Download Class questions/comments 01/11 One question I have about this

Class questions/comments 01/11
One question I have about this section of the reading Language and the Speaker is how many
possible prefixes and suffixes can be added to a word and what is the longest word made up
of different morphemes. Another thing I thought about after reading about compound
words was some words like "every day” and "at least.” These are words that growing up I
always thought was one word but learned later that they are two. I wonder why these words
(or words with a similar style) cannot be made a compound word. It is also interesting to
know that languages come from each other so I’m sure a person who speaks many languages
has a much larger vocabulary than those who speak only one.
 Attamante, Kelsey M.
I think that the borrowing of words to be used in different languages can be very beneficial
for people who are learning different languages (learning one that presumably borrows
words from a language that the person already knows.) I have studied French and because so
many English words are borrowed from French, it made it significantly easier to learn.
Similarly, with Japanese, as Japan has probably borrowed words from many different
languages (considering the Japanese word for bread, pan, is pronounced very closely to the
French word, pain).
Another note on the borrowing of words, specifically in Japanese as mentioned, I have
noticed first hand that it has become somewhat popular to borrow English words for things
that already exist in Japanese. I have mostly noticed it with younger people as they might
tend to think that English/Western culture is somehow more desirable. A more general
example that is easier to notice is the notorious use of English on clothing items that make no
sense to a native English speaker.
 Atwood, Michelle M.
I found this reading to be interesting because it clearly shows the difference between
acronyms and initialisms. I thought all things like NASA, AIDS, NAFTA were all acronyms; but
that is not the case. Also it taught me that common words that we use today come from
acronyms like radar. I would have never known that symbolized something if I did not read
this article. The idea of clipping interested me as well, because I see how it is used in
everyday life. Instead of Schedule, some people say “sched”; people want to shorten things
to make conversation more fluid. Borrowing words is also something I see as well, since the
modern English language comes from French, Latin, German, etc. Comparing idioms to
shibboleths was also interesting, as I have seen on TV shows where they try to make comedy
of foreigners saying idioms incorrectly.
 Bass, Jefferson R.
It seems important if one wants to become totally fluent in another language, to understand
the history of that language as well as its interactions with their native language.
Understanding how the parts of words come together in a language someone is learning
would help with remembering other words, since they understand the structure of what a
word should look like. In my experience with Spanish language classes, the focus is more on
the structure and order of the sentence to make it grammatical. For example, learning that
the word “no” at the beginning of the sentence indicates a negative in the latter part of the
sentence. Understanding the words as they’re broken down can keep a non-native English
speaker from misusing affixes or leaving them off entirely.
 Baxley, Morgan N.
Chapter 3
In chapter three there is a section about borrowing words from other languages. I was at the
dentist today and my dentist and I were talking about my languages and the technician said
to say “hello” in all of the languages I know. I explained to her that “Namaste” is the same
for Hindi and Mahrati, then said “hola,” “hallo,” then “hello.
She found it interesting that the German word for “hello” is “hallo.” While I was reading this
made me think of the connection in borrowing words from other languages and changing
them or keeping them the same. German words like uber and doppelgänger are used in the
English language all the time.
Chapter 4
Chapter four discussed sentence order which is another thought provoking topic for me
because of the different sentence structures in all different languages. For example, in
English the sentence “I went to school” is written in the patter: noun, verb, adverb, noun. In
German however, the sentence is “Ich bin zur Schule gegangen” which is in the pattern:
noun, adverb, adverb, noun, verb. For us native English speakers, the German sentence
seems jumbled and out of order, but of course the idea is a two-way street.
 Bhonsle, Meera R.
LATE
One of the most interesting things I found out about the Davies and Dubinsky reading was
the idea of clipping. I like this idea the most because it relates most to my life, I use clipping
almost everyday. I also like the idea of blending because when you combine all of these
things you can get so many new words. One question I had after the reading was who comes
up with the new words and who decides whether they are words. I know if it is in the
dictionary it is a word but some words are not in the dictionary and most people understand
what the word is.

