Rabu, 11 April 2018

How to Teach Essay Writing A guide on how to teach essay writing skills from the ground up

As ESL students become more fluent, it's time to focus on how to use that fluency in specific tasks such as making a presentation or writing an essay. The advanced topics you choose should depend upon what your students have planned for the future. In classes with mixed objectives, there's a need for balance to make sure that students who don't necessarily need the task at hand still profit from the lesson.
This is never truer than when teaching essay writing skills. Classes which are preparing for academic English objectives require the skills while "business English", or English for specific purposes classes, might find the entire exercise a waste of their time. Chances are you have a mixed class, so it is recommended to tie essay writing skills to other important skills such as using equivalencies, the proper use of linking language and sequencing in writing. Students not interested in essay writing skills will gain valuable experience in developing these skills regardless of the task.

Build Toward Essay Writing Skills

Start by Modeling Clear Writing at the Sentence Level
The best way to approach essay writing skills is to start at the sentence level. Once students have learned to compose simple, compound and complex sentences, they will have the tools necessary to write longer documents such as essays, business reports, formal emails, and so on.
All students will find this help invaluable.
Focus on Equivalencies
I find the best place to start is with equivalencies. Before moving on, make sure students understand sentence types by writing a simple, compound and complex sentence on the board.
Simple SentenceMr. Smith visited Washington three years ago.

Compound SentenceAnna advised him against the idea, but he decided to go nonetheless.
Complex Sentence: Since he was in Washington, he took the time to visit the Smithsonian.
Build up students' knowledge of equivalencies by beginning with FANBOYS(coordinating conjunctions), moving on to subordinating conjunctions, and finishing with other equivalencies such as preposition and conjunctive adverbs.
Focus on Linking Language
Next, students will need to link their language, creating organization through the use of linking language including sequencing. It helps to write out processes at this point. Ask students to think of some process, then use sequencing language to connect the dots. It's a good idea to ask students to use both numberings in a sequence of steps and linking through time words.

Writing Essay Practice

Explaining Essay Writing on the Board
Now that students understand how to combine sentences into larger structures, it's time to move on to writing essays. Provide a simple essay to students and ask them to identify various structures / written objectives:
  • How does the essay seem to be organized?
  • Essays generally contain an introduction, body, and conclusion. Can you identify each?
I like to help students by first explaining that an essay is like a hamburger. It's certainly a crude analogy, but students seem to get the idea of the intro and conclusion being like the buns, while the content is the good stuff.
Essay Writing Lesson Plans
There are a number of lesson plans and resources on this site that help out with the many steps involved in developing the necessary writing skills. To focus on combining simple sentences into more compound structures, use this simple to compound sentence worksheet. Once students are comfortable at the sentence level, use the essay writing workshop - a total of four lessons - to proceed from brainstorming, through outlining to final essay production.
Challenges with Teaching Essay Writing
As stated at the beginning of this introduction, the main issue with essay writing is that it is not really necessary for every student. Another issue is that traditional five paragraph essays are certainly a little old school. However, I still feel that understanding the structure of your basic hamburger essay will serve students well when putting together future written work.

How to Teach Essay Writing A guide on how to teach essay writing skills from the ground up

As ESL students become more fluent, it's time to focus on how to use that fluency in specific tasks such as making a presentation or writing an essay. The advanced topics you choose should depend upon what your students have planned for the future. In classes with mixed objectives, there's a need for balance to make sure that students who don't necessarily need the task at hand still profit from the lesson.
This is never truer than when teaching essay writing skills. Classes which are preparing for academic English objectives require the skills while "business English", or English for specific purposes classes, might find the entire exercise a waste of their time. Chances are you have a mixed class, so it is recommended to tie essay writing skills to other important skills such as using equivalencies, the proper use of linking language and sequencing in writing. Students not interested in essay writing skills will gain valuable experience in developing these skills regardless of the task.

Build Toward Essay Writing Skills

Start by Modeling Clear Writing at the Sentence Level
The best way to approach essay writing skills is to start at the sentence level. Once students have learned to compose simple, compound and complex sentences, they will have the tools necessary to write longer documents such as essays, business reports, formal emails, and so on.
All students will find this help invaluable.
Focus on Equivalencies
I find the best place to start is with equivalencies. Before moving on, make sure students understand sentence types by writing a simple, compound and complex sentence on the board.
Simple SentenceMr. Smith visited Washington three years ago.

Compound SentenceAnna advised him against the idea, but he decided to go nonetheless.
Complex Sentence: Since he was in Washington, he took the time to visit the Smithsonian.
Build up students' knowledge of equivalencies by beginning with FANBOYS(coordinating conjunctions), moving on to subordinating conjunctions, and finishing with other equivalencies such as preposition and conjunctive adverbs.
Focus on Linking Language
Next, students will need to link their language, creating organization through the use of linking language including sequencing. It helps to write out processes at this point. Ask students to think of some process, then use sequencing language to connect the dots. It's a good idea to ask students to use both numberings in a sequence of steps and linking through time words.

