those who murder short phrases should be given long sentences.)
"It is significant to note that the coarsest language in any contract is invariably written in the finest print." (The coarsest language in any contract is invariably written in the finest print.)
"It is important to understand that love is a game that two can play and both win." (Love is a game that two can play and both win.)
It is to be hoped that he will stop sending get-well cards to hypochondriacs." (Let's hope that he will stop sending get-well cards to hypochondriacs.)


After reading the above article, I sent my comments (reproduced below) on May 22, 2006 to The Editor Editor of Mind our English who onward transmitted them to the Education Editor (under whose charge the said article was published); but no response was received.

Quote


I read with interest the Article headlined "Be careful with it" in "MIND OUR ENGLISH" of May 17 and have the following to add.
We were taught in High School in the 60's (but were not given the source or authority which gave the definition) that the first word "it" in all those sentences quoted as examples in the above article (except for “It rains”) was a preparatory pronoun (now more fully explained in http://www.grammarstation.com/servlet/GGuide?type=OFIT) and that the second part of the sentences beginning with the word "that" (a subordinating conjunction) were all noun clauses in apposition of the pronoun "it" (such noun clauses being now treated as subject complements in http://www.iei.uiuc.edu/structure/structure1/nounclauses.html). All such sentences were deemed all right.

In http://faculty.brownell.edu/~dalarsen/Writing%20Material%20and%20Graphics/PRONO.html, such construction (except for "It rains") is stated to be inappropriate for impersonal-reference error as "it" does not refer to weather, time or distance. (Note: "It" as the subject of an abstract idea refers to an abstract idea like weather, time, temperature, distance or value - e.g.: It is raining. (weather); It is scorching hot outside. (temperature); It was two in the morning when he called. (time); It is two miles away. (distance); and It is 200 dollars. (value) vide http://www.grammarstation.com/servlet/GGuide?type=OFIT.)

All sentences under such construction (exept for "It rains") work like cleft sentences. A cleft sentence is defined in http://www.grammarstation.com/servlet/GGuide?type=CS as one used to focus exclusively on a clause element which is extraposed (postponed to the end of the clause) and its place is held by an it word. Such extraposition serves to add stylistic effect and draw more attention to that clause element.

Finally, http://en.wikipedia.org/wiki/Expletive in quoting the example, "It is important that you work hard for the exam.", has stated that following the eighteenth-century conception of pronoun, Bishop Robert Lowth objected that since it is a pronoun, it should have an antecedent. Since it cannot function like that in Latin, Lowth said that the usage was incorrect in English. Whether or not it is pronoun here (and linguists today would say that it is one), English is not Latin; and the sentence was and is fully acceptable to native speakers of English and thus was and is grammatical. It has no meaning here; it merely serves as a dummy subject. (It is sometimes called preparatory it or prep it, or a dummy pronoun.)

Best regards,

Kengt, Penang

Unquote

Using the passive voice



MIND OUR ENGLISH Friday June 15, 2007

Using the passive voice

By GUY PERRING

CONSIDER these three sentences: 1) The Prime Minister opened the Seremban substation on 14 May, 1988.

2) The Seremban substation was opened by the Prime Minister on 14 May, 1988.

3) The Seremban substation was opened on 14 May, 1988.

You will notice that the first sentence has an active structure with the verb opened (past simple), while examples 2 and 3 contain passive structures. In this case, both are simple past passive which is formed with was + past participle.

You will notice in the three examples above that the meaning is essentially the same. The passive, however, can change the emphasis. From the above examples which would you use in the following:

a) in a report entitled ‘Maintenance of Power Supply’

b) in a newspaper article on ‘The hectic life of the Prime Minister’

c) on a commemorative plaque

In a formal report on power supply, it is not important who opened the substation, however important he is, so the information is left out as in 3.

In a newspaper article with a focus on the Prime Minister, he remains the centre of attention and, therefore, we use an active tense with the Prime Minister as the subject (1).

A commemorative plaque celebrates both the actual opening and who opened it (2).

The passive is used when the person who performs the action is unknown, obvious or not the key focus of attention. Passive structures are more common in formal situations such as reports or minutes. The use of the passive leads to an impersonal style that suits this type of writing. It can distance the reader from the subject and is a way to avoid blame, or sometimes, in a more negative sense, evade responsibility.

It was decided to move the office to Batu Pahat.

It was agreed that Azman should leave by the end of the month.

It was determined that legal action should not be taken.

Get something done is another common passive form. It is more informal than the standard passive. For example, compare these two sentences:

The house got badly damaged in the floods.

The house was badly damaged in the floods.

There is no difference in meaning, but you are more likely to use the first example in less formal contexts than the first.

You should note that we do not use this structure “get + past participle” when talking about longer, more planned actions:

The company was founded in 1978. This is fine.

We would not say: The company got founded in 1978.

Newspapers are full of passives. A good way of studying this area is to look at each example and think about why they are being used. Happy hunting!

After reading the above article, I sent to The Editor of MIND OUR ENGLISH on June 23, 2007 my comments (reproduced below) which have yet to receive a response:-

Quote

I refer to the article entitled "Using the passive voice" in MIND OUR ENGLISH of Friday June 15, 2007 and in particular, the sentence reading, "It can distance the reader from the subject and is a way to avoid blame, or sometimes, in a more negative sense, evade responsibility."


Along that line, I consider it expedient to add the following:-


READER'S DIGEST HOW TO WRITE AND SPEAK BETTER (Reprinted in 2005) has stated, "If you can express a particular idea adequately in both the active and the passive voice, you should usually use the active voice, so long as you can do so without impairing the meaning or emphasis. ..... Active verbs also differ from passive verbs in the effect they tend to produce. As the very word suggests, an active verb typically creates a strong and vigorous impression. And a passive verb, as the very word suggests, seems to convey a docile and timid impression“;and


In http://faculty.brownell.edu/~dalarsen/Writing%20Materials%20and%20Graphics/PROOFREADER%20MARKS.html

(MR. LARSEN'S PROOFREADER MARKS

"THE FIRST RESPONSIBILITY OF A WRITER IS CLARITY."
--Dr. John McKenna, Professor of English, the University of Nebraska, Omaha),this site lists examples of errors excerpted from student papers. The weak sentences are in red text; the corrected/improved sentences, in green.

voice --This indicates that the writer used a passive voice verb (note that passive voice has nothing to do with past tense). The following sentence contains a passive voice verb: "She is given some treatment." The verb phrase is given is in the passive voice. For an explanation of passive voice, see the brief explanation of Voice of Verbs. Revised so that the verb is in the active voice, the sentence might read "She received some treatment."
Here is another example: "He grabs a couple of books before they are burned." The verb phrase are burned is in the passive voice. Revised, the sentence might read like this: "He grabs a couple of books before he sets them on fire," or--if the one who starts the fire is not the He of this sentence--it could read this way: "He grabs a couple of books before the fireman burns them."

Kengt, Penang

Unquote

Embarrassing mistake?




MIND OUR ENGLISH Friday June 8, 2007

Made by only one Malaysian?

ANOTHER embarrassing mistake by a government agency ...




MSC Malaysia should learn how to use English properly before proudly declaring to the world that it is spearheading transformation. This (left) was spotted at the MSC Malaysia pavilion in One Utama, where a movie carnival is being held. – David, Kuala Lumpur

After reading the above article, I wrote on 12JUN07 to The Editor of Mind our English my comments (reproduced below) which have yet to receive a response:-

Quote

I fefer to MIND OUR ENGLISH of June 8, 2007 regarding


Made by only one Malaysian?
ANOTHER embarrassing mistake by a government agency ...

MSC Malaysia should learn how to use English properly before proudly declaring to the world
that it is spearheading transformation according to David, Kuala Lumpur who alledged
that "PROUDLY MADE BY MALAYSIAN" is incorrect, but is it really so when Wikipedia, the
free encyclopedia (http://en.wikipedia.org/wiki/Malaysian) has defined that the word

Malaysian may refer to:
Anything related to Malaysia or its people, especially:
Malay language, a language spoken by the people in Malaysia.
Malaysians, the citizens of Malaysia.
Malaysian Chinese, Chinese citizens of Malaysia.
Malaysian Indian, Indian citizens of Malaysia?
Thanks and regards,

Kengt, Penang

Unquote

How can he marry a wife?



Poor command of English shown by the teachers/writers is alleged and the benefits of having a good command of English are advocated in the articles mentioned in my blog below; and that has inspired me to write my said blog.

I reproduce below the entire article "How can he marry a wife?" apart from my blog and a sentence (capable of suggesting that he can marry a wife) recently discovered by me in a grammar book.

Sunday, September 10, 2006

MIND OUR ENGLISH Thursday August 31, 2006

How can he marry a wife? (Your questions answered by FADZILAH AMIN)

I CAME across an objective question in my student’s English exam paper recently. I’m his tutor.

The question is:

He married a

a) girl b) woman c) wife

My student answered b) but his teacher marked it wrong and circled c) as the correct answer.

My student is studying in a Chinese school. I can understand why the answer is “wife” as it is coming from a direct Chinese translation.

From the English language point of view, won’t it mean he is married to someone’s wife? What’s your comment? – JT

A man is usually said to marry a woman. She only becomes his wife after he marries her. You are right. If he married “a wife”, it does look as if he was marrying a woman who already had a husband, and this won’t be allowed in most societies!

Of course, a man may also marry a girl, if someone who is 17, say, is considered a girl and not quite a woman yet.




Mind Our English
Posted by: Kengt_Penang, 10-Sep-2006

The two articles entitled 'How can he marry a wife?' and 'High time we realized' in My Our English of STARTWO dated August 31 have given me the inspiration (boosted by 'Think global, master English' opined by Sylvia Hsu Chen Yip, Canberra, Australia in the Opinion Page of THE STAR of September 6) to write this message.

