The Argument Against Adverbs

Outcropping at Salthills Geographical park in Clithereoe, Lancashire U.K.

The Argument Against Adverbs

Struggling to write simply?

If you’re looking for a reason to reduce unnecessary words,

look no further than this Wall Street Journal article on the use of adverbs in the legal profession.

Many a major court case has hinged on inferring the meaning of an unnecessary adverb.

An adverb, by definition, is used to modify an adjective or verb to denote place, time,

purpose, or degree of.

The argument against this part of speech is that it’s often used to make up for a writer’s poor choice of a verb or adjective. Instead of choosing a stronger action word to describe a series of events,

or a deeper descriptor to help a reader visualize an object,

the adverb is brought in as a weak form of language enhancement.

Adverbs include words such as deliberately, hastily, sometimes, and abroad.

These words are vague and open to reader interpretation.

In the legal system, this ambiguity is seen as a positive.

The adverb can serve as a focal point for determining whether a person is guilty or innocent.

The degree to which an action is taken, for instance, is easily debated.

The Wall Street Journal uses a 2009 Supreme Court case, Flores-Figueroa v. United States,

as an example. In this case, a Mexican citizen was arrested for obtaining U.S. employment

by using counterfeit Social Security and alien registration cards.

After his arrest, he petitioned the government. The statute defining his time for the crime stated, “Whoever…knowingly transfers, possesses, or uses, without lawful authority,

a means of identification of another person shall…be sentenced to a term of imprisonment

of two years." He argued the government had to prove he knew the IDs were fake

for it to charge him on the word “knowingly.” The court agreed.

Now imagine if the word “knowingly” were up for discussion every time it appeared in print.

Adverbs are often construed differently depending on the reader. A writer providing evidence

to support a specific conclusion is better off using descriptive, but exact, language to emphasize

an opinion. Adverbs, and other parts of speech that do not add value to a sentence,

leave ideas open to misinterpretation.

In the scientific field, showing a relationship between individual ideas and/or support

for a specific conclusion are important. A hypothesis otherwise sufficiently proven

might be considered improperly supported if the word “knowingly” came into play.

Asking a reader if she “knowingly” completed a task for example, is much harder to prove

than just asking if the task were completed, because “knowingly” is based on

someone’s personal experiences. Therefore, the use of stronger verbs and adjectives

are encouraged above the use of words that do not add value to the goal of each sentence.

For more information on how to use language effectively, visit us at https://www.hurleywrite.com.

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To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Summary Writing

Wild rose.

Janet Bagwell

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Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

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To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

‘Fly in the ointment’? Assessing the influence of the King James Bible (1611)

Rhododendron. 

‘Fly in the ointment’? Assessing the influence of the King James Bible (1611)

By Professor David Crystal, University of Wales, Bangor

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Counting idioms

The King James Bible and the OED

Please note: several of the following links to dictionary content require subscriber access 

to the OED Online.

What is the influence of the King James Bible (1611) on the English language?

The claims have sometimes been quite extraordinary,

and with the 400th anniversary of publication falling in 2011, the exaggerations have been growing. In an article in The Tablet (3 April 2010) entitled ‘England’s gift to the world’, the MP Frank Field

(the director of the trust established to coordinate the anniversary celebrations)

quoted Melvyn Bragg to describe the King James Bible (KJB) as

‘quite simply the DNA of the English language’. A striking metaphor, but a misleading one.

DNA is in every cell we possess; but the KJB is by no means in every word we write.

On the contrary. There are actually many features of KJB style that are no longer used

or liked in English. Not used? Consider a sentence such as ‘In the day that thou eatest thereof

thou shalt surely die’, where much of the grammar is obsolete.

Not liked? I suspect many of you were taught that it was ‘bad grammar’ to begin a sentence with And. But what do we find in the opening chapter of Genesis?—thirty-one verses,

all but two of them beginning with And—’And God said… And God made…’.

Only the opening verse (‘In the beginning God created the heaven and earth’)

and verse 27 (‘So God created…’) do otherwise.