Writing Essay Practice

Explaining Essay Writing on the Board
Now that students understand how to combine sentences into larger structures, it's time to move on to writing essays. Provide a simple essay to students and ask them to identify various structures / written objectives:
  • How does the essay seem to be organized?
  • Essays generally contain an introduction, body, and conclusion. Can you identify each?
I like to help students by first explaining that an essay is like a hamburger. It's certainly a crude analogy, but students seem to get the idea of the intro and conclusion being like the buns, while the content is the good stuff.
Essay Writing Lesson Plans
There are a number of lesson plans and resources on this site that help out with the many steps involved in developing the necessary writing skills. To focus on combining simple sentences into more compound structures, use this simple to compound sentence worksheet. Once students are comfortable at the sentence level, use the essay writing workshop - a total of four lessons - to proceed from brainstorming, through outlining to final essay production.
Challenges with Teaching Essay Writing
As stated at the beginning of this introduction, the main issue with essay writing is that it is not really necessary for every student. Another issue is that traditional five paragraph essays are certainly a little old school. However, I still feel that understanding the structure of your basic hamburger essay will serve students well when putting together future written work.

Lost in Translation - 1 By Jose A. Carillo

Lost in Translation - 1
By Jose A. Carillo

One of the pleasures of reading a Reuters or Bloomberg financial wire story, or perhaps a novel by Vladimir Nabokov, Joseph Conrad, or Herman Melville, is that you know that the English came straight from the mind of the writer himself. The feeling is not quite the same when you read a financial report knowing that it has been translated from a foreign language, say from French, Japanese, Korean, or Urdu. Even with what are evidently wonderful English translations, such as that of novels by Gabriel Garcia Marquez from the original Spanish and that of Giuseppe di Lampedusa from the original Italian, you cannot help but get the feeling that perhaps the translator might have missed something or somehow bungled an idiom or two, or that he might have shortchanged you by just winging it with a foreign passage that he did not understand himself.


I think you can appreciate the situation better if you have tried to translate into Japanese or Tagalog a quotation like this taken from a financial wire story: “That’s right. We project EBITDA to drop over 10% in 2001 on a decline in Gulf of Mexico jackup rates to near cash costs during the first half of the year, but we expect EBITDA will climb over 30% in 2002 as steady international results are joined by a rebounding Gulf of Mexico market.” As it turns out, the strange-sounding acronym EBITDA is the easiest to figure out; just check a management jargon dictionary on the Net and you will easily find that it stands for “Earnings before Interest, Taxes, Depreciation and Amortization.” It is supposed to measure a company’s profitability without taking into accountthose items that might be seen as being beyond management’s direct control, such as taxes and interest.

Well and good. But what about “a decline in Gulf of Mexico jackup rates to near cash costs,” “steady international results,” and “a rebounding Gulf of Mexico market”? Exactly what do they mean and why did the writer make it so hard for both layman and translator to understand, much more to translate? In the original English, somehow you could make at least a hazy sense of the meaning by inference, but when translating English idioms like this, I can tell you that it can at times become positively maddening. I once advised a foreign translator that “Gulf of Mexico jackup rates” might mean the cost of extracting crude petroleum from the depths of the sea off the coast of New Orleans. I thought I was so sure of it, but on second thoughts I told him I wasn’t too sure so he had better check it up with the writer himself. Such are the perils and tribulations of translating from one language to another and then to the next.

The problem becomes even more acute when you have to translate poetry or verse. Take the case of our very own Philippine national anthem. You will probably remember from grade school that Julián Felipe composed its music in 1898 with the Spanish title La Marcha Nacional Filipina, and that a year later José Palma wrote the poem Filipinas in Spanish as the lyrics for the anthem. To get a feel of its flavor, let’s take a look at just the first eight lines of the poem:

Tierra adorada,
Hija del Sol de Oriente,
Su fuego ardiente
En ti latiendo está.
Tierra de Amores,
Del heroísmo cuna,
Los invasores
No te holláran jamás.


That’s actually a rousing harangue in the Hispanic tongue, and I now faithfully translate it into English as follows:

Land that I adore,
Daughter of the Orient Sun,
You give ardent fire
To my heart that throbs for you.
Oh Land of Love,
Cradle of heroism,
Never will I let invaders
Ever trample on you. 


Of course, I am using what is called free-verse translation, without a finicky regard for the meter that is absolutely needed to match the lyrics with the music, but you have my word that I am as true and faithful to Palma as I could be. I probably can do a translation that perfectly matches the meter and cadence of Felipe’s march, but I have no time for that now so it probably will have to wait for a more propitious day.