The situation (which is clearly due to ignorance) mentioned in the first article is really pathetic that warrants immediate improvements on the part of the teacher and school concerned.

I agree in toto the statement in the second article reading, "The Star is a national daily, and it plays a pivotal role in educating the nation, including on the correct use of English."

Apart from the error stated in such second article, the following common mistakes can often be noticed:-

Ambiguity arising mostly from the avoidance of repeated use of nouns;

2. Nouns/pronouns and verbs disagreement (though sometimes permitted by modern usages);

3. Incorrect use of present participle (in active voice) for past participle (in passive voice) and vice versa;

4. Incorrect use of who for whom and vice versa; and

5. Two distinct sentences/statements linked by a simple comma (comma splice).

It is a well-known fact that all students are encouraged to read newspapers to improve their English apart from updating themselves about the current events and happenings.

I think everybody will agree with me that the above shortcomings are not due to ignorance but to oversight because of tight schedules.

No stones should be left unturned to reduce or minimize such occurrences for the good of all.

Kengt_Penang

In OUTLINE OF ENGLISH GRAMMAR (REVISED EDITON) IN FIVE PARTS BY J. C. NESFIELD, M.A., AUTHOR OF ‘ENGLISH GRAMMAR PAST AND PRESENT HISTORICAL ENGLISH AND DERIVATION,’ ETC. MACMILLAN AND CO., LIMITED, ST. MARTIN’S STREET, LONDON 1925 PRINTED IN GREAT BRITAIN, it states that when two nouns in the gentitive case are in aposition the apostrophe s is added either to the first or last, but not to both and gives one of the examples as “HEROD MARRIED HIS BROTHER PHILIP’S WIFE”.

Unwanted comma and word causing problem



After reading the report on a company in THE STAR (STARBIZ) of July 22, 2006, I wrote my comments on its second paragraph and the last one to The Editor of The Star's Mind our English on July 23, 2006 without receiving any response. My such comments are reproduced below:-

Quote

The report's second paragraph reads,

"The diversified pharmaceutical company, which manufactures about 300 healthcare products, now produces about 10%, or 30 ethical drugs in India"

and in its last,

"For the nine months ended March 31, the company posted 48% rise in net profit to RM11mil from RM7.4mil in the previous corresponding period. Its revenue increased 38% to RM102mil from RM74.6mil before."

The comma (,) after "about 10%" in the second paragraph is redundant and should be removed to make the paragraph more easily comprehisible while the context of the last paragraph is clear enough to do away with the last word before which has a doubtful grammatical function there.


Kengt, Penang

Unquote

Modern usages of English



Below is my blog placed in The Star's Online Blog (Citizen's Blog)

Modern usages of English

Posted by: Kengt_Penang, 18-Aug-2006

The Government has been encouraging the learning and mastering of English as can be seen from many media reports.



Newspapers are doing their part in such efforts.



Steps are being taken to incorporate the learning of English even in the curriculum of kindergartens.



These are concerted efforts in trying to raise the standard of English of the people in realizing that mastering English will do everybody and the nation good.



In the midst of all these, there is a discernible trend advocating modern usages of English which are incompatible or against grammatical rules; and below are some of the examples:-



A car owner should take good care of their vehicle. (This sentence which is taken from the Mind Our English Section of the STAR of August 4, has a noun-pronoun disagreement.)


The relative pronoun "that" which is reserved for nonhuman antecedents, is also often found with human ones. (Such usage is seen in the Article headlined "Relatively speaking" in STARTWO of June 23 and mentioned in http://en.wikipedia.org/wiki/English_relative_clauses.)


"Due to" and "owing to" can be used interchangeably (as mentioned in http://www.thefreedictionary.com/due+to and http://www2.bartleby.com/68/75/2075.html which state that "due to" and "owing to" are compound prepositions against what I was taught in the sixties : the former being an adjectival phrase while the latter an adverbial phrase; and it is also stated in The Concise Oxford Dictionary (Fifth Edition) that the sentence, "I came late due to an accident" is incorrect.)


These usages have drawn objections from some critics and grammarians.



It is interesting to determine whether such modern usages have made the learning and mastering of English any easier or have made easier the job of English teachers and examiners marking English papers.



Comments:

General-Kengt,the examples you highlighted just go to show how far deteriorated the state of English in this country is. Some things are mired too deep in the mud, and with this one I suspect it'll take a catastrophe to happen before misplaced hubris for a certain dialect is seen for what it is - absolute folly!
By Pyroblitzer, 18-Aug-2006

Do you agree or accept?



MIND OUR ENGLISH Friday July 28, 2006


Do you agree or accept?

By GUY PERRING

MANY words in English are commonly confused and although unlikely to cause misunderstanding will cause a listener or reader to hesitate slightly before replying.

One of the more common is accept or agree which can be confused both due to grammar and meaning.

The list below illustrates some of the more common usages and rather than give a long, complex explanation of the reasons, I think the best way to appreciate the differences is to see them in action as below.

accept – verb – to agree to take (something), or to take (something) as satisfactory, reasonable, true, etc.

The former minister faces seven charges of accepting bribes.

Do you accept credit cards?

She was in London to accept an award for her latest novel.

As a token of our gratitude for all the work you have done, we would like you to accept this small gift.

I offered her an apology but she wouldn't accept it.

The new telephones will accept (= take) coins of any denomination.

I accept (= take) full responsibility for the failure of the plan.

The manuscript was accepted for publication last week.

She was accepted as (= It was agreed that she could be) a full member of the society.

His fellow workers refused to accept him (= to include him as one of their group).

The police refused to accept (= believe) her version of the story.

I can't accept (= make myself believe) that there's nothing we can do. [+ "that" clause]

I don't accept (= agree) that government policy is at fault. [+ "that" clause]

agree – verb – to have the same opinion, or to accept (a suggestion or idea).

I know what you think we should do, but I'm afraid I don't agree.

Ann and I never seem to agree.

I agree about Claire – she's not the right person for this job.

I agree with letting children learn at their own pace.

My father and I don't agree on very much.

I agree wholeheartedly with Paul.

All the members of the jury agree that Mr Thomas is guilty. [+ "that" clause]

Experts seem unable to agree whether the drug is safe or not. [+ "wh-" word]

"You're absolutely right," agreed George. [+ clause]

I suggested that we should meet, and they agreed (= said yes).

The bank has agreed (= is willing) to lend me RM50,000 to buy a new car. [+ to infinitive]

By reading and rereading the above, I hope you can start to appreciate the difference.

A good way to confirm your understanding is to rewrite the above sentences in random order, leaving out the "agree" or "accept". Come back to them a few hours later and see if you can fill in the gaps. Good dictionaries can also give plenty of examples.

Guy Perring is Director, Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit us at www.britishcouncil.org.my or e-mail guy.perring@britishcouncil.org.my.


I sent on July 30, 2006 my comments below to The Editor receiving no response.

The careful crafting of sentences is perhaps the most important step of all in creating an easily understandable piece of writing. This is advocated in HOW TO WRITE AND SPEAK BETTER of Reader's Digest reprinted in 2005.

With this advice in mind, I refer to the article, Do you agree or accept?? appearing in Mind Our English of July 28.

Ellipses appear to have been used in its first three paragraphs.

By doing away with the ellipses and re-writing the sentences a little in the following manner, let us see whether the results would be better to achieve efficacy:-

Quote

Many words in English are commonly confused and although unlikely to cause misunderstanding, they will cause a listener or reader to hesitate slightly before replying.

One of the more common is accept or agree which can be confused both owing to grammar and meaning.

The list below illustrates some of the more common usages, and rather than giving a long, complex explanation of the reasons, I think the best way to appreciate the differences is to see them in action as below.

Unquote

The replacement of "due to" with "owing to" in the second paragraph is for the reason that such usage of "due to" (which is similar in meaning to "owing to" except that as I was taught in the sixties, the former is an adjectival phrase while the latter is an adverbial phrase) is stated in The Concise Oxford Dictionary (Fifth Edition) (which has quoted a similar usage in a sentence reading, "I came late due to an accident") as incorrect although it is mentioned in http://www.thefreedictionary.com/due+to and http://www2.bartleby.com/68/75/2075.html that "due to" and "owing to" (which are both stated to be compound prepositions) can be used interchangeably to the objection of some critics and with a residue of conservative unhappiness and also with some Edited English and Oratorical speech still avoiding such uses.

Kengt, Penang

If only it hadn't ...



THE STAR’S MIND OUR ENGLISH Friday April 20, 2007

If only it hadn’t ...

By GUY PERRING

HERE are some more examples of the third conditional. See if you can fill in the gaps.

I would have studied the third conditional if I _______ in my class but I was absent.

If it ______ snowed, we would have gone to the party. (but it was dangerous)

If I had known it was going to rain, I ______ taken my umbrella. (but I didn’t)

We _________ got wet if you had brought your umbrella.

I would have gone skiing if there had _____ some snow.

What would you have _______ yesterday if the weather had been better?

(See below my name for the answers.)

Use:

One of the more complex areas of English is the conditional. There are arguably four types – First, Second, Third and Zero.

We use the third conditional when imagining possibilities in the past. The important thing is that, although they were possible, they didn’t happen.

We could/would have played tennis yesterday, if it hadn’t rained.

(it was possible to play tennis but it didn’t happen because it rained.)

Formation:

Subject + could/would have + past participle .............., if + s + past perfect (had + past participle)

I + would have + gone to the seaside, if + it + hadn’t rained

NB. We can change the order of the sentence so that “if” comes at the beginning:

If it hadn’t rained, I would have gone to the seaside. (This is also correct.)