Counting idioms

When people talk about the influence of the King James Bible they are usually thinking about the idioms it contains, or rather more vaguely about its thematic content, imagery, and rhythmical style. Though now widely known as the Authorized Version, the 1611 translation,

while favourably received, was adopted only gradually in the decades after publication

as churches replaced their existing copies of the Geneva (1560) and Bishops’ (1568) bibles.

Only after the Restoration of Charles II (1660) did the KJB gain its dominant status

in Anglican worship, revered as both a religious and a literary text.

One of the first writers to draw on the 1611 version as a source of inspiration

was John Milton (1608-1674), many of whose lines show a clear influence,

at times to the point of exact phrasing, as in ‘She gave me of the tree, and I did eat’

(Paradise Lost, Book X). The King James version also entered auditory consciousness too,

for it was frequently read aloud—a practice aided by the punctuation,

which is more an aid to speech than a guide to grammar.

For my book, Begat. The King James Bible and the English Language (2010),

I tried to put a precise figure on the question of idioms. Estimates here have varied enormously. Everyone who writes about the KJB in relation to the history of English quotes a few examples,

such as out of the mouths of babes and fly in the ointment, but nobody has established

just how many such items there are in the work as a whole. When I ask people for a figure,

I receive answers ranging from a hundred to a thousand. To resolve the question once and for all,

I went through the whole work looking out for any expression that I felt had come to be

a part of modern English, whether people were aware of the biblical connection or not.

And I made two discoveries. First, there aren’t as many of them as people suggest: I found only 257. (Other readers with different mindsets might increase this total a little, but not by much.)

Second, most of these expressions don’t originate in the King James translation at all.

Rather, they are to be found in William Tyndale‘s version nearly a century earlier,

or in the Bishops’ Bible of 1568, or one of the other major sixteenth-century translations.

By my count, only 18 expressions are unique to the 1611 version.

They include how are the mighty fallen, the root of the matter, and a thorn in the flesh.

I looked at only five other translations to arrive at this figure.

Examining others might make this total fall further.

The small figure shouldn’t be a surprise. We need to remember that the aim of the translators,

as they made clear in their preface, was not to make a new translation,

‘but to make a good one better, or out of many good ones, one principall good one’.

They had little choice in the matter, as the guidelines for their work, which had been approved

by King James I, required them to use the Bishops’ Bible (in the 1602 edition) as their first model, making as few alterations as possible; and, when this was found wanting,

they could refer to earlier versions. Unlike Shakespeare, they were not great innovators.

Back to top

The King James Bible and the OED

A similar small figure emerges when we look at the first recorded instances

from the King James Bible in the OED.

An online search for the 1611 Authorized Version 

reveals it as the first source for 43 new headwords:

abased (adj.), accurately, afflicting (n.), almug, anywhither, armour-bearer,backsliding (adj.), battering-ram, Benjamite, catholicon, confessing (n.), crowning (adj.), dissolver, epitomist, escaper, espoused (adj.), exactress, expansion, Galilean (n.), gopher, Gothic (adj.), grand-daughter, Hamathite,ingenuously, Laodicean (n.), light-minded, maneh, miscarrying (adj.), Naziriteship, needleworker, night-hawk, nose-jewel, palmchrist, panary,peaceable kingdom, phrasing (n.), pruning-hook, Sauromatian, shittah, skewed, way-mark, whosesoever, withdrawing (adj.)

Compare this with other translations through which we can trace earlier, and greater,

contributions to the development of English: for example, the 1400 OED entries

that cite the Wycliffite Bible as first evidence (a1382); the 200 entries from both the 

Coverdale Bible (1535) and later Wycliffite version(c.1425) respectively; and the 128 entries

derived from Tyndale’s version. If we expand the terms of reference to include first recorded senses (i.e. new meanings of existing words), the contribution of the KJB, as recorded in the OED Online, increases to over 300, including bushy (of hair), to cut short(a speaker), muddy (of thought),

and lost sheep to describe someone who strays from an expected course. But once again,

this falls short of first recorded senses citing earlier translations—nearly 4000

for the fourteenth-century Wycliffite, close to 1000 for the Coverdale,

and more than 400 for Tyndale’s Bible. (Figures for the KJB would, of course, be still lower

if ongoing revision were to discover earlier citations.)