Now take a look at how, in the interest of meter, the translators Camilo Osias and M. A. Lane departed so much from the spirit of the original Spanish in their 1920 English translation:

Land of the morning
Child of the sun returning
With fervour burning
Thee do our souls adore.
Land dear and holy
Cradle of noble heroes
Ne’er shall invaders
Trample thy sacred shore.


This is the anthem that I had sung with such fervor every schoolday for many years in all kinds of weather, until they replaced it with the Tagalog version in 1956, but it is only now that I can see with shocking clarity the severe and, I think, undue liberties taken by the two translators with the Palma original.

For one, the very first phrase they used, “Land of the morning,” has absolutely no bearing on “Tierra adorada”or the “Land that I adore.” Osias and Lane had actually trivialized the fervor of the first line by rendering it as simply a meteorological condition that any country, or any piece of acreage on earth for that matter, experiences every day. The second phrase is even worse: “Child of the sun returning” is a pure metaphorical invention of theirs; if they were not respectable people, one would have thought that they may have been drunk or joking when they did this linguistic travesty to “Hija del Sol de Oriente” or “Daughter of the Orient Sun.” In their translation, Osias and Lane had obliterated gender, age, and geography in Palma’s original metaphor and replaced it with preposterous doggerel: did the returning sun sire the child, or was the sun’s prodigal child returning? In place of a beautiful and spontaneous outburst of piety, they had chosen to immortalize a vexing riddle. Moreover, when they used archaic English in “Thee do our souls adore” and “Ne’er shall invaders /Trample thy sacred shore,” they obviously did not anticipate that by imposing such seemingly bizarre grammar, they will be tongue-twisting and perplexing generations of Filipinos every time they sang their own national anthem with feeling.

Lost in Translation - 2

Did the Surian ng Wikang Pambansa under Philippine President Ramon Magsaysay fare any better when they translated Filipinas, the Spanish lyrics of our national anthem, into Tagalog in 1956? Let’s take a look at their lyrics that we are still singing today:

Bayang magiliw
Perlas ng Silanganan,
Alab ng puso
Sa dibdib mo’y buhay.
Lupang hinirang
Duyan ka ng magiting
Sa manlulupig
Di ka pasisiil.


Offhand I would say that these eight lines render more faithfully Palma’s Spanish original than Osias and Lane with their English. We can easily crosscheck this by faithfully translating them into English:

Oh charming land/
Pearl of the Orient,
The fire in your heart
Is alive in my breast.
Oh chosen land,
Hammock of the brave,
Never will I allow conquerors
Ever to vanquish you.


Both the Tagalog and the crosscheck version above are, I think, beautiful in themselves and fit to be sung in perpetuity.


Now, at this point, I do not wish to be construed as being irreverent, particularly because Bayang Magiliw has already been engraved in the mind and heart of every Filipino schoolchild and adult through years of repeated singing. But I just would like to observe that like Osias and Lane, the Surian made a careless trampoline jump in imagery, sense, and intent from the Palma original in the first two lines alone (I will forever withhold comment on the translation of the remaining 18). “Bayang magiliw,” which focuses on the charm of the land, is nowhere near in image and meaning to “Tierra adorada,” which expresses the citizen’s fealty to his native land. “Perlas ng silanganan,” too, is low-level imagery that is not even a pale shadow of “Hija del sol de Oriente,” which expresses a deep maternal intimacy between citizen and land in their unique place under the sun. What, indeed, is so special about a common Eastern pearl, or of one at any point of the compass for that matter? This Tagalog rendering is a debased metaphor—almost a cliché —that further suffers from the unnatural verbal extension and contortion that “silangan” must do to make lyric fit with melody. And to think that we have now enshrined it as supposedly a lovely icon for all that’s good and beautiful about our country! I would have expected the lyricists to at least consider the limits of sensibility and the average vocal chord before taking this verbal and not so poetic liberty.

And while talking about anthems I have another thought that has bothered me for a long time. What could be a more blatant mark of the Filipinos’ fierce tribalism and divisiveness than the proliferation of vernacular translations of the Philippine national anthem? I have seen at least seven other complete translations of the Spanish original—in Cebuano, Ilocano, Haligaynon, Bicolano, Kapampangan, Pangasinense, and Tausug—and from the looks of it, most of these tribes have likewise taken extreme liberties with the intent and meaning of the original Spanish. Some have even tried to outdo one another in the waywardness of their translations. The Tausug version, for one, had not been able to resist using the word “Filipinas” itself in the lyric—which is almost an oxymoron, since nowhere in the Spanish lyrics was the country’s name mentioned. Such was the tribal desire to match meter with melody rather than be faithful to the substance of the song.