Blakeney, Oliver P.
 Cahn, Natalie R.
Morpheme: smallest unit of meaning in a language There are different types, there are
bound and free morphemes. There is a distinct way to tell whether or not an element is a
morpheme, they have to look like one and also have a clear meaning/use.
Allomorphs are another type and are a group of related sounds that are used in the same
way.
Borrowing other words to form a new word could be the way we use slang?
Word order can be different in each language, for example Spanish. Also grammatically, the
way words are said or form can be dependent of the gender of a person, example: Spanish.
 Castaneda, Alison A.
When reading through chapter 4, a couple of questions arose. The first is why is it that only
Romantic languages have grammatical gender agreement? Is it because of the context of the
writing? Or is that just how the language was developed? Also, what makes a language
“Romantic?” Anything could be romantic if it’s worded correctly, so why are there certain
Romance languages? Another question that came up was why ‘shorty or shawty’ deemed to
be of African American colloquialism? And why is it saying that when a white person does it,
that’s when it is seen as being affected and insincere? Just because it’s coming from a white
person’s mouth doesn’t mean that it is only seen as insincere when they say it.
 Clark, Morgan L.
LATE
In today’s readings, I found out how uninformed I was about the various terms concerning
language. I thought I knew the meanings of many of the terms, because I had an English
minor and worked with English in professional products for almost 20 years in the army;
however, that was not the case. The definition of acronym was the biggest shock for
me. Before this class while serving in the army, I would have said we have acronyms for
everything: Intelligence, Reconnaissance, and Surveillance is called ISR. The word acronym in
the army is what linguists call initialisms. If I was to correct someone in the army on their
misuse of the word acronym, my superiors would have looked at me like I was crazy, which
leads me to my next point. I was an English minor, and I wrote well. Armed with The
Elements of Style, I was very familiar with grammar usage. I would constantly have superiors
tell my grammar was wrong; I knew that was not the case and would refer them to the
accepted rule in the reference. My point for bringing this up and my question for the class is:
What use is using linguists’s terms if your co-workers do not know or care to know the
correct meanings? What are the practical applications for this knowledge? Does the
etymology of a word help us in anyway, except for giving us a greater understanding of its
meaning or sparking our curiosity about history?
Next, I loved the example of using the Lord’s prayer to illustrate language change over
thousands of years. The reason being is there is a great debate over the name of God and
what entails blasphemy. Throughout your examples of the Lord’s prayer you can see (J)
being predicated by (I), and I being predicated by (Y). According to certain faiths, the
Institute of Divine Metaphysical Research in particular, Jesus could not have been the
messiah’s name because the letter J was not in the alphabet at the time the messiah was
alive, so how could it be blasphemy to say Jesus Christ? Wars have been fought, and people
have been killed because of saying this words in anger. I really appreciated seeing the
example used in the slides. There are times I feel there is so much animosity over the origins
of things because no one can look back far enough to get the facts; if we could, I suspect all
of us would be wrong.
 Collins, Matthew
With all the combinations of morphemes that can be connected, learning English must be
difficult for foreigners. I feel like it would be very helpful to learn the prefixes and suffixes
when learning English. In English classes, is there a section on how to combine morphemes?
Since countries like France try to limit the number of borrowed words, how do they find new
words to describe completely new technology? I know that they can combine previous words
to form new words to describe this new technology, but is that enough? Are there enough
morphemes to describe all new actions and technology created during hundreds of years?

Feigh, Madison H.
It is interesting to me how broad and almost undefinable the word "language" actually is. As
the reading says, language must include many accents and dialect continuums. But what can
really be defined as a language? There are so many factors that one must acknowledge when
defining language besides the linguistic part, including politics, social factors, and
even simple geography. Though if two people from opposite ends of one country cannot
understand each other, can one say the are speaking the same language?