These small totals mean that we should not exaggerate the influence of the KJB on English.

It’s true to say, as several commentators do, that no other literary source has matched the 1611 edition for the number of influential idioms that it contains; but it isn’t true to say that

the King James originated all of them. Rather, what it did was popularize them.

It gave the idioms a widespread public presence through the work being ‘appointed to be read

in Churches’. The work was never ‘authorized’ (despite its popular name) in any legal sense,

but no other translation reached so many people over so long a period as the King James version.

The result was that an unprecedented number of biblical idioms captured the public imagination,

so much so that it’s now impossible to find an area of contemporary expression

that doesn’t from time to time use them, either literally or playfully. We find them appearing

in such disparate worlds as nuclear physics, court cases, TV sitcoms, recipe books, punk rock lyrics, and video games, and being adapted in all kinds of imaginative ways to suit their new settings.

The banking crisis produced Am I my Lehman Brothers’ keeper? A political confrontation produced Bush is the fly in Blair’s ointment. No other work has generated so many variations.

The adaptations are legion. It is in this sense that the influence of the King James is without parallel.

Further reading

David Crystal, Begat. The King James Bible and the English Language (2010)

http://public.oed.com/aspects-of-english/english-in-time/fly-in-the-ointment-assessing-the-influence-of-the-king-james-bible/

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To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

End graded observations: this year’s brain gym, and the gorilla in the classroom

One of the Crain's bills.

End graded observations: this year’s brain gym, and the gorilla in the classroom

Hidden in plain sight

Research is powerful. It can chime with your intuition, or shatter preconceptions. 

Like when half of all observers in an experiment to count passes of the ball,

failed to spot a gorilla enter the game.

On Monday 13th January, Professor Rob Coe gave a speech at an event

co-hosted by the Teacher Development Trust on lesson observations in English schools.

It was utterly shattering in its implications for school leaders.

It turns out we are all complicit in this year’s brain gym.

Ben Goldacre in Bad Science demolished brain gym as a widely but uncritically adopted fad,

an unscientific and useless intervention. Tom Bennett in Teacher Proof and Dan Willingham

have demolished others such as VAK learning styles as pervasive but unevidenced.

At ResearchEd 2013, Tom asked, what is this year’s brain gym? What are we falling for right now?

Professor Coe’s collation of the research suggests it is graded observations. I agree.

It is not reliable – two different observers who see the same lesson are unlikely to agree.

Nor is it valid – even if they agree that what they see is good practice, it often isn’t.

Here are Professor Coe’s killer stats:

if a lesson is judged outstanding,

the probability that a second observer would give a different judgment is up to 78%

if a lesson is judged inadequate,

the probability that a second observer would give a different rating is 90%.

But that’s in the robust, $50 million MET project;

most schools observations are not as robust (Strong et al, 2011)

Fewer than 1% of those judged inadequate are genuinely inadequate

Only 4% of those judged outstanding actually produce outstanding learning gains

Overall, 63% of judgements will be wrong

Prof Coe is rightly scathing: ‘tossing a coin would have been better’;

‘you might as well decide you don’t like someone’ as give them unsatisfactory.

The effect sizes of observation as an intervention are also very low: 0.22 and 0.11.

As John Hattie says, setting the bar at zero is absurd; most interventions have some effect,

so his threshold for effectiveness is 0.4, which graded observations do not meet.

Graded observations: the gorilla in the classroom

The evidence shows that grading lessons is not reliable, valid or useful.

But intuition and experience tells me that it is also counterproductive and damaging.

Damaging, as some fifty teachers tell here of the pressure and pain they felt

after being downgraded. What if they had known the 90% probability that a second opinion

would have changed their rating?

Counterproductive, as David Didau shows here,

as ‘the cult of the outstanding lesson is retarding learning.’

The focus on busy engagement in protocols over memorable instruction is problematic: i

t is precisely this distractor that Professor Coe says compromises validity.