The verb in the if part of the sentence is in the past perfect tense. This shows the condition which stopped the event from happening.

The verb in the other part of the sentence is would have + past participle and shows what you would have done as a result of this condition.

Sometimes we can use might or could instead of would.

NB. We do not use would have in the if part of the sentence.

Here’s a story:

Clara had a bad day last Thursday, mainly due to the weather. She forgot her umbrella and got very wet. Her hair was blown by the wind, her dress and shoes were damaged by the rain and she didn’t get the modelling job she wanted.

If Clara had remembered to take her umbrella, I bet it wouldn’t _______ rained. (remember to use infinitive after would.)

If it hadn’t rained so hard, her dress ______ have been ruined.

If the streets had _____ proper drains, they wouldn’t have flooded.

If she had looked good, she _______ have got the modelling job.

If she had got the job, she wouldn’t have _______ so upset.

Answers:
have
wouldn’t
had (“had had” is correct even though it is ricky to say)
might (it is not definite)
been (use “be” when we talk about emotions.) had been
hadn’t
would have
wouldn’t have
been
done

Guy Perring is Director, Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit it at www.britishcouncil.org.my or e-mail guy.perring@britishcouncil.org.my.

The above article has attracted my comments below sent on April 20, 2007 to The Editor of The Star's Mind our English from whom I have yet to receive any response


Judging from the flow of sense, I am inclined to believe that the sentence in "If only it hadn’t " of MIND OUR ENGLISH published on April 20 reading, "The verb in the other part of the sentence is would have + past participle and shows what you would have done as a result of this condition," should have been, "The verb in the other part of the sentence is would have + past participle and shows what you would have done if not for the result of this condition."

Regards,

Kengt, Penang

Sloppy immigration card




MIND OUR ENGLISH Wednesday April 18, 2007

Sloppy immigration card
I RECEIVED this arrival declaration card (given out by the Immigration Department) on my flight back to Malaysia.

I think there are some errors on the first page of the card (see picture):

1. The word "relevent" is wrong. It should be "relevant".


2. Instead of "read notice on page 4,6 and 7", the phrase should be "read the notice on pages 4, 6 and 7". (There should be a space between '4' and '6'.)

3. Instead of "Please tick appropriate box", the phrase should be "Please tick the appropriate box". – Lee Kim Chuan, Klang





The above article has attracted my comments hereunder which were forwarded on April 19, 2007 to The Editor from whom I have yet to receive any response.

Quote


I refer to “Sloppy immigration card” under BOOB WATCH of MIND OUR ENGLISH of April 18.

I agree with Lee Kim Chuan, Klang.

However, it is not necessary to amend “page” to be “pages” because ellipsis is at work to make that section elliptical for “read notice on page 4, page 6 and page 7”.

READER’S DIGEST HOW TO WRITE AND SPEAK BETTER (reprinted in 2005) has (vide page 205) explained, “Language would be tedious if you had to spell everything out and keep repeating yourself. Fortunately, you can often leave words out, since listeners or readers mentally supply them for themselves. When you do this in a correctly grammatical way, you are using ‘ellipsis’.”

Kengt, Penang

Unquote

SALOON VS SALON




The picture/flyer herein shows a recently opened shop named PETZ SALOON providing grooming service and accessories for pets (mainly cats and dogs).

According to the owner, the meanings of the words in the name do not significantly form a serious consideration in the choice of the name. Just like the word "PETZ", it should actually be "PETS"; but "PETZ" is chosen because 'Z' has a special sentimental value to the owner who has chosen the name "PETZ SALOON" for peculiarity and ease of pronunciation/calling.

The names of many other shops, I believe, are adopted for such or similar reasons despite the below-mentioned criticisms which seem to suggest that the meanings of the words forming the names must reflect the natures and/or activities of the shops.

By theseeker on 18-Apr-2007 in The Star Online: Blog (Citizen's Blog) (criticizing the Opinion below)
The claim here is that "hair saloon" or "hairdressing saloon" is wrong and that "hair salon" is the correct phrase. This is quite the opposite of the reality. According to the Oxford, a "salon" is "an establishment where a hairdresser, beautician, or couturier conducts their trade". Hence, "salon" alone would suffice, and "hair salon" would be incorrect, as it is just as redundant as saying "hair hair shop". Note the repetition. On the other hand, a "saloon" is "a public room or building used for a specified purpose". As such, one can call a barber's shop a "hair saloon", which would be correct according to the Oxford. Hence, I believe it is the claim that is wrong, and not the signs at the barber's/beautician's/etc. shop.

By CONUNDRUM, Penang on April 7, 2007 in Opinion Page of THE STAR NEWS

IN THE past 10 years nostalgia has regularly brought me from Sydney back to Malaysia, particularly Penang where I was born and bred.

During my visits I have never ceased to be intrigued by the prevalent sign on the walls of many a barber’s or hairdresser’s spelling out unequivocally ‘Hairdressing Saloon’ or simply ‘Hair Saloon’.

That includes shops in the heart of George Town, one of which also calls itself ‘Hair Academy and Hairdressing Saloon’.

Reliable sources have also confirmed that ‘saloon’ is still the hairdressers’ preferred word in parts of Kuala Lumpur.

The other day I was lucky enough to have actually spotted two ‘Hair Salons’ not far apart in Farlim, a suburb of George Town. Another shop in a different part of Farlim has decided on ‘Hair Saloon’ on the front wall and ‘Hair Salon’ on the back wall, just in case.

Nonetheless most of the others throughout the island are content to call themselves ‘saloons’ which denote public bars in English-speaking countries whereas a barber’s or a hairdresser’s is usually referred to as a ‘Hair Salon’.

Incidentally, there should be no confusion from the Malay word ‘salun’ used by some hairdressers’ as it must have been informally coined somewhere along the line.

It can be rather confusing for foreign visitors who do not have the benefit of a cross-cultural experience like me. With the Visit Malaysia campaign in full swing I think it all the more appropriate not to perpetuate such an ambiguous practice. CONUNDRUM,

Penang.

Tuesday, February 5, 2008

Misplaced modifiers



THE STAR'S MIND OUR ENGLISH of Friday May 26, 2006


Misplaced modifiers

By OH TEIK THEAM

LOOK at this little story and see if you can find a mistake in it:

The quack

A quack was trying to sell a potion which he claimed would make one live to a ripe old age. "Look at me," he declared. "I'm three hundred years old, and I'm still very healthy."

With an incredulous look, a spectator asked the quack's assistant, "Is he really that old?"

"I don't know," the assistant replied. "I've only been with him for one hundred years."



Some people may want to rewrite the last sentence as "I've been with him for only one hundred years."

Words such as "only", "nearly", "almost", "even" and "just" are called limiting modifiers. As a rule, a modifier should be placed as close as possible to the word or group of words that it is intended to modify.

Let us look at the common patterns regarding the use of "only":

Only she is a child. (the others are adults)

She is only a child. (not older)

She is a child only. (nothing more)

She is an only child. (has no siblings)

Nevertheless, the imprecise placement of "only" is hardly noticed when the meaning of the statement is sufficiently clear – e.g. I only failed once. / I failed only once. (Sometimes, the "correct" version may not sound as smooth as the alternative!)


The above article has attracted my comments which were forwarded to The Editor of The Star's Mind our English on May 28, 2006. I have, however, not received any response to my such comments which are reproduced below:-

Quote

While surfing the internet after reading "Misplaced modifiers" in MIND OUR ENGLISH of May 26, I stumbled upon a site http://www.cfcc.edu/faculty/rhardin/modifiers.html , some contents of which could form an easy guide for the use of limiting modifiers.

According to the site, limiting modifiers such as only, even, almost, hardly, nearly and just should be placed in front of the word or words they modify.

Examples quoted therein are:-

Incorrect: Jason only wants to take one class this semester.
Correct : Jason wants to take only one class this semester.
Incorrect: The students almost spent two hours taking the test.
Correct : The students spent almost two hours taking the test.

Unquote

What's the right order?



