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Getting to Know English / Using nondiscriminatory English – Part 2
« Last post by Joe Carillo on May 07, 2024, 11:52:37 PM »
Now let’s focus on the success of contemporary English in avoiding asymmetrical treatment of people on account of their age, ethnicity and social standing. To begin with, it is no longer socially and politically correct to label people past middle age as “the old,” “the aged,” or “septuagenarians”; they are more properly referred to now as “older people,” “seniors,” or “senior citizens.” In the same token, to call people in the lower age bracket as “youths,” “juveniles,” “adolescents,” “greenhorns,” or “neophytes” would be insensitive; the socially acceptable generic terms today are “young persons” and “young people.” Then, when referring to ethnic group members in negative situations, it is now unthinkable for the mainstream mass media to run a discriminatory headline like this: “Lithuanian [Polynesian, Armenian, Dane, Filipino, etc.] Nabbed in Miami Multinational Drug Bust.” The era of gratuitously stereotyping ethnic people for shock effect is long over.

                               
                                             
Here in the Philippines, however, we are still prone to using dangerously unfair English-language stereotypes, particularly when referring to the disadvantaged sectors of our society. Take this recent headline of a leading national newspaper: “Old building collapses; 10 looters feared dead.”
         
The story reported: “Nasipit Mayor Enrico Corvera said most of the victims were scavengers looking for metals inside the dilapidated and concrete-walled building...when it collapsed at around 2 p.m. yesterday.” The headline categorically labeled those who died in the accident as “looters,” while the mayor simply identified them as “scavengers.”

A “looter,” by definition, is someone who “plunders or sacks in war,” or who “robs especially on a large scale and usually by violence or corruption”; a “scavenger,” on the other hand, is plainly “a garbage collector” or “a junk collector.” “Looting” is a criminal offense while “scavenging” is not, however lowly the occupation may appear, and no amount of headline-letter-count constraints can justify glossing over that difference in meaning. Because of the writer’s semantic ignorance, the victims have not only been killed owing to their poverty but were slandered even in death.

Avoiding unfairly focusing on irrelevant or discriminatory characteristics of people when describing them in negative situations. It’s obviously difficult for people to forego or curb the tendency to use derogatory language privately against their opponents or pet peeves. Human nature seems to be permanently wired for that. But to use blatantly discriminatory language in polite society or in the mass media is an altogether different matter. We have to avoid it not only in the interest of good taste and political correctness but also to avoid committing slander or libel.

Take this discriminatory reporting still prevalent in Philippine journalism: “Singer X was adjudged the ‘Female Vocalist of the Year’ award despite her diminutive size, being only 54 cm. on bare feet.” (What does her height got to do with her singing voice?) Or this spiel by a TV sports commentator: “The two runners performed in the 20K marathon like geriatrics just out of the hospital.” (In one fell swoop, this discriminatory remark slanders both the runners and ailing aged people in general.) And then this recent diatribe by a magazine columnist: “And when [Politician X], ever so slowly (and perhaps painfully), raised his arthritic right arm to emphasize a point, as we were taught to do in Ateneo elocution class, it was obvious to me that his target audience was the Living Dead.” (Deliciously wicked, that dig at “the Living Dead,” but the terribly unkind reference to Politician X’s pain in raising his supposedly arthritic right arm borders on the libelous, I think.)

Having taken a quick look at the progress English has made so far in fighting discriminatory language, we will now examine its hard-core grammar limitation that we already know so well, but which we must take pains to learn how to handle better: English has no gender-neutral pronoun for the third person singular, a quirk that forces it to use the generic masculine forms “he,” “him,” and “his” to refer to both men and women. We thus usually end up with discriminatory language that makes women invisible, like this: “The typical Filipino voter is a laborer who works in a factory, or a farmer who subsists in marginal farming. He has a wife who usually augments the family income with piecework or retail selling. Sometimes these roles are simply reversed.”

For gender equality, and also considering the fact that Filipino women slightly outnumber the men, it would be prudent for that statement to refer to the “Filipino” in the generic plural: “Majority of Filipinos are laborers who work in a factory, or farmers who subsist in marginal farming. They have spouses who usually augment the family income through piecework or retail selling.”

In sum, by being more discerning in our choice of words, we can truly make ourselves confidently and pleasantly nondiscriminatory in our English.

This is the continuation of my 1,631-word  essay with the original title “Using nondiscriminatory language” that formed Chapter 135 of my book Give Your English the Winning Edge, © 2009 and published by the Manila Times Publishing Corp. All rights reserved.

Read this part of the essay and listen to its voice recording in The Manila Times:
Using nondiscriminatory English – Part 2

(Next: The perils of sweeping generalizations)        May 16, 2024
                                                                                              
Visit Jose Carillo’s English Forum, http://josecarilloforum.com. You can follow me on Facebook and X (Twitter) and e-mail me at j8carillo@yahoo.com.
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PLAYLIST UPDATE FOR APRIL 27 - MAY 3, 2024 OF JOSE CARILLO ENGLISH FORUM’S FACEBOOK GATEWAY

Simply click the web links to the 15 featured English grammar refreshers and general interest stories this week along with selected postings published in the Forum in previous years:

1. Getting to Know English Better: “Using nondiscriminatory English – Part 1”




2. You Asked Me This Question: “How to deal with long, complicated noun phrases”


                                         
                                     