So what do we do about it?

First, do no harm: end numerical judgements

Doctors take the Hippocratic oath: first, do no harm. So should school leaders.

But we are harming teachers’ professionalism by grading them out of 4, often in 20 minutes.

There’s no way a surgeon would be graded out of 4 for 20 minute observation of an operation.

We must stop grading lessons. Professor Coe says we should ‘stop doing what we’re doing’;

‘if you don’t want to use observations for grading, it may not matter that they’re not reliable.’

If we just use them formatively, teachers can focus on improving rather than being judged,

and school leaders can combine quantitative assessment data,

qualitative feedback from colleagues

and their own intuition to form nuanced judgements of teaching quality.

Then, follow the bright spots: use formative-only observations

‘Sow the seed of the end of the judgemental approach to school leadership’ Alison Peacock said

at the same event, a primary head who eschews grading lessons

and instead uses lesson study for a culture of trust.

School leaders like Chris Moyse and Paul Bambrick-Santoyo are trailblazing formative-only models.

It takes courage and willpower, but it can be – and is being – done.

In years to come, like BrainGym, we may well look back on grading as a travesty

and a historical curiosity. Now, though, this business of grading observations must end.

Let’s get the gorilla off our backs.

https://pragmaticreform.wordpress.com/2014/01/18/end-graded-observations/

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I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

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To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

How to find the Topic, Main Idea, Supporting Detail.

Dr. Ruth Alisha Hill

Stop the video and make notes.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

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www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Catch More Writing Mistakes With This Underutilized Proofreading Trick

Evening Milking time in Gargrave.

Catch More Writing Mistakes With This Underutilized Proofreading Trick

STEFANIE FLAXMAN

Proofreading is simple.

That may seem like a sacrilegious statement coming from someone who spent years justifying that proofreading is a specialized skill to condescending critics.

But I want to show you a simple proofreading trick, so you are able to review your writing like a professional proofreader — even if you only have time to proofread your writing once.

This underutilized technique will help you spot and correct errors in your digital content that you’ve previously glossed over.

The difference between proofreading and just reading

A common misconception is that proofreading is the same activity as reading. Why would someone pay a professional proofreader when anyone who knows how to read could point out mistakes in a piece of writing?

This attitude can be an obstacle for freelance proofreaders looking for work.

But ultimately, as many proofreaders discover, rather than trying to attract writers who “don’t get it,” it’s more effective to speak to those who already understand the value of a thorough, professional proofreading.

It’s a lesson that can be applied to any type of digital business:

Appeal to people who already want and understand the value of your product or service — the right prospects. Don’t try to win over people who are not interested in what you do — the wrong prospects.

This proofreading trick is a clear example of why the activity of proofreading is unlike just reading.

Now, take off your writer beret and put on your proofreader fedora, so you can view your writing like someone who has never seen it before.

Proofread from the end to the beginning

When you’re satisfied with your final draft, here’s how you can give your content a professional polish.

Up until now, you’ve (presumably) been reading your writing from the beginning of the text to the end. We want to trick your brain into looking at everything you’ve written in a different way.

Start at the end of your document and read the last sentence backwards — slowly.

For example, you would read the sentence, “Start at the end of your document an read the last sentence backwards — slowly” as “slowly — backwards sentence last the read an document your of end the at Start.”

Do you see any word choice errors, missing words, or incomplete thoughts that weaken the sentence?

It’s easier to spot writing mishaps when you view your words in a different order.

In this example, the word “an” should have been “and.”

Then, for good measure, read the same sentence as you normally would — butslowly. Spot any mistakes?

Let’s add on.

Stop proofreading at each punctuation mark

As you review each sentence backwards, and then forwards, stop reading any time you encounter a punctuation mark to make sure it is used correctly.

Does each period end a complete sentence? Is each comma used appropriately? Each dash? Each quotation mark? Each apostrophe?

Here are two examples:

Did you write “it’s” instead of “its?”

“It’s” is a contraction of “it is.” “Its” is a possessive form of the pronoun “it.”