The Americans, after uniting behind Francis Scott Key’s new lyrics for the well-known drinking song, To Anacreon in Heaven, when they won tentative victory over the British in 1814, never did anything as bizarre as this. And once the U.S. Congress passed a law proclaiming The Star-Spangled Banner as the national anthem in 1931, they have been playing and singing exactly the same tune and lyrics ever since. Unlike ours, here was a country of 3.5 million square miles (more than 30 times bigger than ours), with more migrants and ethnic races than we have, and yet with absolutely no compulsion to translate their national anthem to some petty dialect, or to depart even a bit from the unabashed verve and vision of its early patriots. The same is the case of the French with their national anthem, La Marseilles. Composed by Claude-Joseph Rouget de Lisle one night during the French Revolution in 1792, and twice banned by two intervening regimes, it has stood the test of time in the hearts and minds of the French more than two centuries hence.

Long ago, during my salad days, I took a fancy at the Spanish poem Romance Sonambulo (Somnambulistic Ballad) by Federico Garcia Lorca and cross-translated it to Tagalog with an English translation as a guide. I thought I did a rather good job at it, particularly the way the Spanish “Mil panderos de cristal, /herían la madrugada,” hewing close to “A thousand tambourines /Wounded the dawning of the day” in the English, evolved to “Sanlibong tamburina /Ang sumusugat sa dapit-umaga” in Tagalog. The translation came out in the college paper and, although I got nothing in payment, it gave me a chance to bask under Andy Warhol’s fifteen seconds of evanescent fame. This emboldened me to become more ambitious: I attempted to render in Tagalog the English version of La grasse matinée by the French poet Jacques Prévert.

Since the poem was in free verse, translating most of it was actually a piece of cake. But upon reaching the portion with the phrase “Ces pâtés ces bouteilles ces conserves,” which the English translator had rendered as “Bottles of pâte foie de gras,” I was stumped. It was way past midnight in the late ’60s and my cheap French-English dictionary was clueless about it. There was not a soul to consult, much less a French one, so I tentatively rendered the phrase to “Alak na pâte foie de gras,” [“Wine made of pâte foie de gras”] and then completely forgot about it. The rest of the translation was otherwise flawless, and it actually impressed the editor of the college paper so much that he promptly published it verbatim.

Many years later, much older and a little wiser, I was to discover that pâte in French meant “paste,” foie was “goose,” and gras was “fat,” as in Mardi gras, which means “Fat Tuesday.” In my haste and in my sloth, I wrongly made wine of what was actually the exquisite oily concoction of fatty goose paste so well-loved by the French! (circa 2002)

This two-part essay first appeared in the column “English Plain and Simple” by Jose A. Carillo in The Manila Times in 2002 and subsequently appeared in Jose Carillo’s book English Plain and Simple: No-Nonsense Ways to Learn Today’s Global Language. Copyright © 2004 by Jose A. Carillo. Copyright © 2008 by Manila Times Publishing. All rights reserved.

Great Titles in the Making By Jose A. Carillo


« on: January 04, 2017, 07:55:38 AM »

Great Titles in the Making
By Jose A. Carillo

My wife Leonor was out doing the groceries when I put the finishing touches to “Lost in Translation” and e-mailed it to the newspaper running my columns. When she came back and had laid down her foodstuffs and goodies, she casually picked up the printed manuscript on the computer table and started reading. “This is charming,” she said. “You use the phrase ‘salad days’ to describe yourself when you talk about Jacques Prévert talking about pâte foie de gras. And I think you explained pâte foie de gras quite well. But are you sure your readers will understand ‘salad days’? For all you know, some of them might think you were a rich kid eating nothing but salad and caviar in those days, which I know you were not.”

Oh, I said, I’m sure they would know what I mean by “salad days.” That’s an allusion to my youthful, inexperienced times, which I actually look back on with great fondness. I’ve used that phrase often since, well, my salad days, and I know that a lot of other writers have used it themselves in their memoirs and in their newspaper features. But Leonor pointedly said: “That’s right, but are you sure they knew exactly what they were talking about when they used it and how they got to using it in the first place?”

In my case I said “Yes,” but for the others—? Her question intrigued me. It gave me the idea to write precisely this chapter you are reading now. There must be some value in talking about the English idioms and figures of speech that modern writers have not tired of using again and again. And what a better way to start the effort by tracing their genealogy, beginning with “salad days” with which I was already familiar.


For those who just happen not to know it yet, one of the earliest written works that used the phrase “salad days” was William Shakespeare’s play Anthony and Cleopatra. That was in the year 1606 when the Stratford tanner’s son was about 43 years old, no longer a tyro in dramatics himself. He used the idiom in that scene where Cleopatra was ruing past mistakes and miscalculations in her personal affairs: “My salad days, when I was green in judgement, cold in blood, to say as I said then.”
  