3. Going Deeper Into Language: “When faulty logic overrides good grammar and semantics”




4. Getting to Know English: “When simple indicative sentences can’t drive home our point”





5. Use and Misuse Retrospective: “Why an object needn’t follow the verb ‘told’ every time”




6. You Asked Me This Question: “What the origin of the word ‘gaslighting’ is and other questions”




7. Your Thoughts Exactly: “Outrage over a wasted investment in English proficiency”




8. Readings in Language: “Knowing this sprinkling of 'pilot speak' might save a troubled aircraft”




9. Language Humor At Its Finest: “Five dozen amusing job descriptions”



10. Time Out From Grammar Retrospective: "Shakespeare the ‘hard-headed businessman’ uncovered"




11. Time Out From English Grammar: “Thomas Edison’s greatest idea 'wasn’t something anybody could patent or touch'”  




12. Advice and Dissent: “A  review of 'The Man Who Organized Nature: The Life of Linnaeus'”




13. Notable Works by Our Very Own: “Fil-Am blogger thrives on her uncommon freedom to negotiate the web”




14. A Forum Lounge Retrospective: ”The one single thing that brought them all to America”



 
15. A Forum Lounge Retrospective: “A bold embodiment of what’s grand or fraudulent in American mass culture”





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Getting to Know English / Using nondiscriminatory English – Part 1
« Last post by Joe Carillo on April 30, 2024, 09:21:09 PM »
During the past several decades, a sometimes raucous but generally silent revolution has been taking place within the English language. This revolution—call it an induced evolution, if you may—is the much welcome shift of English toward nondiscriminatory grammar, structure, and form. Fanned by the civil libertarian and feminist movements in the major English-speaking countries, this movement has substantially freed the inherently sexist, chauvinist language of Chaucer and Shakespeare from some of its most vexing linguistic biases. For the first time in its over 1,500-year history, and well in keeping with its role as today’s global language, English is now consciously nondiscriminatory in its more formal forms. Informally, of course, it still has to find ways of cleaning up some more of the intractable semantic vestiges that prevent it from expressing total equality and respect for all individuals.

                                                        IMAGE CREDIT: PINTEREST.COM
Concerted efforts have been made in recent years to make English more
nondiscriminatory, neutral, or non-inclusive, such as by eliminating
specifically feminine versions of professions or using “they”
to refer to singular individuals


The language has of late been most successful in handling four problematic tendencies: (1) discriminating against women in word formation, grammar, and sentence structure; (2) universalizing human attributes in favor of men; (3) treating people asymmetrically based on such aspects as gender, age, and ethnicity; and (4) unfairly focusing on irrelevant, discriminatory characteristics of people when describing them in negative situations. We will examine these areas of success more closely, then look at the hard-core semantic structures for which English still has to find enduring nondiscriminatory alternatives.

Nondiscriminatory word formation, grammar, and sentence structure. For centuries, English had been bedeviled by its linguistic propensity not only to treat men as superior to women but also to emphasize the dependence of women to men. We all know, for instance, how inherently sexist the most common English idioms are, like “the man in the street,” “the best man for the job,” “one-man show,” and “man to man.” Similarly, its generic occupational nouns and job titles have for ages been male-oriented: “laymen,” “policeman,” “businessman,” “craftsman,” “fireman,” “postman,” and “salesman.”

Due to pressure from the feminist movement, however, major inroads have been achieved against this blatant sexism in the English vocabulary, making those phrases politically incorrect in educated circles. As nondiscriminatory equivalents for “the man in the street,” for instance, we now have “the average citizen,” “the average person,” or “an ordinary person.” For “the best man for the job,” we now have “the best candidate [applicant, person] for the job”; and for “one-man show,” we now have “solo show” or “one-person show.” In the occupational areas, of course, the following nondiscriminatory equivalents are now routine in formal circles: for “layman,” we have “laypeople,” “nonspecialist,” or “nonprofessional”; for “policeman,” we have “police officer”; for “businessman,” we have “business executive”; and for “fireman,” we have “firefighter.”   

English is also successfully veering away from the traditionally sexist way of adding the suffixes “-ess”, “-ette”, and “-trix” to feminize male words, as in “seamstress” for “seamster” and “poetess” for “poet,” “usherette” for “usher,” “bachelorette” for “bachelor,” “administratrix” for “administrator,” and “mediatrix” for “mediator.” Self-respecting women rightly saw this manner of word formation as trivializing and discriminatory, in much the same way as labeling a female professional as, say, a “woman doctor,” a “lady lawyer,” a “woman reporter,” or a “female accountant.” Such expressions are now scrupulously avoided, particularly in contexts where gender-specific reference is irrelevant. 

Avoiding the tendency to universalize human attributes in favor of men. Because of its inherent male chauvinism, the English language has historically treated men as the universal stereotype for humanity in general, glossing over women to the point of their total invisibility or exclusion. Thus, even the usually politically correct American president Abraham Lincoln couldn’t help but be male-chauvinistic in his “Gettysburg Address”: “Fourscore and seven years ago, our forefathers brought forth to this continent a new nation…” What happened, the feminists correctly ask, to the mothers and grandmothers and sisters and aunts on board the ship Mayflower when it docked at Portsmouth? Today, of course, a politically astute editor or adviser would have easily convinced Lincoln to change “our forefathers” to “our forebears” or, even more semantically precise, to “our ancestors.” We are well advised to do the same in our spoken and written English in the interest of gender equality and political correctness.