Since you’re carefully evaluating your punctuation choices, it will become clear if “it’s” or “its” is correct.

Did you write “you’re” when you intended to write “you’ve?” (Here’s a secret: I made that mistake in the first draft of this post. Shhhhh: don’t tell anyone.)

When used correctly, punctuation marks help guide the reader through your content. The reader will take his effortless comprehension of your writing for granted.

With this proofreading activity, the words you read don’t make a casual, light imprint in your mind, and you don’t overlook punctuation marks.

Here, each punctuation mark and word are tattooed on your brain.

Proofread each sentence like this until you reach the beginning of your content, correcting mistakes that pop out along the way.

Present your readers with a distraction-free experience

Proofreading is simple, but it requires patience, which many people lack.

If you have the patience to review your writing slowly just once, the time you spend proofreading will be much more effective than if you rush the process but are able to skim through your text multiple times.

Treat proofreading as a specialized activity, and you’ll see the quality of your writing improve — so your readers can focus on your content without distractions.

If you found this post useful, make sure to also check out The Traffic Light Revision Technique for Meticulously Editing Your Own Writing.

Stefanie Flaxman 

http://www.copyblogger.com/smart-proofreading-trick/

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an informational book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

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How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

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Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Stanch Kid’s Summer Learning Loss

Scabious.

Stanch Kid’s Summer Learning Loss

Written by Trudy M. and Edited by Elle Yi 

Most children look forward to summer vacation because it is a break from school and learning. Unfortunately, children can also experience loss of learning

if they do not continue to practice academic skills away from school.

The U.S. Department of Education estimates that children will lose as much as 25 percent

of their academic learning during summer vacation.

Many children exercise their bodies during the summer,

but it is also important for them to exercise their brains.

There are many easy ways for children to exercise their brains during summer vacation.

By practicing academic skills in the summer, children can avoid summer learning loss

and be ahead of their peers when they return to school.

 Here are six summer activities to help create smarter children.

These activities are appropriate for children of all ages,

and most do not require any special equipment or technology.

Reading

Reading is the foundation of all other learning, so it is important for kids

to continue to practice even when school is not in session.

Encourage your children to read for pleasure during the summer months

by signing up for a summer reading program at your local library.

Writing

During summer vacation, have your children keep a journal of their activities

or write fictional stories. Writing is a good way to exercise their brains

while encouraging them to use their imagination.

Help your children boost their vocabulary by teaching them

how to use a thesaurus or dictionary to improve their writing.

Cooking and Baking

Summer is a great time to learn a new skill.

Children of all ages can help with cooking and baking in the summer.

Not only is cooking a practical life-skill,

but it is also a great way to practice basic math skills in a real-life context.

Sports

Sports and other physical activities strengthen the body and the brain.

In addition, healthy competition can teach self-confidence and teamwork.

There are many summer sports available for children of all ages

including swimming, dancing, baseball, softball, soccer, tennis, gymnastics and martial arts.

Gardening

Gardening is a wonderful summer activity to share with your children.

It helps them develop an appreciation for nature by teaching them

what it takes to make plants grow. Whether they prefer a flower garden or a vegetable garden,

this is a great way to get kids outside and enjoy the environment.

Board Games

In the summer, consider teaching your child how to play board games

that require strategic thinking, such as Chess.

Scrabble is a fantastic way for children to learn new vocabulary and practice spelling.

There are several versions of Scrabble to fit your family’s ages and needs.

Another educational game is Monopoly.

By playing, your kids can have fun and boost their math skills, as well.

Learning during the summer is easy with any of these activities.

All of these pastimes can help your child avoid summer learning loss

while having fun learning new skills or improving on the fundamentals

such as math and reading. Encourage your children to practice academics during the summer

so they can experience success when school is back in session.

Encourage your children to practice academics during the summer

so they can experience success when school is back in session.

About the author: Trudy M. works at The Growing Tree Academy located in Houston, TX. http://www.parentinginformer.com/stanch-kids-summer-learning-loss.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+parentingInformer+%28ParentingInformer+%29

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an informational book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube  

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.

www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”