With that remark, many Shakespeare lovers have paid tribute to the Bard by using “salad days” to mean rank inexperience and cupidity (this last word, by the way, despite the allusion to the winged god of love, does not mean “lovestruck” but, in this context, “a very hearty appetite”). And as far as I know, at least one modern-day writer got his inspiration from another phrase in that one-line lament. The novelist Truman Capote, writing about the final days of the two doomed young killers of a Kansas family in 1959, entitled his classic non-fiction novel In Cold Blood. It is, I am almost sure, a quiet but powerful allusion to Shakespeare in 1606 talking in Cleopatra’s voice.


There is another English figure of speech that had fascinated me since my salad days, but I was always so in a hurry to ever bother looking it up. It is the intriguing idiom “woman of straw.” My first encounter with it was in the 1964 film Woman of Straw, which starred a much more voluptuous Gina Lollobrigida than today and what was then a still amateurish but handsomer Sean Connery. The movie blurb said “It’s so easy to set fire to a woman of straw,” and I took the idiom at face value: it must somehow mean a female scarecrow that you put in a ricefield to drive away the pesky birds, but that you can easily get rid of by setting aflame with a flick of a match. But the starstruck image of my salad days was totally wrong. Decades later, surfing the Web, I discovered something more elemental and profound and much deadlier about women and men of straw.

It turns out that in early England, certain poor men and women would loiter around the law courts offering themselves as false witnesses for a fee. To show to prospective litigants they were available, they would wear a piece of straw in one of their boots. They were people of no substance or capital, very much like the alert, bright-eyed palabuylaboy (loiterers) we can see even today around local police headquarters, waiting for a cue from a police sergeant who is not convinced that you have a strong enough witness or testimony to have a “fileable” or “winnable” case. They no longer mark themselves with straw on their shoes, though; now they often wear fake Hilfiger shirts and possibly genuine Nikés. But people like these were—and still are—the real “people of straw” of this world, not the overly pliant women and men who would fold and crumble at your gentlest touch.

And talking of figures of speech about court cheats and scalawags, I am reminded of the idiom “baker’s dozen.” I still use this idiom to test how good the English of applicants to my company is, and I am distressed to find that less than 30% are supplying the correct answers. How many items, indeed, are in a baker’s dozen? Are there 12 or 15 or double the ordinary dozen? No, not at all. It is the unlucky number 13. In old England, bakers were fined heavily for shortchanging customers with less than the correct weight of bread. To guard against being brought to court, which was such a bother, they began making it a point to add an extra loaf to every 12 they sold. That’s actually how the baker’s dozen came about.


Now, before closing, I would like to bring up the idiom “giving something the whole nine yards,” the last four words of which is the title of a fine Bruce Willis and Natasha Hensridge black comedy shown on cable every now and then. You would think that “the whole nine yards” is a measure of the cloth for a bride’s impossibly long wedding train, or simply making it to the finish line in an interscholastic race. Wrong. It precisely means giving “absolute maximum effort” when trying to win or achieve a goal. It is vintage World War II, when American B-17 aircraft guns exhausted their ammunition belts nine yards long to bring their enemy targets in Europe and elsewhere to their knees. (circa 2002-2003)

This essay first appeared in the column “English Plain and Simple” by Jose A. Carillo in The Manila Times circa 2002-2003 and subsequently appeared in Jose Carillo’s book English Plain and Simple: No-Nonsense Ways to Learn Today’s Global Language. Copyright © 2004 by Jose A. Carillo. Copyright © 2008 by Manila Times Publishing. All rights reserved.

Looking back to the past 15 years that I’ve been writing this column


« on: January 07, 2017, 05:29:09 PM »

As the year 2016 drew to a close, I looked back to see how many columns I’ve already written for The Manila Times since I started writing for its op-ed page in mid-2002. The running total for “English Plain and Simple,” which used to run Mondays to Fridays during the first two years and then weekly thereafter, was 1,023; add to that my “Silent Fire” columns, its Saturday reader-feedback companion piece during those first two years, and the figure goes up to more than 1,125 all told.

I honestly find it incredible that I have written that much material about English and its usage despite my initial misgivings that I wouldn’t be up to the task, having been only a campus journalist and college editor, very briefly a newspaper reporter, and for some 20 years a company editor and corporate communications executive. At the start I even used to wonder how I could keep it up with the meager formal instruction I had obtained in English, but over the years, I discovered that you could go a long way when you use your own life and love affair with English as raw material, distilling your learnings, experiences, successes, failures, and heartbreaks into 800-word and later 650-word lessons in expository or narrative prose.

And so there it is: My regimen of writing the column for almost 15 years, to my own astonishment, also has produced three English-usage books: English Plain and Simple (2004), Give Your English the Winning Edge(2009), and The 10 Most Annoying English Grammar Errors (2008). Then it gave rise in 2011 to an interactive online English-usage site, Jose Carillo’s English Forum, that has since become a home and repository of my columns and my interactions with its target audiences.