THE STAR'S MIND OUR ENGLISH of Thursday April 12, 2007
What's the right order?
By RALPH BERRY
THE ploughman homeward plods his weary way." This line from Thomas Gray's poem 'Elegy in a Country Churchyard' is famous because the same words can be recycled in different order.
Try "Homeward plods the ploughman". "Weary the ploughman plods", "His weary way plods", with more to follow, and you'll soon get as weary as the wretched ploughman.
Still, his fate reminds us of a feature of the language: word order matters. Gray may have arrived at the best order, but there is often an alternative to think about.
The problems of word order often arise from simple clumsiness. As in:
(a) The film has a similar plot to that of Shakespeare's The Tempest.
This should be revised to:
(b) The film has a plot similar to that of Shakespeare's The Tempest.
Again:
(a) The image created in the advertisement is what really makes us buy the product and not the product itself.
(b) The image created in the advertisement, not the product itself, is what makes us buy it.
Again:
(a) I will never forget the day July 17, 1986, when I began my first job.
(b) I will never forget July 17, 1986, the day I began my first job.
Burchfield quotes some carelessness in newspaper reports, giving rise to unintentional humour:
"She strongly disapproves of our living together for religious reasons." All the writer had to do was to begin the sentence with "For religious reasons", which disposes of the disturbing suggestion that there might be religious reasons for living together.
"Sure enough, someone at the hospital where she was born erroneously had typed in 'male'." Just move "erroneously" over to the end of the sentence, or after "had", and no one will suspect the unhappy mite of being born erroneously.
"Carolyn Blount donated the $21.5 million complex along with her husband Winton." All this, and Winton too!
It's easy to see that the order in those sentences can be revised in a more natural and logical way. Sometimes, though, it's hard to see why this should be. J.R.R. Tolkien tells us that he wrote his first story when he was seven:
My mother ... pointed out that one could not say "a green great dragon", but had to say "a great green dragon". I wondered why, and still do so.
And so do I. Tolkien's mother was right, but I can't find a rule that explains why she should be right. What can I say? Cultivate an ear for the right word order. Feeble, I know, but still.
I hazard, though, that Tolkien's mother speaks in support of expectation, the general sense that people's minds move along the groove of great green dragon. That is proper for ordinary, everyday prose. But in imaginative writing, still more so poetry, one can accept the slight shock and challenge to the expected.
In a fairy tale, why should not young Tolkien write a green great dragon? It has a strange, compelling effect on the mind. That reversal of the normal, almost the paranormal, is in context its own justification.
And there's a poem by William Morris which ends "When I rose up, also I heard a bell." In ordinary prose, that also would seem misplaced. In context, also has a strange, hallucinatory quality. And what does it mean? That the speaker heard other sounds? Just what does also refer to?
I think we just have to accept that certain word orders are fixed, for general purposes. They are traditional. You can say, "That's a fine old house." You can't say, "That's an old fine house." "Fine old" is an integral usage, and is applied in the same way to sherry and whisky. That version is coded into the language.
Let's test it further. It has to be "a poor old man", and not "old poor man". It has to be "a pretty young woman". You'd do well to place a comma after "pretty", though, otherwise the word could be taken as an adverb meaning "fairly". As in, "she's a pretty young woman to be applying for this job".
In speech, the intended meaning will be clear through inflection, with a slight emphasis on "young". (Otherwise, you might be implying that the young woman's prettiness might have a disturbing effect on office relationships, and we really ought to employ someone distinctly plainer.)
But now let's add an adjective. "She's a pretty young Burmese woman." The basic linkage here is between "Burmese" and "woman". The other adjectives are, as it were, front-loaded, they are added before the core pairing. I'd suggest that the best word order comes from identifying the core pairing. Then the extras can be tacked on, in front.
My advice is to follow your instincts. But do not be distracted by pretty, young women, especially if they are pretty young.
Comments from J.C., Kuala Lumpur published in MIND OUR ENGLISH of April 18, 2007
There is an order of adjectives
WHEN I read the heading of the article ‘What’s the right order?’ by Ralph Berry (April 12), I thought to myself: “What a great subject to write about!” However, when I read on, I realised the writer was just rambling without really giving the reader any idea of what adjective order is or means.
While he cited many examples, I was appalled when he ended the column by saying: “My advice is to follow your instincts ...”
And in response to why Tolkien’s mother was right (in telling him that he couldn’t say “a green great dragon”), Berry said, “I can’t find a rule that explains why she should be right. What can I say? Cultivate an ear for the right word order. Feeble, I know, but still.”
The writer is indeed feeble in his research efforts on the topic. Google “adjective order” and one would have enough hits to put Berry to shame.
Adjective order is not a random or inexplicable part of English. Generally, adjective order is grouped as follows:
OpinionSizeAgeShapeColourOriginMaterialPurpose+ noun
(taken from http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/adjord.htm)
Thus, we say:
a great (size) green (colour) dragon (noun)
a pretty (opinion) young (age) woman (noun)
or as in the writer’s other examples (which are limited to mainly opinion- and age-type adjectives):
a pretty (opinion) young (age) Burmese (origin) woman (noun)
a fine (opinion) old (age) house (noun)
a poor (opinion) old (age) man (noun)
There are other examples:
a big (size) round (shape) blue (colour) salad (purpose) bowl (noun)
an antique (age) wooden (material) table (noun)
I hope that the editor of Mind Our English would set the record straight. I can’t imagine telling our readers to simply “cultivate an ear for the right word order”. – J.C., Kuala Lumpur
Ed: You are absolutely right. Two other readers, David King of Kuala Lumpur and Kengt of Penang, wrote in to say the same.
We had in the past run articles on the order of adjectives. Unfortunately, Mr Berry was not privy to them. The fault is not his entirely, however. I accept responsibility for not alerting him to it.
My comments acknowledged by The Editor but not published
I refer to the article entitled "What is the right order?" in Mind Our English of April 12 in which the writer has highlighted ways of avoiding misplaced/dangling modifiers while indicating that poetry (on account of poetic licence) needs to be appreciated disregarding normal
gramatical rules sometimes.
However, for "a great green dragon", "That's a fine old house", "a poor old man", "a pretty young woman" and "She's a pretty young Burmese woman", they are all in the order given in http://www.reallifelog.com/Dirkjan/archive/33562/
being an article blogged (by English Grammar Lexicon - Grammar and Usage Guide - Learning & Publication Center (Kowloon - Hong Kong) of a group of expatriate (native English) teachers who offer tutorial services to students and professionals) in the name of "Where To Place The Adjective?" which lists the order as:
1. Opinion Example: an interesting book, a boring lecture 2. Dimensio n Example: a big apple, a thin wallet 3. Age Example: a new car, a modern building, an ancient ruin 4. Shape Example: a square box, an oval mask, a round ball 5. Color Example: a pink hat, a blue book, a black coat 6. Origin Example: some Italian shoes, a Canadian town, an American car 7. Material Example: a wooden box, a woolen sweater, a plastic toy

It is worthwhile to visit the said site for further details.

Shown below is the order given by FADZILAH AMIN in THE STAR'S MIND OUR ENGLISH of Wednesday January 31, 2007 for comparison: QuoteMichael Swan in Practical English Usage gives the order in which the different kinds of adjectives should appear before a noun. His order is: 1. colour, 2. origin, 3. material, 4. purpose, with other kinds of adjectives to go before those. The Collins Cobuild English Grammar (CCEG) uses different terms for the order, ie: 1. qualitative, 2. colour, 3. classifying. Your first sentence has therefore the correct order, according to these two books, i.e.: a) My uncle bought a beautiful antique Japanese wooden table. I will summarise what kinds of adjectives (according to Swan and CCEG, respectively) are in the sentence, to justify their order: 1. beautiful – other/qualitative 2. antique – other/classifying 3. Japanese – origin/classifying 4. wooden – material/classifying According to CCEG, the main difference between a qualitative adjective and a classifying one is that the first is gradable ( e.g. we can say "very beautiful" or "less beautiful") and the second is not (e.g. we don't say "very antique" or "less Japanese" or "more wooden"), although some adjectives can be either qualitative or classifying according to the context. Unquote
As for misplaced/dangling modifiers stated in my comments, I have in my earlier post under the subject of "Faulty sentence" touched upon a dangling modifier and I shall in my next posting mention misplaced modifiers.
Kengt, Penang

Annoying mistakes



THE STAR'S MIND OUR ENGLISH Friday June 16, 2006
Annoying mistakes
IN STARTWO of The Star of June 7, there is a letter to Big Brother from a young person, headlined ‘Stupid Mistake’, that contains a grammatical mistake which is especially common in spoken English in the UK.
The correspondent writes:
“Later on, me and a team member asked a girl in our group for her project file.”
This should read:
“Later on, a team member and I asked a girl in our group for her project file.”
I have lived in Malaysia for many years and I am always grateful for the fact that so many people speak English, since I am so bad at languages and, like most English people, lazy about learning them.
Most Malaysians I meet speak English well, and even when they don’t, at least they make the effort, which is quite a lot of effort considering the chaotic irrationality of English vocabulary and grammar.
However, there are one or two errors that really annoy me, but which have come to be accepted as normal (I can’t understand how but that is the state of things at present).
For example, I get communications from societies and business organisations I am a member of inviting me to a meeting, and the text adds:
“Please revert to us at your earliest opportunity.”
This is a completely wrong use of the word revert. The correct use is featured in the following sentence:
“At first, she found him to be a good and caring husband. But after some time he reverted to his old ways and began abusing her.”
or
“At the stroke of midnight, the coach that Cinderella had been riding in reverted to a pumpkin.”
I really cannot understand how this word revert has come to be misused. Why do they not write:
“Please reply to us at your earliest opportunity.”
That would be the correct English here. – Hassan Peter Brown

The above passage has drawn comments (from Stewart West, Kajang and myself) published in Open Channel of THE STAR'S MIND OUR ENGLISH of June 21, 2006 which are reproduced below:-
MIND OUR ENGLISH
Wednesday June 21, 2006
Open channel
Blame it on the Brits
In the late 1970s, I joined a British company in the field of aviation communications and frequently received correspondence requesting me to “revert”. (See Hassan Peter Brown’s letter of June 16.)
At first, I asked into what I had to change back. It was explained that the term was aviation radio “shorthand” when a response was required. Unfortunately, this silly usage has crossed into Malaysian English.
Sorry, Hassan, you must blame your own countrymen for this. – Stewart West, Kajang

It’s Indian English
I read with surprise Hassan Peter Brown’s letter of June 16. I have also come across a lot of business communication using the word “revert”. Whether there is actually a misuse, let us convince ourselves after learning the meanings/definitions of the word given by each of the following sites:
infoplease.com/dictionary to return to a former habit, practice, belief, condition, etc.
Allwords.com to return to as a topic in thought or conversation.
Dictionary – MSN Encarta return in discussion: to return to an earlier topic in the course of a discussion.
urbandictionary.com write back, reply: in other words divert my attention back to you. Indian English - (as) I will revert to you in due course. (sign-off for a business letter) – Kengt, Penang

Clause analysis



THE STAR'S MIND OUR ENGLISH of Thursday September 7, 2006
There’s cause for knowing clauses
By RALPH BERRY