Avoiding the asymmetrical treatment of people on such aspects as gender, age, and ethnicity. Another glaring discriminatory aspect of English usage that we must consciously avoid is the tendency to focus on the attributes or background of females in negative or unflattering contexts involving males, as in this statement: “Five suspected drug addicts, four of them teenage male students and the fifth a pretty coed, were arrested in a predawn raid on a drug joint in Taguig, Parañaque City.” (Why focus on the physical look of the woman yet be silent on how the men looked?) Such discriminatory language is now becoming rare in the more enlightened English-speaking countries, but it is still endemic in Philippine journalism, particularly in the English-language tabloids. We still have miles to go before we can finally exorcise such patently discriminatory goblins from our macho culture. (To be continued)

This is the first part of my 1,631-word  essay with the original title “Using nondiscriminatory language” that formed Chapter 135 of my book Give Your English the Winning Edge, © 2009 and published by the Manila Times Publishing Corp. All rights reserved.

Read this essay and listen to its voice recording in The Manila Times:
Using nondiscriminatory English – Part 1

(Next: Using nondiscriminatory English – Part 2)        May 9, 2024

Visit Jose Carillo’s English Forum, http://josecarilloforum.com. You can follow me on Facebook and X (Twitter) and e-mail me at j8carillo@yahoo.com.
4
PLAYLIST UPDATE FOR APRIL 20 - 26, 2024 OF JOSE CARILLO ENGLISH FORUM’S FACEBOOK GATEWAY

Simply click the web links to the 15 featured English grammar refreshers and general interest stories this week along with selected postings published in the Forum in previous years:

1. Essay by Jose A. Carillo: “When saying it once isn’t enough”




2. Going Deeper Into Language Retrospective: “Teaching our children to think logically”


                                         
                                     
3. You Asked Me This Question: “How present simple sentences differ from present continuous sentences”




4. Essay by Jose Carillo: “Avoiding the embarrassing pitfall of misusing certain English words”




5. You Asked Me This Question: “Why many young writers prefer ‘beneath’ to ‘under’ or ‘below,’” an e-mail conversation with Krip Yuson, Palanca Awards Hall of Famer and Philippine Star columnist




6. Students’ Sounding Board: “Differentiating the use of ‘than’ and ‘than that of’”




7. Essay by Jose A. Carillo: “A father’s letter to his son's teacher”




8. Your Thoughts Exactly: “Whatever became of ‘Fine!’, ‘You’re Welcome!’, and ‘Dead’?,” an essay on evolving English usage by Isabel Escoda, Forum Contributor




9. Language Humor At Its Finest: “24 incautious quotes or misquotes from visionears or the foresightless"




10. Advice and Dissent: “Grammar poll on a contentious subject-verb agreement disagreement”




11. Reading in Language: A review of Ed Simon’s “In Praise of the Long, Complicated Sentence”




12. Time Out From English Grammar: “Is it true that we're just an impurity in an otherwise beautiful universe?”




13. A Forum Lounge Sharing: “Verbatim: What is a photocopier?”




14. Time Out From English Grammar: “U.S. math professor stumbles on ancient Babylonian trick to solve quadratics”



 
15. A Forum Lounge Retrospective: “Just a few minutes of undiluted joy!”






5
Essays by Joe Carillo / When saying it once isn’t enough
« Last post by Joe Carillo on April 24, 2024, 11:21:40 AM »
Each one of us wants to make a deep impression on our readers or listeners. Whether we are a teacher teaching an inattentive, rowdy, or recalcitrant class; a priest or preacher preaching to a flock of insensate, glassy-eyed believers; a lawyer making logical or semantic convolutions to convince judge or jury that a guilty defendant is innocent; an advertising person hawking an old, jaded product as something excitingly new; or a ward leader trying to pass off a thoroughly unworthy candidate as the best there is for an elective post, we will always want to emphasize the things we want to be accepted as true and de-emphasize those we want to be rejected as untrue. The objective is the same in all cases: to convince the audience of the wisdom of the position we have taken, whether we are speaking with the light of truth or with a forked tongue.


                           IMAGE CREDIT: PINTEREST.COM
Filipina classroom teacher interacting with her pupils

The easiest way to emphasize things, of course, is to embellish them with such off-the-rack qualifiers as “new and improved,” “the one and only,” “especially,” “particularly,” “most of all,” and “the best choice,” as in this sentence: “X Facial Cream is especially designed for tropical use, but best of all, it gives 100% expert conditioning for crease-free cheeks.” As tools to snare the unthinking mind, however, such self-serving adverbs could be persuasive for at most only one or two hatchet jobs apiece. Discerning audiences can only take so much of words that demand acceptance not on the basis of logic but on blind faith.

A much better way to emphasize the things that we deem important is creative repetition. This is the technique of repeating in speech or in writing the same letters, syllables, or sounds; the same words; the same clauses or phrases; or the same ideas and patterns of thought. When done just right, this time-tested rhetorical strategy beats most other devices for achieving emphasis, clarity, retention and emotional punch.

Just to see how this strategy works, take a look again at how the first paragraph of this column tried to hook you to the subject of repetition. In the first sentence, the word-pair “teacher teaching” deliberately repeated the first syllable “teach”; the phrase “a priest or preacher preaching” used the “pr-” sound thrice and the syllable “preach” twice (this figure of speech is known as alliteration); the phrase “judge or jury” repeated the first syllable “ju-” sound (alliteration, again); and the five clauses that carry the examples of people wanting to make a great impression repeated the same structure and pattern of thought (parallelism). This reiteration of the same grammar and semantic patterns certainly didn’t come by accident; those patterns were intentionally constructed in the hope of making a human-interest appeal strong enough to make the reader read on. (Did they succeed? You be the judge.)