Looking back to the happy evolution and expansion of my columns into English-usage books and into an online forum, I thought of coming up with two more initiatives to further heighten the spirit, thrust, and goals of this effort to provide continuing lessons in English self-improvement.

The first initiative is to give the Forum a more current, more interactive, and more convenient entry point. Through its reformatted and easily accessible Gateway to Great English on Facebook (tinyurl.com/j5j2ggq), the Forum now instantly provides running capsule introductions to its postings of English grammar critiques and general-interest readings, both current and old. This new interactive Facebook gateway keeps members updated 24/7 of new postings the very moment they are uploaded. 

The second is to pilot this January a special 2016 year-end offering—an online folio of six of what I consider my best personal essays of enduring significance, plus six intellectually stimulating general-interest readings featured in the Forum. The six personal essays exemplify the wide range of subjects and themes that I’ve written about in this column since 2002.

(All interested readers can directly access this special year-end folio of my essays by clicking this link: http://josecarilloforum.com/YES/. Alternatively, registered Forum members can go to the Forum homepage as usual and look for the link to the folio.)

The six personal essays featured in the folio are “Rediscovering John Galsworthy,” “How I Discovered Gabriel Garcia Marquez,” “Indignities in American Minor,” “The Roots of English,” “A World Without English,” and “The Evil That Ignorance and Incompetence Can Do.”

The six general-interest readings are “A Recovered Ancient Manuscript Changes the Course of Human Thought,” “A Great Teacher Shares Her Secrets To Persuasive, Compelling Writing,” “Antedated by 230 Years, A Poem’s Noble Thoughts Get Placed in Jeopardy,” “A Father’s Letter to His Son’s Teacher,” “A Taste of Vintage Mencken,” and “The Real Wonder is That Humans Ever Discovered Science at All.”

I’m confident that you’ll find all 12 essays in the special year-end folio not only very instructive about language and communication but very enjoyable as well.

This essay appeared in the weekly column “English Plain and Simple” by Jose A. Carillo in The Manila Times in its January 7, 2017 issue, © 2017 by Manila Times Publishing. All rights reserved.

Do Kingfishers Eat Butter?

Do Kingfishers Eat Butter?
By Jose A. Carillo

“Dad, do kingfishers eat butter?”

I thought my 12-year-old son was kidding me when he asked me this question sometime ago, but he wasn’t. As proof, he showed me the front-page newspaper item that had this curious passage: “The Silvery Kingfisher . . . thrives in aquatic habitats and eats fish, insects, butter and dragon flies, and small crabs.” [italics mine]

“No, Jack,” I said, “The kingfisher couldn’t be that fastidious as a food connoisseur. A butter-eating kingfisher? No way! I think it’s simply a bad case of elision. What that statement really meant was that the kingfisher eats butterflies and dragonflies.”


“Mmmm . . . I think you’re right, Dad. I just wish the writers of this piece were more organized and careful with their English. You see, I was thinking that since butterflies and dragonflies are insects, and fish and crabs are both aquatic animals, that passage would read much better if written this way: ‘The Silvery Kingfisher. . . thrives in aquatic habitats and eats fish and small crabs as well as insects like butterflies and dragonflies.’ Everything would have been in its proper place.”

“Right, Jack! That’s a neat organizing touch—putting together fish and small crabs in a single phrase, and putting together butterflies and dragonflies as the insects that they are. You’ve made the statement much clearer by grouping similar things together instead of the helter-skelter way they were presented in that passage. Now you should get going for your football practice.”

“OK, Dad, but just one more question. You used a word that’s new to me—‘elision.’ What does it mean?”

“In general, Jack, elision is the omission of one or more sounds from a word or phrase—maybe a vowel, a consonant, or a whole syllable—to produce a more easily pronounced or euphonic statement. In the kingfisher case, however, it was the omission for brevity’s sake of something presumed to be obvious. But the writer made a serious mistake. He or she thought that since the term ‘flies’ is common to the words ‘butterflies’ and ‘dragonflies,’ that term can be detached from each of them to stand as a generic word for both. This is a wrong and deadly case of elision. ‘Flies’ couldn’t be a generic term for ‘butterflies’ and ‘dragonflies.’ That word is an entirely different genus, or a class, kind, or group marked by common characteristics. ‘Butterflies’ and ‘dragonflies’ are generic on their own, with insect flight—not flies—as a common characteristic.”

“I get it, Dad. But is elision always bad for language?”

“Only if done badly as in that kingfisher passage. Elision actually works very well in informal conversations, as when people make contractions like ‘I’m’ for ‘I am’ and ‘shouldn’t’ for ‘should not,’ or in poetry, when it becomes necessary to omit or elide an unstressed vowel or syllable to achieve a uniform metrical pattern.”

“I see. But does elision have any practical uses in day-to-day writing?”