MOST education is wasted. What stays is what matters. In maths, my brief knowledge of logarithms, equations, and trigonometry has passed away – I do not spend my life measuring the height of trees from their hypotenuse – but the multiplication tables have seen me through life. I can never be fooled by clever supermarket prices.
In English, the only valuable thing I learned was analysis into clauses. The rest was all but useless.
Words change their meaning, all the time. New ones come in. Grammar changes. Punctuation is now quite different from what it used to be. But clauses are the rock foundation of writing.
A knowledge of clauses would save writers from a problem that often baffles them, the who/whom issue. Here is a staff writer on The Times giving us the plot of Jane Austen’s Persuasion: “Captain Wentworth is particularly attracted to Louisa, whom he believes has the strong personality he’s looking for.”
The writer thinks that whom is the object of he believes, because the three words are run together. But in that case, what is the subject of has the strong personality? It cannot be whom. Back to the problem area: all is clear if you bracket off (he believes), as a separate clause.
The entire sentence contains four clauses:
1) Captain Wentworth is particularly attracted to Louisa (main clause)
2) who has the strong personality (subordinate adjectival clause)
3) he believes (parenthesis: grammatically separate, but qualifying the subordinate clause)
4) [that] he’s looking for (subordinate adjectival clause)
Dull stuff, I know, and I apologise. But all analysis is artificial. And without it, there’s no way of knowing that whom here is wrong.
Incidentally, the point, for me, is not that the journalist blundered – that is an old story – but that the sub-editor let it go. Who guards the guardians?
No one, and more proof comes from the Times, admittedly in the Sports section, which I always regard as Dunce’s Corner. “England are stuck with a head coach whom few now believe is capable of turning the national team into world champions.” Cut out is, and all is well – “? whom few now believe capable ?” Whom then becomes genuinely the object of believe.
Is, if left in, is looking around helplessly for a subject like an orphan for a parent.
Again, this is from a Sunday Times report on David Blunkett’s interesting sex life: “Along came this woman who, intellectually, he had a lot in common with ?” Note that if you stop the sentence after “who”, it is not wrong at that point, and might go on to remain correct, with, for example, “who appeared to be fond of him”.
So the writer is lulled into a false sense of security. And goes wrong. He should have corrected the sentence to “Along came this woman with whom, intellectually, he had a lot in common.”
Back to basics. A clause is a distinct group of words that contains a subject and a predicate (that is, what is said about the subject).
An independent clause stands on its own, e.g. “Medicine is expensive.” If the clause is extended to read “Medicine is expensive, a fact we soon learned”, then it’s a main clause followed by a subordinate clause (adjectival, in this instance).
The subordinate clause is dependent on the main clause for its meaning. It cannot exist in its own right. There are three types of subordinate clause: noun, adjectival, and adverbial.
[A noun clause functions like a noun: “You still haven’t told me what I want to know.” Here, the noun clause is the object of the main clause. An adjectival clause functions as an adjective: “He brought a vegetable marrow, which was the biggest at the show.” [An adverbial clause functions as an adverb, and there are eight or nine varieties: time (begins when), place (where), condition (if), reason (because), concession (although), manner (how), purpose, and result.]
When these types are locked into the mind, you can see them highlighted on the page. You can place mental brackets around them. This is especially important when a clause is not merely a block of words that follows, or goes before, another clause. A clause may be ‘inserted’ into another clause. For example:
John had found when he was living in Jamaica several old silver coins.
The clause-break here could easily be marked off with a comma after found, and another after Jamaica. The words could also be rearranged:
John had found several old silver coins when he was living in Jamaica.
But the writer is up against today’s doctrine: DOWN WITH THE COMMA. That’s all very well, but a sentence with two or more clauses may leave the reader or writer looking around for help. The comma would then function as a satellite navigation system, telling you where a clause ends and another one begins.
My advice: BRING BACK THE COMMA.

It pays to read carefully the above article (which, as indicated above, appeared in THE STAR'S MIND OUR ENGLISH on September 7, 2006) followed by my comments to the editor and the writer's reply relayed by the editor. For a simple guide to the correct usage of "who/whom", kindly revisit my earlier post.

My comments to the editor (who forwarded them to the writer)
I refer to the article entitled “There’s cause for knowing clauses” in Mind Our English of STARTWO of September 7 which is essentially dealing with clause analysis.
I wish to present a different opinion in the treatment of the sentence, “Medicine is expensive, a fact we soon learned”, in clause analysis.
The comma (,) in the sentence can function in two ways – first in taking the place of a coordinating conjunction “and” and joining the two sentences. The second part is more discernible as a complete sentence if rewritten as “We soon learned a fact”; and clause analysis cannot be performed on the whole sentence which is a compound sentence as clause analysis can only be done to a complex sentence which has a main clause and one or more subordinate clauses.
Such comma can also function in the second way as to make the sentence (in which it appears) elliptical for “Medicine is expensive and it is a fact (which) we soon learned”. Then, “we soon learned” becomes an adjectival clause qualifying the noun, “fact”. As for the first part of the sentence, “Medicine is expensive”, it is a simple sentence by itself which has no clause/s to be analyzed.
Kengt, Penang

The writer's reply to the editor who relayed it to me
Here's Ralph Berry's reply:

The sentence cited (not mine) is neither compound nor complex. It is an elliptical complex sentence with a fact in apposition to the first clause and the omitted 'which' makes the second verb part of an adjectival clause.

Moral, look out for the unstated but dominant words 'which' (or 'that') which make the analysis clear. Otherwise, commas always help to clear the air. They are markers, they help to distinguish the borders between one group of words and another.

You have some serious people out there. Grapple them unto thy soul with hoops of steel. I was about to add, 'as Hamlet says,' but actually it's Polonius.

Best, Ralph

Grammar Matters



Read the following sentences and decide if they are guilty or not guilty of following proper grammar laws.

The above is the first sentence taken from one of the series entitled “Grammar Matters” of articles appearing periodically in THE STAR’S MIND OUR ENGLISH.

Try and see if there is anything wrong in the sentence before proceeding to read further my comments to the editor and his reply below.

My Comments
I refer to the series of subject articles which are a good guide to grammar in Mind our English.
The first sentence in the one of October 12 under the headline Guilty or Not? may, however, have to be re-written as, "Read the following sentences and decide if they are guilty or not guilty of not following proper grammar laws" to avoid muddled logic.

The Editor’s Reply
You are absolutely right. Thanks for pointing that out.

Monday, February 4, 2008

It’s not ‘What do you doing?’



For a simple question which is quite often asked in the wrong way, just read on:-
THE STAR'S MIND OUR ENGLISH Friday May 19, 2006
It’s not ‘What do you doing?’
THE headline ‘The right questions’ for a Mind Our English article of May 11 has triggered our desire to bring forth a simple question, “What do you doing?”
This is often heard in dialogue in movies and even on Astro's educational Disney Channel, watched by many children including my four-year-old granddaughter who is beginning to use that question phrase.
Let it be known that the question is grammatically incorrect. It should be “What are you doing?” – Kengt, Penang

Grammar is most important/Basics must be learned first



For a long time now, I’ve been disturbed by the reality of the English language situation in Malaysia. The general inability to write among the general populace, not only among schoolchildren, but also among college and university students, and worst of all among teachers of the English language themselves, is truly widespread.
Could it be a lack of reading or a lack of practice? I know an English language teacher who reads voraciously but speaks and writes atrocious English. How do you explain that?
He is completely unaware of the rules of grammar. He would blissfully speak as he likes and those who know would be wincing in embarrassment. Whatever students’ work he had corrected must be corrected all over again.
I suspect the whole problem lies in the English language school syllabus and the way it is taught. I think we would be able to make people write well if we expanded the Literature component and forgot about teaching grammar, comprehension, vocabulary, and the works.
Just concentrate on Literature and writing. People are unable to write in English because they don’t think in the language. Lacking practice makes it very difficult to write. Once people start to read and write, everything will fall into place. They will understand sentence structure. No amount of grammar lessons will make people understand syntax.
The above are sentences/paragraphs taken from an article entitled “Expand Lit component” written by The Owl and published by THE STAR’S MIND OUR ENGLISH of July 6, 2006 which can be viewed in full at http://thestar.com.my/english/story.asp?file=/2006/7/6/lifefocus/14301799&sec=lifefocus
The above article has attracted comments from Mahid bin Masseluang, Labuan and myself which are published in THE STAR’S MIND OUR ENGLISH of July 14, 2006 and reproduced below:-
Quote
Grammar is most important
In response to The Owl (July 6), I have a confession to make: I am a grammar freak! I believe with my every single brain cell that grammar is the most important aspect of teaching and learning a language.
Thus, it is a priority to get the grammar correct before we embark on teaching and improving the four skills in language.
However, lately, grammar is viewed with suspicion and always put aside compared to listening, speaking, reading and writing. It has become the modern Cinderella who has not two, but four evil sisters.
I can still recall vividly my school days back in the ’80s when grammar was given its due recognition as the building blocks to good speaking and writing.
We had our best times with subject-verb agreement and prepositions until the so-called communication English syllabus crept into the school curriculum in the early ’90s and the rest, as I would like to call it, is a sad story.
It is sad because communication English teaching does not give enough emphasis on grammar. Its proponents hope that grammar can be internalised, as if by magic, by the learner through learning in this way.
This is, of course, not the case. The graduates of this communication English syllabus are those who are to a certain extent able to communicate, but without good grammar. So, I share The Owl’s lament.
However, I do not agree with The Owl’s suggestion to forget “about the teaching of grammar, comprehension, vocabulary, the works”. How can we? Aren’t those the basics of good speech and writing?
I agree with the fact that language learning involves a lot of incidental learning – such as the use of Literature to promote good language – but some drilling on grammar and vocabulary is still required.
The same thing goes in schools and universities where communication English is taught without sufficient emphasis on grammar, but at the end of the day, we judge them on their ungrammatical utterances. How can we produce good communicators with good grammar if we do not teach them the basics? – Mahid bin Masseluang, Labuan