A staple device to achieve emphasis by repetition, of course, is to use the same key word or idea in a series, as in this statement: “At Village X, enjoy cosmopolitan living with a touch of country: a life with all the amenities but without the inconveniences of the big city, a life amidst lush farmlands fringed by pristine mountain and lake, a life that someone of good taste who has definitely arrived truly deserves.” (Recall from a recent lesson in this column that “a life” here functions as a resumptive modifier.) The repeated use of the key words “a life” emphasizes the promise of “cosmopolitan living with a touch of country,” progressively building up the imagery and giving it a strong emotional appeal. This kind of repetition is actually what most advertising in the mass media routinely uses to persuade us, for good or ill.

Even more powerful than simply repeating key words or phrases is suddenly breaking that pattern once it is established: “Airline X is first in passenger comfort and amenities, first in both in-flight and ground service, and last in delayed departures and arrivals.” The disruption by the word “last” of our expectation of a series of all “firsts” dramatizes the airline’s claim of being the industry leader in flight reliability. It’s a neat semantic device that rarely fails to catch immediate attention.

Persuasion by repetition is a powerful device for inducing audiences to identify, recognize, and respond to our messages, but we have to do it with an eye and ear and feel for words and sentence structure. Uncreative repetitions, like the ones that regularly assault us during election campaigns, are too predictable, awkward, tedious, and boring—if not downright untruthful. But when done purposively and competently, like the mesmerizing prayers and chants that we live by and the melodious songs, poems, mottos, and credos we love to sing or recite ad infinitum, repetition could shape our beliefs and likes and dislikes for life, Pavlov-like and unalterable. (This essay first appeared in this column on March 8, 2004)

Read this essay and listen to its voice recording in The Manila Times:
When saying it once isn’t enough

(Next: Using nondiscriminatory language)        April 25, 2024                                                                                              

Visit Jose Carillo’s English Forum, http://josecarilloforum.com. You can follow me on Facebook and X (Twitter) and e-mail me at j8carillo@yahoo.com.
6
April 22, 2024

Dear Forum Member and Friend,


This fourth week of April, Jose Carillo’s English Forum is presenting a 5-part intensive review of parallelism in English writing. By parallelism, of course, we mean the orderly positioning of identical syntactical elements in English prose to ensure clarity and ease in reading comprehension. Writers and editors alike need perpetual vigilance and continuous honing of their skills in setting all grammatical elements of a sentence in the same form and structure. This parallelism goal applies to all parts of speech, from articles and prepositions to nouns, verbs, adjectives, and adverbs and to infinitives, gerunds, and participles. Scrupulous adherence to the parallelism rule ultimately determines the readability and persuasiveness of the composition.


Go to the Homepage of Jose Carillo's English Forum now by simply clicking this link: https://josecarilloforum.com/. After reading the Introduction, you can do each part of the review separately at your own pace by clicking its link until you’re done all with all four parts.

Good luck in your continuing personal quest for better English!

Sincerely yours,
Joe Carillo

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 Index: A. Introduction: Carabao English of journalism interns; Poor grammar erodes media credibility (1998 American Society of News Editors study); B. Philippine media and bad grammar; college entrance requirements for Journalism majors; C. The University of North Carolina (UNC) Hussman School of Journalism and its famous grammar test; Pros and cons of requiring Journalism majors to pass either an entrance exam or an exit exam on English grammar proficiency

A. Introduction: Carabao English of journalism interns; Poor grammar erodes media credibility (1998 American Society of News Editors study); Most introductory college news writing professors spend the first third of the semester reviewing basic grammar rules; College writing instructors say students do not understand basic grammar concepts

1. From "No more 'carabao" English, please!" by Tita Valderama (The Manila Times, 2018) at https://www.manilatimes.net/2018/02/12/opinion/analysis/no-carabao-english-please/379638

"In the five years that I’ve been handling the journalism internship of the Manila Times, I have encountered student applicants who presented impressive resumes but could not express themselves in English and could hardly write a sensible essay on current issues. The problem is not substance but basic English grammar. And these students would soon be graduating in courses like AB English, Communication, and Journalism. Sometimes I wonder aloud how they passed elementary school when English is a subject from the primary years, or even pre-school."

2. Poor grammar erodes media credibility (1998 American Society of News Editors study)

From "Taking our Measure" (Washington Post, 1998) at https://www.washingtonpost.com/archive/opinions/1998/12/20/taking-our-measure/1c6fe097-efed-48d9-bc03-a845a9bac047/

"The [American Society of Newspaper Editors] study, 'Why Newspaper Credibility Has Been Dropping,' offers six major findings about 'the underlying causes of the disconnect' between journalists and their audiences.' What the 3,000 respondents from around the country had to say is pretty much what Post readers have been telling me in calls, letters and e-mail messages."

"Finding No. 1: 'The public sees too many factual errors and spelling or grammar mistakes in newspapers. Twenty-one percent of readers surveyed complained that they come across mistakes in spelling and grammar every day."

The study titled "Accuracy Matters: A Cross-Market Assessment of Newspaper Error and Credibility" (September 2005 Journalism & Mass Communication Quarterly) says:

"... frequency of errors was cited as a major reason why the public is increasingly skeptical of what it reads. Also drawing from focus groups, ASNE researchers posit: 'Even seemingly small errors feed public skepticism about a newspaper’s credibility. Each misspelled word, bad apostrophe, garbled grammatical construction, weird cutline and mislabeled map erodes public confidence in a newspaper’s ability to get anything right.'"

