grammatically correct

I just saw a post where it said
“Sure, if you want to get nuked” (as in the explosive, a perfectly grammatically correct sentence)
What my sleep-deprived brain translated it to: “ha, retard can’t even spell naked right” and I pronounced it noo-ked about 5 times out loud before I figured it out




My life has been a lie.

We have been taught how to know when to us “a” or “an”. “A” is used when ever the word following starts with a consonant. For example: A homicide.

“An” is used when the word following starts with a vowel.
For example: An arson.

But I just realised. When you are talking about unicorns, “an” unicorn doesn’t sound right. “A” unicorn is right, isn’t it?

Assume Vs Presume: Get It Right People

Assume means to “suppose to be the case, without proof,” and presume means to “suppose that something is the case on the basis of probability”.

When you assume something to be the case, you have no reason to believe what you are supposing: no prior experience, no knowledge of the situation. You’re just going with your gut.

When you presume something, on the other hand, you use prior experience or the likelihood of something happening to draw a conclusion.


Say What? How the Brain Separates Our Ability to Talk and Write

Out loud, someone says, “The man is catching a fish.” The same person then takes pen to paper and writes, “The men is catches a fish.”

Although the human ability to write evolved from our ability to speak, in the brain, writing and talking are now such independent systems that someone who can’t write a grammatically correct sentence may be able say it aloud flawlessly, discovered a team led by Johns Hopkins University cognitive scientist Brenda Rapp.

In a paper published this week in the journal Psychological Science, Rapp’s team found it’s possible to damage the speaking part of the brain but leave the writing part unaffected — and vice versa — even when dealing with morphemes, the tiniest meaningful components of the language system including suffixes like “er,” “ing” and “ed.”

“Actually seeing people say one thing and — at the same time — write another is startling and surprising. We don’t expect that we would produce different words in speech and writing,” said Rapp, a professor in the Department of Cognitive Science in the Krieger School of Arts and Sciences. “It’s as though there were two quasi independent language systems in the brain.”

The team wanted to understand how the brain organizes knowledge of written language — reading and spelling — since that there is a genetic blueprint for spoken language but not written. More specifically, they wanted to know if written language was dependent on spoken language in literate adults. If it was, then one would expect to see similar errors in speech and writing. If it wasn’t, one might see that people don’t necessarily write what they say.

The team, that included Simon Fischer-Baum of Rice University and Michele Miozzo of Columbia University, both cognitive scientists, studied five stroke victims with aphasia, or difficulty communicating. Four of them had difficulties writing sentences with the proper suffixes, but had few problems speaking the same sentences. The last individual had the opposite problem — trouble with speaking but unaffected writing.

The researchers showed the individuals pictures and asked them to describe the action. One person would say, “the boy is walking,” but write, “the boy is walked.” Or another would say, “Dave is eating an apple” and then write, “Dave is eats an apple.”

The findings reveal that writing and speaking are supported by different parts of the brain — and not just in terms of motor control in the hand and mouth, but in the high-level aspects of word construction.

“We found that the brain is not just a ‘dumb’ machine that knows about letters and their order, but that it is ‘smart’ and sophisticated and knows about word parts and how they fit together,” Rapp said. “When you damage the brain, you might damage certain morphemes but not others in writing but not speaking, or vice versa.”

This understanding of how the adult brain differentiates word parts could help educators as they teach children to read and write, Rapp said. It could lead to better therapies for those suffering aphasia.

On Being Grammatically Correct

Grammar is fantastic. It’s important and useful, and knowing how to use it can only make your writing stronger and your clarity of expression clearer.

But that doesn’t mean you have to follow all the rules.

If the rules are getting in the way of your ideas, if they’re keeping you from giving the impression you want to give, if they’re holding you back,

break them. 

Knowing how to use the structure also means knowing when you can deviate from it.

Feel like using the nominative pronoun for subjective completion is too formal? Don’t! The range of intonation implied by the use of a question mark is too broad? Use a period. 

Sentence fragments are okay. Not capitalizing things is okay. Weird syntax is okay. Prepositions at the ends of sentences are okay. All of it. It’s okay.

I would ask that you try to always use words correctly. Don’t use words for things they don’t mean. They’ll wither.

Other than that, it’s all game. Learn the grammar because you deserve to understand. Learn it, and then make the conscious decision to use it or break it whenever you need to. You should never have to sacrifice what you’re saying to fit your ideas into a rigid structure. But you should know what’s going on, and you should know why you’re saying things the way you are. Never be so lazy that you don’t bother to understand because people will understand well enough to get by. Your ideas are worth so much more than that, and you deserve to have the tools to present them exactly the way you want to.

And if anybody tells you differently, you can write them a brilliantly-constructed reply however you want.