Basics must be learned first
I REFER to the article ‘Expand Lit component’ by The Owl (July 6).
Just concentrating on Literature and writing will, without any doubt, improve one’s grasp of the language, resulting in ease of expression (whether in proper English or not).
But a lack of a strong grammatical background will lead one nowhere as one may not understand the literary texts fully and also be unable to write proper sentences since one is not aware of what constitutes a correct sentence.
Grammatical rules are very important and schoolchildren should be taught and given exercises on it so that they know the rules to understanding and writing good English.
If a person does not know that a complete sentence must consist of a subject and a predicate which must have a verb, how can such a person be expected to write good English?
By keying in the word “dictionary” in any of the Internet search engines, one will be led to many free sites where grammatical rules are explained in detail, exercises are provided, and a channel is even available for discussion.
Should one be doubtful about the explanations, one can always discuss them with friends or seek clarification from one’s teacher (if one is still in school) or even write to Mind Our English for help (as so many have done).
Those who aim for quicker progress can seek assistance from professional bodies or tutors. – Kengt, Penang
Unquote

Then/than and been/being



I’D LIKE to have your clarification on the following questions: 1) I read this in The Star:
“Her studies have always being foremost in her mind even when she was in critical condition at the Selayang Medical Centre In Kuala Lumpur.”
Is it correct to use “being” instead of “been”?
The above is the question posted by Mohd Fuad Jalil, Meru and published by THE STAR’S MIND OUR ENGLISH OF MARCH 1, 2007 (in which a good many other questions have been asked and very well answered/clarified vide http://thestar.com.my/english/story.asp?file=/2007/3/1/lifefocus/16964062&sec=lifefocus).
No. You are right. The clause should read “Her studies have always been foremost in her mind ...” answered By FADZILAH AMIN.
The above has reminded me of my writing to and published by THE STAR’S MIND OUR ENGLISH on June 29, 2006 which is reproduced below:-
Quote
Then/than and been/being
I have seen my son (who has BSc (NZ) and MBA (UK) degrees) misusing “then” for “than” and “been” for “being” quite often in his writings.
Such misuses, I thought, were peculiar habits of my son only. To my surprise, I have noticed others falling into the same traps in the following two sentences appearing in The Star of June 13:
1) However, this presumption is today more fiction then reality (in Articles of Law).
2) Even those one or two employees whom I rated as “must keep and groomed” for the future of the company are now been “cold storaged” and had the annual increments of their salaries reduced or frozen” (in “Opinion” page).
Obviously, then should be than which reflects comparison as intended, while being is the present participle required in the second sentence.
Apart from their uses (which have become obsolete) in Old English, then is shown in any dictionary to have quite a number of meanings, none of which is intended to be used in the above sentence and been (which is the past participle of be) can be used with the four types of the perfect tenses as in “has/have been” (present perfect), “had been” (past perfect), “will/shall have been” (future perfect) and “would/should have been” (future perfect in the past). – Kengt, Penang
Unquote

Newpaper Editors and Sub-Editors need to improve also



Mr. WONG CHUN WAI, a columnist of The Star (one of Malaysia's leading English dailies) has in his column On The Beat in an Article named Work on our English dated January 21, 2007 stated, "We need to raise the standard of the English Language among our young people and even teachers if we want to compete effectively in the global market" in its first or beginning paragraph. However, the editors and sub-editors of this leading English daily also need to make a concerted effort to avoid irregularities in grammar in their publications lest readers especially students should follow similar usages. Apart from those mentioned in my earlier postings of February 05 under the subject "who" or "whom" (relative pronouns) and February 26 under the subject "faulty sentence", listed below are those others which are more glaring ones and are occurring quite frequently:


Date appearing in Print/Online version
The sentence
Remarks

January 21, 2007
The Sixth National SME Development Council meeting on Friday raised some key issues, among them the eligibility of loans and other assistance from commercial banks, financial institutions and public sector bodies.
Comma splice/run-on sentence. By replacing " , among them" with "including", one can make the sentence much clearer and smoother.

January 24, 2007
Being grammatically wrong is one thing, being factually wrong as well is appalling .
Comma splice/run-on sentence which can be improved if an "and" is added after the comma.

February 6, 2007
Just because men have thicker facial skin, doesn't mean they need to care for it any less.
The sentence has no subject. It can be completed with an addition of "that" after the comma.

February 8, 2007
What has 18,000 porcelain bowls, spoons and teacups?
It should be "What have" as plurals are used.

February 8, 2007
Gravedigger claims trial to rape
Ambiguity. Shouldn't it be "Gravedigger claims trial for rape"?

February 11, 2007
The US cannot dictate who we do business with but we should always bear in mind, as with all negotiations, there will be areas of agreement and disagreement.
Shouldn't "who" be "whom"? Refer to my earlier posting.

February 13, 2007
When a person dies leaving no will, he is said to die interstate.
Wrong spelling/word is used. Shouldn't "interstate" be "intestate"?

February 17, 2007
The director who lodged two reports also alleged that two foreigners who are directors of the parent company in California had conspired, abetted or assisted with the former managing director to unlawfully dispose off 80% of shares of the Malaysian company to the EPF when they were fully aware that the ex-managing director only owned a 33% stake in the company.
Wrong spelling/word is used. Shouldn't "off" be "of"?

February 21, 2007
District deputy traffic chief ASP Razali Bakar said on Wednesday that the two, who were on a superbike, were died after they were ran over by an oncoming vehicle at 9pm on Tuesday.
Shouldn't "were died" be "were killed" or "were dead" and "were ran" be "were run"?

February 22, 2007
Considering some three billion people watched the 2006 World Cup, it's not surprising football terms have migrated to everyday English.
Who is considering? It's a "dangling modifier". Refer to my earlier posting.

February 25, 2007
Chinese New Year celebrations in The Netherlands is not so festive, but equally heartfelt, writes WONG TIAN AN.
Noun/verb disagreement

Faulty sentence



THE front page of the Metro section of The Star of May 12 reported, “Ipoh has a new landmark in the form of a 23.5m-tall statue of Lord Buddha. Built against the backdrop of the Sleeping Buddha Mountain in Tambun, a ceremony will be held next week to consecrate the statue.”
The latter sentence needs to be rewritten as “Built against the backdrop of the Sleeping Buddha Mountain in Tambun, the statue will be consecrated in a ceremony to be held next week” to avoid a “dangling modifier”, as explained in
http://englishplus.com/grammar/00000012.htm
– Kengt, Penang

The above is my writing to and published by The Star’s MIND OUR ENGLISH on May 26, 2006 under the headline “faulty sentence” which together with my earlier posting on February 05 under the subject of “who” or “whom” (relative pronouns) will be touched on again in my next posting.

It's raining and There is...