[Boldfacing supplied]

3. From “Spelling and Grammar – Their Importance to Journalism: What Journalism Schools Are Doing” Paper presented at the Annual Meeting of the Association for Education in Journalism (Ottawa, Ontario, August 16-19, 1975) at https://files.eric.ed.gov/fulltext/ED120738.pdf

"With increasing enrollments in journalism, many journalism instructors contend that problems of spelling, grammar, usage, and punctuation are particularly acute. Some of the questions raised at recent gatherings include: Are formal rules of English  grammar dying? Is proper punctuation mere pedantry? What can journalism schools do about grammar and spelling problems?"

4. From "The Journalism Writing Course: Evaluation of Hybrid vs. Online Grammar Instruction" by Jensen Moore, University of Oklahoma, and Khristen Jones (Journalism & Mass Communication Educator · March 2014):

"While recent research suggests the skills needed to survive in today’s multimedia journalism industries have changed, one thing remains the same – the need for skills in grammar, spelling and  punctuation. In the early 80s and 90s journalism schools were instructed to increase the number of hours spent teaching these skills as students often entered the work force unprepared due to lack of emphasis journalism schools placed on grammar and writing.

"Almost two decades later this trend has continued. The 2011 American Society of News Editors Industry Challenges and Opportunity report posited both print and online news editors felt writing quality and editing were 'cornerstones' of what journalists do. However, employers currently state new graduates do not have basic grammar, punctuation or writing skills and seem to believe the fault for this lies within universities.

"In addition, recent studies indicate instructors and journalists agree grammar and writing are the most
important skills needed, while most journalism employers stress these skills are most important when making hiring decisions.

"A 2003 ACT National Curriculum Survey found, in general, college professors believed grammar and writing skills to be of high importance for students entering college, while high school teachers found the same skill sets to be least important. Stone suggested the disparity in emphasis on writing between high school and college causes most introductory college news writing professors to
spend the first third of the semester reviewing basic grammar rules, which detracts from the true purpose of the course.
Thus, grammar and grammar instruction remain a large problem for many
journalism schools, even though these skills continue to be viewed as keys 'to success in college and beyond.' This creates a problem for students when they transition from journalism school into the workforce."

[Boldfacing supplied]

5. From "I'll Take Commas for $200": An Instructional Intervention Using Games to Help Students Master Grammar Skills by Sue Burzynski Bullard and Nancy Anderson (February 2014 Journalism & Mass Communication Educator 69(1):5-16):

"Effective writing requires mastering grammar. For journalists, this mastery is critical because research shows poor grammar erodes media credibility. College writing instructors say students do not understand basic grammar concepts, and greater numbers of students are enrolling in remedial writing classes. This quasi-experimental mixed methods study examines whether using games to teach basic grammar skills helps college students understand and retain grammar concepts. It also examines student perceptions of learning."

6. From "Grammar and cognitive processing of news articles: Exploring dual processing theories" by Alyssa Appelman (University of Kansas, July 2009):

"This study considers the impact of grammatical errors on cognitive processing and subsequent evaluation of news articles. It begins with an examination of the Elaboration Likelihood Model, the Heuristic-Systematic Processing Model, and grammar-related research. An experiment then tests the impact of grammatical errors on measures of cognitive processing. Participants read articles with varying levels of grammatical error and answer questions to reveal cognitive processing. The results show that grammatical errors in news articles are associated with high mental effort, low retention, and low perceived credibility. These measures indicate that grammatical errors are associated with deep processing of news articles. This study recommends that journalists focus more of their attention on fixing grammatical errors, as doing so will provide a better service to their readers."

[Boldfacing supplied]

7. From "Assessing Student Written Communications Skills: A Gateway Writing Proficiency Test for Aspiring Journalism Majors." by Brocato, Furr, and Horton, College Student Journal (Vol. 39, Issue 3)

"Faculty at this rural open-admissions university became increasingly concerned each semester about the inability of many journalism majors to write competently. This poor writing was evident in correctness, content, and coherence."

8. From "Journalism skills you need to get into the sector" at https://www.brightnetwork.co.uk/career-path-guides/journalism-publishing/journalism-skills-you-need-get-sector/

"Communication skills: It doesn’t matter if you’re a broadcast Journalist, reporter or magazine journalist, any journalism role requires top-notch verbal and written communication skills. This will be needed for interviews, finding new sources and working in a fast-paced newsroom."

"Knowledge of English language and grammar: Journalists spend a lot of time writing and are expected to edit their work to a high standard."

9. From "Journalism News Writing Skills: Grammar and Style Rules" at https://www.universalclass.com/articles/writing/news-writing-grammar-and-style-rules-in-journalism.htm

"Before you can be a good journalist, you must first be a good writer. This means you must know how to put words together so that they make sense, flow, and are correctly punctuated. Another important element of news writing is grammar and style. Grammar is the structure of the writing that takes into account the syntax and linguistics, while style is the writing's distinctive appearance and sound. Grammar is decided according to hard and fast rules, but style is more personal and puts your mark on the piece of work ...

"There are few things that will turn a reader away quicker than poor writing. Grammar is the most basic example of this: When words are misspelled, or there is a mismatch between nouns and the proper tense of verbs, or you have used punctuation incorrectly – you are going to lose your audience faster than if you wrote something that offended them on a personal level. Why? Because they'll never get to a point where they will read the content. Poor grammar marks you as an amateur, and you won't be long for the newsroom with that label!"