“Definitely, son! In written compositions, when things in an enumerative sequence are modified by the same compound adjective, it’s much better to elide or take out the common term in that compound adjective and use it only once at the end of the enumerative sequence. For instance, professional business writers will never be caught writing statements like this one: ‘The strawberry-flavored, apple-flavored, cherry-flavored, and mint-flavored drinks sold very well during the summer months.’ They would elide the common term ‘-flavored’ to produce this more concise, streamlined statement: ‘The strawberry-, apple-, cherry-, and mint-flavored drinks sold very well during the summer months.’ Keep in mind, though, that the intended effect of the hyphens is difficult to achieve when such statements are spoken, so elisions like this work well only in writing.”

“Well, Dad, I guess I’ll just have to be very careful with elisions. I’d hate to end up writing about fastidious birds like that butter-eating kingfisher without really meaning to.” (circa 2003-2004)

This essay in conversation form, which first appeared in my English-usage column in The Manila Times in 2004 and subsequently formed Chapter 141 of my book Give Your English the Winning Edge, is part of a collection of my personal essays from 2003 to 2006. The Forum will be running one essay in conversation from a selection of my 2002-2016 essays every Wednesday starting January 11, 2017.

A Serious Bad-Grammar Syndrome By Jose A. Carillo

A Serious Bad-Grammar Syndrome
By Jose A. Carillo

One day, the English grammar of my wife’s favorite newspaper had taken such a serious plunge that my wife just blew up during breakfast. 

“What kind of gibberish is this?” she asked, furiously pointing to a front-page photo caption. Listen:


Quote
The world’s a stage for the concerns of the family which deeply concern Pope John Paul II who addresses the Fourth World Meeting of Families at the Quirino Grandstand on Saturday via a live video feed direct from the Vatican.

“So what’s wrong with it?” I asked, drinking my coffee.  

“You’re the editor in this house,” she said, “so you tell me. Why would anyone string up so many details in one sentence? Isn’t there a journalistic rule against a 40-word run-on behemoth like that? And what does this mean: 'The world’s a stage for the concerns of the family which deeply concern Pope John Paul II’? I know there’s an allusion to Shakespeare there somewhere, but why make ‘the concerns’ the performers? And isn’t it queer to use ‘concerns’ twice? What kind of English is this?” 

“A strange one, which could happen when you’re about to miss your deadline,” I said. “You use clichés already in your head for effect—for literary resonance—but there’s a downside: you risk being obscure or funny because nonliterary people may not get what you mean. As to the writer’s grammar, I wonder why it’s so unnaturally atrocious today, but it’s only a caption, no need to get upset about it.” 

“Caption or not, I still think that it shouldn’t be exempt from the rules of good grammar,” she said. “And what’s this ... another caption seeking exempt-status from those rules? Listen: 
Quote
And baby makes 10. Rose and Rodrigo Alenton with their nine children, plus one, Maria Jose (inset) born to his mother, a delegate to the congress of families which ends today.

Maria Jose born to his mother? Did she give birth at the congress? Isn’t that and the math and the whole caption gibberish again?” 

“Looks like, but again, it’s only a caption.” 

“No, love, I think it’s a serious bad-grammar syndrome,” she said, pulling a folder from the nearby computer table. “I can’t take it anymore. Let me show you the lousy grammar things I clipped from this paper’s issues these past two weeks. Here’s one bad-grammar lead: 
Quote
Did the shootout among cops in Quezon City came as a result of credit-grabbing?

“Oh, oh, must be a simple typo—forgivable. It should be ‘come,’ of course.” 

“Really? But what about this columnist’s lead sentence: 
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Taxes and death being the only two sure things in life, add tax evasion.

What kind of semantic nonsense is that?” 

“Ouch! The caption writer probably was just in a hurry, maybe for a date. She must have meant this: ‘Taxes and death used to be the only two sure things in life. Now add tax evasion.’”   

“You’re so defensive of your kind! But let’s see if you can be as forgiving with this front-page lead: 
Quote
The People Power II Revolution is the movie in the nation’s mind again, as Filipinos mark its second anniversary tomorrow.

Isn’t ‘the movie in the mind’ thing preposterous?” 

“That, of course, is a line from Miss Saigon. You know that; we saw the play on Broadway almost 17 years ago, remember? The writer probably thought everybody watched the play or memorized Lea Salonga’s song. That’s just another attempt at resonance.” 

“Resonance, my foot! I think it’s nothing but unwarranted and obscure exhibitionism! Anyway, look at this suspicious lead: 
Quote
In a stirring twist, two witnesses claimed [name withheld] had provoked his assailant into shooting him.

My dictionary says that ‘stirring’ means ‘busy, exciting, rousing, thrilling.’ What’s exciting or thrilling about that twist? The guy’s dead, isn’t he? Isn’t that macabre?” 