Cheah Teik Ee, Penang has said that it is a stupid practice to say/write, “It’s raining” and to use “There is” at the start of a paragraph in his article published by THE STAR’S MIND OUR ENGLISH on December 20, 2006 which has attracted comments from Jordan MacVay, Dr Lim Chin Lam, Penang and Mahid bin Masseluang, Labuan appearing in THE STAR’S MIND OUR ENGLISH on January 4, 2007 and on January 10, 2007. These four are interesting articles which are reproduced below for your reading pleasure:-
Quote
Wednesday December 20, 2006
Stupid practice
USING a pronoun before a subject is named, is stupid.
This practice is grammatically correct, but logically stupid; no-one will know what a pronoun represents before a subject is named, e.g. "It's raining."
I'll never say this. I'll say "Rain is falling" or "The sky is raining".
In a short sentence like this, listeners need not wait long to get a clue of what the subject represented is, but in long sentences, listeners must wait and wonder what the subjects are. This is a waste of listeners'/ readers' time.
The same is true of "There is ..." at the start of a paragraph; no-one knows what "there" represents before reading much further.
This practice is the most stupid feature in English. I know two other languages (Chinese and Malay); both have their own stupid features but not this one.
In Chinese/Malay, if one uses a pronoun before naming the subject represented, one will be deemed mad. Only monolingual users of English cannot realise how stupid this practice is, because they cannot compare English with any other language.
In Rod Stewart's lyric "When it comes to being lucky ...", what does this "it" represent? Listeners can only guess.
Now I ignore any (i) article composed like this (plain stupid and irritating, and indicates a low IQ), e.g. http://news.bbc.co.uk/2/hi/science/nature/4501323.stm , and (ii) TV host who resorts to this stupid practice. – Cheah Teik Ee, Penang Thursday January 4, 2007Writer not stupid but ignorant
CHEAH Teik Ee's letter ('Stupid Practice', Dec 20) displays astounding ignorance on the part of the writer.
The pronoun "it" in "it's raining" does not require an antecedent because in this case it is not a referential pronoun. Considering the factual errors and mistakes in grammar and usage in the letter, I wouldn't expect the writer to know that.
A lot of native speakers of English wouldn't know either, but despite the fact that it's a quirky construction, they would be able to use it properly without resorting to the uninformed opinions and laughable arguments belched out by the writer of that letter.
Anyone who makes such factually incorrect and culturally insensitive statements obviously still has a big obstacle to face in mastering English (or any other language): an inability to think outside of the confines of one's culture and mother tongue.
The writer's enthusiasm for calling people stupid adds comic irony to the letter. I won't say the writer is stupid, though – just very ignorant. – Jordan MacVay
Wednesday January 10, 2007
It rained, there is
IT is incredible, that letter from Cheah Teik Ee (Dec 20). Surely, it is not another prescription to bring the English language to greater heights?
There is nothing wrong in using the pronoun it in sentences such as "It is raining", "it hailed last night", and "it was the best of times, it was the worst of times ...".
In such cases, the pronoun it does not stand for anything – it has no antecedent. It is the type of pronoun known as an impersonal pronoun. Readers may also note that there is another type of pronoun, the indefinite pronoun – such as all, one, anyone, none, someone, anybody, somebody, nobody – which refers to no person or thing in particular and yet is used without any antecedent or referent.
Let us switch to another example: "To err is human." It is just as grammatically correct to write "It is human to err." In the latter construction, the pronoun it stands for the substantive to err . Here, the pronoun appears before the noun phrase to which it refers. To call such substantive (noun or noun phrase or noun clause) an antecedent is a contradiction in terms. It is properly called a referent.
Let us look at still another set of examples: "Step on it", "hold it", "beat it", "you blew it", "you put your foot in it", "take it easy", "knock it off", "get away with it".
There are no obvious antecedents or referents for such punchy expressions and slang (courtesy largely of the USA), yet their meanings are well understood. Here, the antecedents – if one must use the term – are almost self-explanatory.
"Step on it" (hurry up) = "step on the accelerator pedal" – as if one is driving a car. "Beat it" (get away) = "beat a retreat". "You put your foot in it" (you made an embarrassing blunder) = "you put your foot in your mouth".
I now come to the other issue raised by Cheah Teik Ee – and I quote: "The same is true of 'there is ...' at the start of a paragraph; no-one knows what 'there' represents before reading much further." He did not follow his own prescription. He should not have used the pronoun "no-one" – it has no antecedent!
However, the point I want to make is that the word "there" in his example is not a pronoun – it is an adverb, but a special type of adverb. Ordinarily, there is an adverb of place ("he went there after school", "there she blows!", "there you will find your book"). When it appears, usually at the beginning of a sentence, and is immediately followed by the verb "to be" or other appropriate verbs, it is not a noun or pronoun and it is not the subject of the verb that follows. It is an introductory adverb – it introduces a person or thing ("there is a mango tree in the garden", "once upon a time, there lived a woodcutter ...") or more than one person or thing ("there are a supermarket and a cineplex in that little town").
Incidentally, the above "there is", "there lived" and "there are" sentences are examples of an inverted construction, where the usual noun-verb order is reversed.
It is now nine days into January. I like January. There is a newness about it. I also like December when I can hear Christmas carols – "there were shepherds in the field watching over their flock by night...", "It came upon the midnight clear ...". Hey! Am I being obtuse? Have I used the pronoun it and the so-called pronoun there wrongly? – Dr Lim Chin Lam, Penang
'It' has its purpose
I WAS amused, if not irritated, reading Cheah Teik Ee's opinion regarding the stupidity of using a pronoun before a subject is named (Dec 20). What Mr Cheah is talking about is really the use of the "dummy pronoun".
I don't think it's stupid. A dummy pronoun has its purpose in English sentence constructions. English is a non-pro-drop language (A pro-drop language is a language in which a pronoun can be 'dropped' or deleted if it can be inferred, such as in Japanese and Mandarin). Therefore, the use of "it" or "there" at the beginning of sentences, though having no real meaning (dummy), is required syntactically. In other words, the use of dummy pronouns serves not to fulfil the semantic side of the language, but rather its syntactic side.
In English, we don't say "Hey, raining" when there is a downpour while it is permissible to say "Hey, hujan" in Malay. "Hey, raining" is considered syntactically poor although it is perfectly logical and meaningful.
Sentences in the English language must have a subject. We have various sentence constructions in English and all of them begin with a subject. A subject, whether it is real (having meaning) or dummy (having no meaning), is required in all English sentence constructions.
Thus, when we comment on other languages, we must not look at them from only one perspective (in this case, the semantic point of view) because certain elements of a language have their specific purposes – syntactically, pragmatically and/or stylistically. – Mahid bin Masseluang, Labuan
Unquote

On January 16, 2007 I also wrote my comments to THE STAR’S MIND OUR ENGLISH, but mine has not been published. They are, however, reproduced below also (with the provision of the relevant sites which were not earlier provided) for your reading pleasure:-

Quote

The comments given by Jordan MacVay (Jan. 4, 07), Dr Lim Chin Lam, Penang and Mahid bin Masseluang, Labuan (both on Jan. 10, 07) - especially those of Dr Lim Chin Lam - offer very good explanations of the subject matters brought up by Cheah Teik Ee, Penang (Dec. 20, 06).

We should, however, be mindful that constructions/sentences beginning with "It" and "There" (both of which are sometimes also called expletives being words or other grammatical elements that have no meaning but are needed to fill a syntactic position ) are still in dispute as to their functions and whether such constructions/sentences are grammatically sound as can be seen from the following assertions taken from internet:-
In MR. LARSEN'S PROOFREADER MARKS

( http://faculty.brownell.edu/~dalarsenWriting%20Materials%20and%20Graphics/PROOFREADER%20MARKS.html#anchor483627)
"THE FIRST RESPONSIBILITY OF A WRITER IS CLARITY." --Dr. John McKenna, Professor of English, the University of Nebraska, Omaha
any permutation of the words there are (there is, there might be, there could be, etc.) [There are] many phrases to use instead of there are. Consider the following example: "Montag believes [there is] something important in the books." A better sentence might read "Montag believes books contain something important."
Here is an example of a broad reference error from a student's paper: "The telescreens are always on. It is a method that the government uses to brainwash people." The pronoun It has no antecedent; clearly the word cannot refer to telescreens. Rather, the pronoun refers to some broad idea like "The telescreen being on . . . ." The revised sentence might read "The telescreens were the government's instrument for brainswashing people" or "The telescreens were always on, and they provided a means for the government to brainwash the people."
imp. ref. --This indicates an impersonal reference error involving the pronoun it, as in "It's necessary to work hard." The pronoun it has no logical antecedent in the sentence. The corrected sentence might read "Hard work is necessary."Here are two more examples from students' papers: "It had been one of Mildred's friends who made the call," and "It was decided that books should be burned." The pronoun It has no logical antecedent in either sentence. Notice, too, the use of the passive voice ( voice, which see) in the second sentence. Corrected, these sentences might read "One of Mildred's friends had made the call" and "The government decided to burn books."
From Wikipedia, the free encyclopedia
(http://en.wikipedia.org/wiki/Expletive)
"It is important that you work hard for the exam."
Following the eighteenth-century conception of pronoun, Bishop Robert Lowth objected that since it is a pronoun, it should have an antecedent. Since it cannot function like that in Latin, Lowth said that the usage was incorrect in English.
Whether or not it is a pronoun here (and linguists today would say that it is one), English is not Latin; and the sentence was and is fully acceptable to native speakers of English and thus was and is grammatical. It has no meaning here; it merely serves as a dummy subject . (It is sometimes called preparatory it or prep it, or a dummy pronoun.)
It is worth noting that Bishop Lowth did not condemn sentences that use there as an expletive, even though it is one in for example:
"There are ten desks here."
The nomenclature used for the constituents of sentences such as this is still a matter of some dispute, but there might be called subject, are copula, and ten desks predicate nominal. Meanwhile here is an adverbial phrase that conveniently reveals the semantic vacuity of there in this example.
There is some disagreement over whether the it in such sentences as "It is raining now." are expletives. Whereas it makes no sense to ask what the it refers to in "It is important that you work hard for the exam", some people might say that the dummy it in "It is raining now" refers to the weather (even if the word weather has not previously been mentioned). Thus the it in such sentences is sometimes called expletive, sometimes a weather "it".
Kengt, Penang 16JAN07

Unquote

I have later found out that Reader's Digest HOW TO WRITE AND SPEAK BETTER (Reprinted in Hong Kong in 2005) also discourages the use of "There is (or there are)" and "It is" and encourages punchier variations vide Page 51.

The relative pronoun - that



After reading an interesting article entitled Relatively speaking By GUY PERRING published by THE STAR’S MIND OUR ENGLISH of June 23, 2006, I wrote on June 25, 2006 my comments to its editor who did not publish but forwarded them directly to the writer himself.
I reproduce below the article, my comments and the writer’s reply for your reading pleasure.
The Article
Quote
MIND OUR ENGLISH Friday June 23, 2006
Relatively speaking
By GUY PERRING
RELATIVE clauses can cause real problems for business people when they write business documents. Indeed, they are often avoided due to the confusion over their usage.
This is a pity since the writer will then be left with simple sentences, and the reader will assume the writer is unsophisticated in their knowledge of the language.
The worry stems from the fact that in other languages, the relative clause would simply come before the noun and become part of an adjectival phrase. So, for example, in the sentence Managers who fail to give effective feedback are often poor would in other languages have the following word order “Fail to give effective feedback managers are often poor”.
Note that in English, this is unfortunately not possible, but would arguably make life easier for students of the language.
Essentially, sentences can be divided into parts called clauses. A relative clause is a part of a sentence that describes the person or thing we are talking about and is connected to other clauses in the sentence via a relative pronoun – who, which or that. Relative pronouns replace the subject or object of the verb:Where is the new staff member? He was at work yesterday.Where is the new staff member that was at work yesterday?Can I borrow the CD? You bought the CD.Can I borrow the CD that you bought?
There are two main types:Identifying relative clausesThe client that I visited this morning, gave me his phone number.“that I visited” (the relative clause)identifies which client (there could be many clients).
Non-identifying relative clausesThis is my colleague, Thomas, who came on holiday with me last year.
“who came on holiday with me last year” does not identify which colleague (we know “which” colleague – the colleague is Thomas).
Note that in written English, non-identifying relative clauses are separated by commas, and in speech, by pauses. These commas have a similar function to brackets in that they add extra information. In a sense, we could use the phrase by the way after the remarks.
Keeping who, which and thatYou cannot leave out who, which, that when:
1) it is the subject of the verb in the relative clauseWhere is the new staff member that was at work yesterday?2) it is part of a non-identifying relative clauseThe trees that at one time lined this road have all been cut down.
Leaving out who, which, thatYou can leave out who, which, that when:
1) it replaces the object of the verb in the relative clauseCan I borrow the CD (that) you bought?
Note that in identifying relative clauses, where which thing or person talked about is clear without the relative clause, it is very common in spoken English to leave out who, which, that.
With these simple rules you should be able to use relative clauses more effectively and improve the quality of your business writing.
· Guy Perring is Director, Professional Development Unit (PDU), at the British Council Malaysia. The PDU offers a wide range of learning opportunities from management and communication skills training to developing English skills. Visit us at www.britishcouncil.org.my.