B. Philippine media and bad grammar; college entrance requirements for Journalism majors; Advanced English courses in DepEd's Special Program in Journalism

1. This forum has a section titled "My Media English Watch" at https://josecarilloforum.com/mediawatch.html which is a "dragnet for bad or questionable English usage in both the print media and broadcast media, thus giving more teeth to our campaign to encourage them to continuously improve their English."

Started in 2009, this section has around 200 posts. The latest post is "Wrong word usage and verbosity in journalism - 3" at https://josecarilloforum.com/forum/index.php?topic=8323.0

2. Based on a cursory Google search, colleges of Journalism or Mass Communications in the Philippines don't seem to require students to pass an entrance test or exit test on English grammar proficiency.

The UP College of Mass Communications requires Journalism students to take English 10 ("critical reading of basic forms of academic discourse essential to university work") and English 11 ("literary genres") before they can enroll in more advanced journalism subjects.

The Journalism program in Polytechnic University of the Philippines requires that students must have at least 85% in English and Filipino subjects" and "have passed the interview and tests on writing skills and other talents."

The Manila Times College School of Journalism requires students to show above average English proficiency by submitting a three-page essay on the topic "Why I Want To Be a Journalist.")

3. The DepEd's curriculum for Special Program in Journalism includes "Advanced English" throughout the program's four year duration.

Advanced English I: The course will further develop the learners’ language proficiency to equip them with the enabling tools in journalistic writing.

Advanced English II: The course will further develop the learners’ skills in speech development and public speaking.

Advanced English IIII: The course will further develop the learners’ skills in technical writing and research.

Advanced English IV: The course will provide the learners complete exposure and hands–on experience in the actual workplace.

Does "Advanced English I" include the study or mastery of English grammar?

C. The University of North Carolina (UNC) Hussman School of Journalism and its famous grammar test; Pros and cons of requiring Journalism majors to pass either an entrance exam or an exit exam in English grammar proficiency

1. The University of North Carolina (UNC) Hussman School of Journalism and its famous grammar exit test

Since 1975, the school has required students to pass the test with a grade of 70 or better. The passing grade remains at 70.

From Wikipedia:

"The UNC Hussman School of Journalism and Media (locally regarded as 'the J school') is a nationally accredited professional undergraduate and graduate level journalism school at the University of North Carolina at Chapel Hill. The school, founded in 1950, is ranked competitively among the best journalism schools in the United States."

"[In 1969, John B. 'Jack' Adams took over as dean and his] tenure included the implementation of the spelling and grammar test developed by faculty members Tom Bowers and Richard Cole. The test still is required of all students to graduate with a journalism degree. On Feb. 1, 1975, NBC News aired a report about the test on a national television newscast."

From "Usage & Grammar Test" UNC Hussman School of Journalism and Media at http://hussman.unc.edu/ugtest

"The Usage and Grammar Test is a graduation requirement for all UNC Hussman majors and second majors. Students are required to score 70 percent or better on the test before graduation.

"The test evaluates word usage, grammar and punctuation competencies based on AP style. It is a timed 60-minute test given electronically through Sakai that consists of 100 multiple-choice questions.

"The test is offered multiple times throughout each fall and spring semester and once each summer session. There is no limit to how many times the test is taken. Seats are limited."

From "J-school spelling and grammar test revised to better measure language skills" (2012) at http://hussman.unc.edu/spellinggrammar

"The UNC Hussman School of Journalism and Media has revised its spelling and grammar exam, which will feature a word usage section in place of the spelling section beginning fall 2012.

"Spelling, of course, still matters to the J-school," said Andy Bechtel, an associate professor who teaches courses in copyediting. "Students who misspell words on assignments will still be penalized." For example, a misspelled name in a newswriting assignment results in a 50-point penalty. In editing courses, headlines and captions with misspelled words receive no credit.

"Bechtel originally suggested the change because be believes memorizing a spelling list isn’t the best measure of competence in communication. While incorporating word usage — a measure of language expertise that tests elements of spelling and homophone choice, among others — the test retains its emphasis on grammar."

2. From "Nicholson School of Communication and Media, University of Central Florida" at https://communication.ucf.edu/degree/journalism-b-a/

"Minimum Admission Requirements

"Grammar proficiency: Grammar proficiency can be met by earning an "A-" or higher in both English Composition I and English Composition II, or by earning credit through AP, IB or CLEP, or by successfully passing the grammar proficiency exam through the UCF Testing Center."

3. A 2006 PDF from the ASJMC (The Association of Schools of Journalism and Mass Communication) has two interesting articles in it:

(a) "When Journalism Majors Don't Know Grammar (causes considerations, and approaches)" by Gerald Grow, Florida A&M University

(b) "Journalism Schools and The Teaching of Grammar" by Don Ranly, University of Missouri.

Grow says that there are problems with requiring journalism students to pass either an entrance test or an exit test in grammar. On the other hand, Ranly says that grammar tests for journalism students are a folly. He also says,"The third problem is that many [journalism teachers] if not most do not know grammar."

4. "[Florida International University] School of Communication + Journalism eliminates grammar test" at https://panthernow.com/2017/08/27/school-of-communication-journalism-eliminates-grammar-test/

"Students studying communications and journalism will no longer be required to pass a grammar test to continue their major.

"The Language Skills test was comprised of a multiple-choice grammar section and a writing sample. Students needed a 70 or better to pass, according to the school’s website.