“Oh, the reporter must have meant ‘surprising’ or ‘intriguing’—‘stirring’ was probably only a slip of the keyboard.” 

“You’re defending them again! But try defending them over this one: 
Quote
Expect memories to awaken when, after so many years, classmates at the University of the Philippines College of Law meet again.

“Do memories awaken?” 

“I don’t think so, but passions do. ‘Awaken’ means ‘to rouse from sleep’ or ‘to wake up.’ Rather tough for memories to wake up, even if they are personified.”  

“Now you are getting the drift. But don’t defend these guys all the time just because you were once a reporter yourself. Now figure out this funny lead: 
Quote
Zero assets and zero bank accounts. That, according to [name of a public official], is what he has in the United States...

There are two subjects, ‘zero assets’ and ‘zero bank accounts,” so the correct usage should be ‘those are’ and not ‘that is,’ right?” 

“Of course! In English, those two items don’t add up to zero. It’s the number of the noun—not its modifier—that makes it singular or plural. In this case, good math simply happens to be not very good English, but don’t be so hard on the reporter for not knowing that.” (February 2003)

This essay in conversation form, which forms Chapter 143 of the author’s book Give Your English the Winning Edge, first appeared in the weekly column “English Plain and Simple” by Jose A. Carillo in The Manila Times in its February 1, 2003 issue © 2003 by Manila Times Publishing. All rights reserved. The Forum will be running one essay in conversation form from a selection of my 2002-2006 essays every Wednesday starting January 11, 2017.

The disturbing high incidence of the faulty “taken cared of” usage by Jose Carillo


« on: January 18, 2017, 11:33:17 PM »

Sometime last December, my reading of the day’s newspapers was brought to a halt by this jaw-dropping piece of English: “Therefore, the government should recognize the film industry as an essential commodity. It should be taken cared of so that it flourishes and gives back beneficial returns to a caring government.”  

We’ll first focus on the statement’s erroneous use of “taken cared of” and on its inappropriate use of the clause “it flourishes and gives back beneficial returns to a caring government” as a simple fact, after which we can fine-tune the statement’s overall semantics and construction.


The phrase “take care of,” as we all know, is an idiom that means “to attend to or assume responsibility.” In that phrase, “take” is a verb and “care” is a noun, and people usually have no problem using it in the simple tenses: “My secretary takes care of all the office details.” “A lawyer took care of the inheritance papers.” “Don’t worry about your visas because I’ll take care of them.”

It is when people use “take care of” in its past participle form that the problem usually arises. In fact, when I made a quick check with Google as I wrote this column, it reported some 39,900 entries erroneously using “taken cared of” for the past participle of that phrase. Some samples: “All concerns, down to the payment of electricity bills and utilities, are taken cared of by the professional hotel management operator.” “They are taken cared of by the [name of school] family to grow and develop as persons, learners and scholars.”

(The surprising thing is that among the Google entries, which are drawn from all over the world, there was an abnormally high incidence of “taken cared of” usage among Filipino writers, particularly in journalism and academe. Could it be that sometime in the recent past, some local English grammar authority had inadvertently taught and spread that wrong usage among the populace?)

Although substantial, the incidence of “taken cared of” usage was thankfully only about 2.6 percent of the 1,540,000 Google entries that used the correct past participle form of the phrase: “taken care of.” Two of the entries: “We could not increase spending for any programs until our core programs for veterans and the poor were taken care of.” “I live in the Netherlands and have taken care of my dad for years.”

Remember now that most verbs typically take the suffix “-ed” to form past participles, as in the past participle “finished” for the regular verb “finish.” The irregular verb “take,” however, takes the past participle “taken.” Thus, to form the past participle of the idiom “take care of,” it follows that only the verb “take” will inflect by changing to the past participle “taken.” The noun “care” will remain unchanged because in English, nouns don’t inflect with changes in tense; only verbs do. The correct form in the past participle of “take care of” is therefore not “taken cared of” but “taken care of.”

This should be the form of the idiom in the second sentence of the faulty statement presented at the beginning of this column. Before revising that statement, however, we also need to rectify its wrong use of the clause “it flourishes and gives back beneficial returns to a caring government.” That clause obviously shouldn’t be stated as a simple fact, only as something to be wished for or something probable, and for this reason it has to use the modal “can” to indicate that probability.

Now that all these concerns have been taken care of, we are now in a position to come up with this grammatically, structurally, and semantically better version of that statement: “Therefore, the government should recognize local filmmaking as an essential industry, one that should be taken care of so it can flourish and bring beneficial returns to the country.” (January 15, 2007)

This essay,519th in the series,appeared in the weekly column “English Plain and Simple” by Jose A. Carillo inThe Manila Times in its January 15, 2007 issue, © 2007 by Manila Times Publishing. All rights reserved.