Unquote

My comments of June 25, 2006

Quote

I refer to the Article headlined "Relatively speaking" under THE BUSINESS OF ENGLISH in STARTWO of June 23 which is (together with many others in the series) of great educational value.
Wikipedia, the free encyclopedia, in http://en.wikipedia.org/wiki/English_relative_clauses has stated, among other things,"In their choice of relative pronoun, English-speakers will often distinguish between an antecedent that is a human - who(m) and an antecedent that is a non-human - which. ......Note that whose, while sometimes reserved for human antecedents, is commonly found also with nonhuman ones; and that that, while reserved for nonhuman antecedents by some writers, is also often found with human ones."
In the concluding paragraph of the same Section, it, however, states, "Some writers follow a normative rule that that should be used only in identifying relative clauses and which should be used only in non-identifying relative clauses, in cases where the antecedent is a non-human; for humans, who and whom would be used, depending on grammatical case, and irrespective of whether the clause is identifying or non-identifying. However, many writers do not adhere to this rule, and in particular, which is widely used for non-humans in both types of clauses."

A job applicant following the uses as in two of the examples, "Where is the new staff member that was at work yesterday?" and “The client that I visited this morning, gave me his phone number” quoted in the aforesaid Article may face a risk of his/her application being turned down should his/her prospective employer consider such uses as inappropriate; and the applicant will be left with no chance to defend himself/herself since normally no reason will be given for the rejection.
Adopting the uses as in the revised forms reading, "Where is the new staff member who was at work yesterday?" and “The client whom I visited this morning, gave me his phone number”, he/she will avoid such an unnecessary risk.

Kengt, Penang

Unquote

The writer’s reply

Quote

Thanks for your comments. My own view is that whom is a little old fashioned and that although grammatically correct is rarely used in spoken English. I think you are correct about the first example and who would be safer to use.
All the best

Guy

Unquote

"Who" or "Whom" (relative pronouns)



Usage of the above relative pronouns has confused many writers and quite frequently newpaper editors; and to share with you a case of the latter, I reproduce below my article written to and published by THE STAR'S MIND OUR ENGLISH on April 26, 2006 concerning the wrong usage of "who" for "whom" in a news item in the front page of The Star of April 19, 2006:-
Quote
MIND OUR ENGLISH Wednesday April 26, 2006
Whom (not who) do you trust?
I REFER to the survey front-paged by The Star on April 19 with the question “WHO DO YOU TRUST MOST?”.
The question should have been “WHOM DO YOU TRUST MOST?” instead.
Likewise, the beginning sentence in the story should have been: “The Business Ethics Institute of Malaysia commissioned a survey of some 2,000 Malaysians on whom [and not “who”] they trust most in terms of occupation.”
The explanations can be derived from http://www.uottawa.ca/academic/arts/writcent/hypergrammar/pronouns.html
Kengt, Penang
Unquote
My above article has provided a source where you can find guidelines for the correct usages. In fact, The Star also published another article of the same subject by Oh Teik Theam on September 29, 2006 in which the writer had given a very good advice about the correct usage. Such advice which can be an easy guide is also reproduced herein:-
Quote
To decide when to use “who” or “whom”, apply this test: if the thought in the who/whom clause is best expressed by he/she/they, use “who”; if him/her/them does the trick, use “whom”.
Unquote

TENSES



TENSES
THE STAR'S MIND OUR ENGLISH

Thursday November 16, 2006
Horrors! A 'future past tense'?
In the interest of raising the standard of English in our schools, we are starting a new section here called Clangers in Class. If you have any stories to tell about errors committed in English class by teachers and/or students or anywhere in the school, just drop us a line.
MY niece came home one day and seemed confused about the corrections her teacher had told her to do. Hence, I took a look and was appalled at what I read.
Here is a scanned copy of her homework. The instructions given were for the students to change a few sentences into the future tense with an example given as follows:
Example = I saw him.
Answer = I shall see him
The teacher gave a tick (meaning correct) for sentences in which my niece used the wrong tense, e.g.:
2. She gives me a book.
She will gave me a book.
but crossed sentences that were correctly changed into the future tense, e.g.:
11. We go home after this.
We shall go home after this.
12. The fisherman catches some fish.
The fisherman will catch some fish.
In fact, she was asked to make corrections to these two sentences by replacing shall go with shall went and will catch to will caught.
Is there a new tense in the English language called "future past tense"?
I ask this because it seems that this is what this teacher seems to be teaching my niece. I told my niece to inform the teacher that her corrections were unnecessary as they were already grammatically correct but the teacher got upset and insisted that the whole exercise had to be re-done to this so called "new tense". – C.N. Gomez
Of course there is no such "new" tense! The teacher needs to improve her understanding of tenses.
If she is an English language teacher, she should know that in the simplest form of the future tense, the helping (auxiliary) verb "will" or "shall" must be followed by the base form of the main verb.
In your niece's homework exercise, the correct sentences in the future tense should be:
1. I shall take a book.
2. She will give me a book.
3. He will draw a picture.
4. You will tell me a lie.
5. They will fight.
6. She will sell her shoes.
7. I shall hear the noise.
8. He will eat the apple.
9. She will give it to me.
10. They will sing ... (but "just now" does not refer to the future)
11. We shall go home after this.
12. The fisherman will catch some fish.
13. He will buy a book.
– Fadzilah Amin
After reading the above article appearing in THE STAR'S MIND OUR ENGLISH of November 16, 2006, I wrote to The Associate Editor of THE STAR'S MIND OUR ENGLISH on November 19, 2006. I have not seen my such message being published; and I post it here in the hope that it will be useful to those interested in English grammar.
Quote
I refer to the story headlined "Horror! A 'future past tense'?" in Mind Our English on November 16.
It is indeed terrible that the teacher crossed out correct grammar usages and replaced them with incorrect ones.
This may have some bearing on The Star's Report of today (November 19) carrying the title of "100% failure shocks leaders" reporting that a n island school with 26 pupils had a 100% failure in the UPSR examination and Sabah education director Normah Gagoh who had disclosed the school's failure said that based on feedback from all schools, poor understanding of English was also a cause for the poor showing.
While on the subject of tenses, may I share with readers by listing below all the sixteen tenses in the English language with an example each in the active (earlier sentence) and passive (later one) voices:-
1. Simple present – I eat an apple. An apple is eaten by me.
2. Present continuous (or progressive) – I am eating an apple. An apple is being eaten by me.
3. Present perfect – I have eaten an apple. An apple has been eaten by me.
4. Present perfect continuous – I have been eating an apple. An apple has been being eaten by me.
5. Simple past – I ate an apple. An apple was eaten by me.
6. Past continuous (or progressive) – I was eating an apple. An apple was being eaten by me.
7. Past perfect – I had eaten an apple. An apple had been eaten by me.
8. Past perfect continuous – I had been eating an apple. An apple had been being eaten by me.
9. Simple future – I shall eat an apple. An apple will be eaten by me.
10. Future continuous (or progressive) – I shall be eating an apple. An apple will be being eaten by me.
11. Future perfect – I shall have eaten an apple. An apple will have been eaten by me.
12. Future perfect continuous – I shall have been eating an apple. An apple will have been being eaten by me.
13. Simple future in the past – I should eat an apple. An apple would be eaten by me.
14. Future continuous (or progressive) in the past – I should be eating an apple. An apple would be being eaten by me.
15. Future perfect in the past – I should have eaten an apple. An apple would have been eaten by me.
16. Future perfect continuous in the past – I should have been eating an apple. An apple would have been being eaten by me.
One will note that some of the tenses are rarely used in passive voice.
Kengt, Penang

Unquote

Tautology



Reproduced below is an article which appeared in THE STAR’S MIND OUR ENGLISH on January 30, 2008.

Grammar Matters by Patty Gibbons Saunier

Eliminating the Extras

Each sentence below would read better if one word were removed. Find the words that should be eliminated.

  1. After planning the party for months, Connie was pleased with the end result.
  2. Compared to his brother, Trevor is equally as mischievous.
  3. Each individual envelope needs to be stuffed and sealed.

Answers: Cut "end." "End" and "result" mean the same thing. 2. Cut "as." The sentence is better without it. 3. Cut "individual." It means the same thing as "each".


The above are common errors termed "tautology" committed by writers thinking that the additional words would give emphasis to the sentences.

"Tautology" means "needless repetition of an idea, statement, or word" according to Merriam-Webster Online Dictionary.

Google