"Senior journalism major Mark Fitzgerald said the $75 exam was 'a killer,' and had to retake the exam three times before he passed.

"Fred Blevens, a professor in the Department of Journalism was part of the faculty committee that drafted the new curriculum. Blevens believes the grammar test was not the best way to judge a student’s writing ability.

"'It’s an old method. None of the top schools in the U.S. have a test,' Blevens said. 'Many of them quit testing and found other ways to determine students' success years and years ago and there’s a reason for that.'

"Past issues with the grammar test was we’d have students graduating from a degree program and then they could still not write, and we had students who were being bounced out with a 3.5 GPA or higher because they couldn’t pass the test… There is no opinion that shows that [the test] was effective at all," Blevens said. "So we knew that coming to pass the two writing intensive courses to get into the major was a much more effective way."

5. From "Teaching Grammar, Spelling, and Punctuation in Community College Journalism  Courses: A Mixed Methods Action Research Study" by Jeanette Calo (dissertation, Arizona State University, 2022):

"A former student of mine recently stopped by to chat about how she was doing at  her new school. After completing the journalism program at Grossmont College, the twoyear community college at which I teach, she transferred as a junior into her first-choice school of San Diego State University (SDSU), the nearby four-year university. I was  surprised when she told me the biggest challenge she faced in her new program was the required Grammar, Spelling, and Punctuation (GSP) Test, especially because she was an  exceptional student in my classes and had even functioned as editor-in-chief for a semester at the student news magazine and website I advise. However, in her own words, she 'barely passed' and was one of the few who did; in fact, she told me the exam is dreaded by all students who want to get into the School of Journalism and Media Studies (JMS) at SDSU. I found myself wondering how such an exceptional student, with a seemingly firm grasp on writing mechanics, struggled so much on this required entrance exam."

6. The study "Assessing the Need for Change in J-School Grammar Curricula" by Marc C. Seamon (January 2001 Journalism & Mass Communication Educator 55(4) "surveys 100 journalism schools investigating: (1) whether journalism schools treat spelling, punctuation, grammar, and AP style as important factors in improving the state of journalism; (2) how journalism schools are teaching and assessing spelling, punctuation, grammar, and AP style; and (3) whether journalism schools are using entrance or exit tests."
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PLAYLIST UPDATE FOR APRIL 13 - 19, 2024 OF JOSE CARILLO ENGLISH FORUM’S FACEBOOK GATEWAY

Simply click the web links to the 15 featured English grammar refreshers and general interest stories this week along with selected postings published in the Forum in previous years:

1. Essay by Jose Carillo: “The world in 854 words: My nth retrospective since the early 2000s”





2. Getting to Know English Better: “A quick review of the English comparatives”


                                         
                                     
3. Use and Misuse “It’s foolhardy to stop learning English grammar just like that!”




4. Getting to Know English Retrospective: “Hyphenating compound modifiers for clarity”




5. You Asked Me This Question: “Precisely when do we use the past progressive tense?”




6. My Media English Watch Retrospective: “How 'right of reply' differs from “right to reply'”




7. Students’ Sounding Board: “When is sentence inversion a matter of grammar or style?”




8. Your Thoughts Exactly: “Bridges,” a retrospective essay by Antonio Calipjo Go, Forum Member and Contributor




9. Language Humor At Its Finest: “30 funny English signs from all over the world"




10. Advice and Dissent: “Our personal destiny may already be hard-wired into our brain”




11. Readings in Language: “Travails with learning just a smattering of Latin”




12. Time Out From English Grammar: “Challenging the dogma that our IQ sets a limit on what we can achieve”




13. The Forum Lounge: “Phenomenal rock star Freddie Mercury sings 'Barcelona' for the ages”




14. Time Out From English Grammar: “Did Mona Lisa have high cholesterol, and is Newton’s apple story authentic?”



 

15. Use and Misuse Retrospective: “It’s obtuse, even distasteful, to say that seeing a doctor is ‘pleasurable!’”






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Essays by Joe Carillo / The world in 854 words: My nth retrospective
« Last post by Joe Carillo on April 17, 2024, 12:22:28 PM »
(This must be the nth time that I am doing a retrospective of this essay that I wrote in the early 2000s, hoping against hope that for its long-term survival, humanity will finally learn to be peaceably rational and rationally peaceable to keep the world free from strife and disorder. Otherwise, isn’t it obvious that all efforts towards mutual progress and amity among peoples are in vain and meaningless?)

If I were asked to describe the world as I see it today, I would readily give this answer: it has hardly changed since 2,200 years ago when Archimedes, the Greek mathematician and physicist, was said to have bragged that he could move the world if only he had the lever to lift it. For all his ingenuity and imagination, however, Archimedes was dead wrong on this count. He knew the power of the lever like the back of his hand, assiduously applying this knowledge to design military catapults and grappling irons; he figured out with stunning accuracy the mathematical properties of circles and spheres, including the ratio of the circumference of a circle to its diameter, or what we now know as pi (3.14159265...); he began the science of hydrostatics, or the forces that govern stationary fluids, after discovering the now familiar Archimedes Principle; and he even invented the Archimedes screw, an ingenious water-raising machine still used today to irrigate fields in Egypt.

But on hindsight, we know now that Archimedes obviously exceeded his mind’s grasp when he thought of lifting the world with a plank. It wouldn’t have been possible to do so even if a suitable fulcrum could be found. The world was actually (and still is) an ovaloid sphere 12,760 km in diameter, one that rotates on its axis in 23 hours, 56 minutes, and 4.09 seconds and that revolves around a much bigger sphere—the sun—in 365 days, 6 hours, 9 minutes, and 9.6 seconds. The object Archimedes had bragged of lifting actually has a mass in tons of about 5.98 x 10 raised to the 21st power, and a volume in cubic meters of about 1.08 x 10 raised to the 21st power—figures too mind-boggling to even think about, much less to trifle with.



These elemental things obviously went beyond the ken of Archimedes’ overarching genius. It was only 1,750 years later, in fact, that the Polish astronomer Nicolaus Copernicus was to make the startling, heretical thesis that Earth was not the center of the universe but simply one of the planets that orbited the bigger, stationary sun. But on this even Copernicus, who began the scientific reawakening that came to be known as the Copernican Revolution, was only partly right. The sun, it turned out centuries later, was not stationary in the heavens at all. It was rotating on it own axis in a perpetually moving spiral arm of the galaxy that we now call the Milky Way.

All of these facts about our world are now well-established certainties. Despite this accumulated knowledge, however, mankind still acts more primitively and more irrationally than its ancestors before the time of Archimedes. Humanity is still as mired as ever in superstition and religious fundamentalism. Organized religion, superstition, and nationhood have no doubt been great civilizing forces, instilling fear, awe, faith, and patriotism in man, and marshaling both the motive and creative energies for such architectural marvels as the Stonehenge in England, the Great Pyramids of Egypt, the stately cathedrals in Europe, the great mosques in the Middle East and in Asia, the Borobodur temples in Cambodia, and the huge statues of Buddha in Afghanistan. Yet these very same forces— organized religion, superstition, and nationhood—have been methodically destroying not only human lives by the thousands but even the physical, social, and cultural legacies humanity had accumulated in the interim.


Intolerance on the religious, political, or ideological plane has always plagued mankind through the centuries, of course, both long before and long after the time of Archimedes. It brought about so many of the horrible depredations on either side of the major religious or geopolitical divides, from the time of the Crusades—those armed Christian expeditions to the Holy Lands and Constantinople in the 11th century—to the destruction of the Twin Towers of the World Trade Center in New York in 2001. But more deeply disturbing is the fact that this intolerance and bloodshed have persisted even with the civilizing influence of the Age of Reason and Scientific Enlightenment. Today, people in many parts of the world are still murderously lunging at each other’s throats, intolerant of one another’s religious beliefs, disdainful of one another’s politics and ideology, and covetous of one another’s personal or national possessions. Humanity obviously has not learned its lessons well.

Thus, the great flowering of scientific knowledge and rational thinking that began with Archimedes and pursued with vigor by such great scientific minds as Copernicus, Galileo Galilee, Isaac Newton, and Albert Einstein—not to mention Charles Darwin—seems not to have really amounted to much. Our mindsets and dispositions as a species have remained largely primitive—there are disturbing signs, in fact, that we have deteriorated as social and reasoning animals, perhaps irreversibly. It is therefore not at all surprising that today, on a shocking improvement on Archimedes’ claim that he could lift the world with a lever, people by the thousands could think and claim that they could move the world simply on pure belief—no lever, no fulcrum, no hands or physical effort even—just belief and absolutely nothing else.

Read this essay and listen to its voice recording in The Manila Times:
The world in 854 words

(Next: When saying it once isn’t enough)        April 18, 2024
                                                                                             
Visit Jose Carillo’s English Forum, http://josecarilloforum.com. You can follow me on Facebook and X (Twitter) and e-mail me at j8carillo@yahoo.com.
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PLAYLIST UPDATE FOR APRIL 6 - 12, 2024 OF JOSE CARILLO ENGLISH FORUM’S FACEBOOK GATEWAY

Simply click the web links to the 16 featured English grammar refreshers and general interest stories this week along with selected postings published in the Forum in previous years:

1. Essay by Jose A. Carillo: “When immodest medical jargon is used as a slogan”




2. Getting to Know English Better: “Mastery of the connectives can make us write and speak much better”


                                         
                                     
3. Use and Misuse: “Fused sentences are very serious, very annoying grammar violations”




4. You Asked Me This Question: “Inverted sentences have a subject-verb agreement peculiarity”




5. You Asked Me This Question: “A grammar conversation on parenthetical usage” with the late writer Ed Maranan, Palanca Awards Hall of Famer in Literature




6. My Media English Watch Retrospective: “Shock-and-awe English in Bohol earthquake reportage (2013)”




7. Getting To Know English Better: “Don’t get caught using wrong double negatives!”




8. Essays by Jose A.Carillo: “My hunch was right about the usage of 'between' and 'among'”




9. Language Humor At Its Finest: “Contributed jokes from all over to brighten up your day”




10. Your Thoughts Exactly: “Lockdown, Before and After,” a Retrospective by Tonybau, Forum Member and Contributor




11. Advice and Dissent: “As one goes way past the prime of one’s life,” a personal summing up by English professor and book writer Joseph Epstein




12. The Forum Lounge: “Young upcoming novelist on 'The Unbearable Costs of Becoming a Writer'”




13. Time Out From English Grammar: “Peeling off the multilayered legends from ancient Greece”


 

14. Time Out From English Grammar: “The thief who stole 106 priceless timepieces in audacious museum heist”




15. Readings in Language: “In self-defense, we must see through deliberately devious English jargon”




16. The Forum Lounge: “Book publishing's broken blurb system 'a plague on the industry'”





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