Also I did not really understand the saying of "Language is a dialect with an army and a navy."
Are they trying to say the only way to change or share language is through political force?
 Gabriele, Isabella R.
Looking at the blending and clipping of English words to form shorter (sometimes more
precise) words, one can see how English can be difficult to master. A more traditional
approach to English, lexically, shows most words having one specific meaning. This also leads
to lexical borrowing between Japanese and English and French, for example. Why does
Japanese borrow the English word “milk”(as miruku) instead of keeping its traditional
Japanese word “gyuunyuu”? This can also be asked for the English borrowing “croissant”
from the French, instead of being content with “crescent roll”. Both base languages(Japanese
and English) had their own words for the respective articles, yet they borrowed words from
another language to, in turn, create a new word for an already existing word. Does the
borrowing of these words show the cultures that borrow them are seeking exoticism through
language? Do they find their own language not satisfying? Why does the whole coffee
industry revolve around Italian words? We get coffee from all over the world and every
country has a different way of brewing it. Why is the Italian language the spearhead for this
industry?
 Gawinski, Kyle T.
In terms of borrowing words, I recall learning the word “spoon” in Spanish while I was in high
school. In Spanish, spoon is translated to cuchara but interestingly enough, in my native
language (Tagalog) we say it the same way just spelled differently. In Tagalog, it is spelled like
kutsara. I was reminded of this when I read the section about how when Semitic languages
borrow English words, they only keep the consonants. The fact that the consonants changed
in my example got me to do some digging on why this was so. I found that while the Spanish
alphabet had “ch,” the Filipino alphabet did not.
 Gonzales, Paula B.
Instead of viewing words as just words, it is important to see them as building blocks. Instead
of just writing, it is almost a science of putting the right formula together. This is an
interesting perspective to take while going through the reading. This ideal directly relates to
morphemes. These are important because with a small variation or part added to a word, it
can have an entirely different meaning. But, the catch is, one part added correlating with a
meaning in one word is not always the same as a part added to another word (with the
possible same meaning). This makes it easy to understand why English is one of the hardest
languages to learn, and the question arises: how do foreigners learn and interpret
morphemes?
 Hobbs, Brecken
Chapter 3 talks about how people mainly equate language with words. A language is made up
of more than just words. Not much thought is given to the actual sounds that these words
make. The sound itself may not have an actual meaning, however it is what the word is made
up of. Grammatical structure is also not given much thought when it comes to language.
Morpheme is a term used to describe the smallest unit of meaning within a language. I think
a very important question how can someone's spoken language be so simple but so complex
at the same time?
Chapter 4 examines how words are put together to form utterances or sentences. How
words are put together to form sentences can vary from language to language. Sometimes it
can create a lot of ambiguity and confusion when trying to communicate with someone who
speaks a different language. Often times words or phrases can be taken out of context if two
people don't have a full understanding of one another's language. Is it possible to be able to
put a group of words together so that the message that is trying to be conveyed is
understandable no matter what language it's spoken in?
 Hunter, Khadijah J.
Davies & Dubinsky. Chapter 3, pp. 21-34.
When looking at the break down of certain words in English, it appears as if some of the rules
of the language are made up as they happen. English itself does not appear to be as logical as
other languages when it comes to structures of some of it's words. For example, in Spanish,
there is a clear distinction between plural and singular words, an example being "el libro"
versus "los libros." The definite articles (el, los) change to show there is a difference between
the singular and plural tenses, along with the addition of the "s" to the noun. In English, the
addition of the "s" is dependent on context about whether or not it changed the word to be
plural. Using the example from the reading, the words "dogs" and "lens" both have the "s,"
but "len" is not a word in the English language, which means it is a noun in the singular tense.
I can imagine this would be very difficult for someone trying to learn English who is
unfamiliar with very particular contexts, considering the rules morpheme usage depend
entirely on context.
Davies & Dubinsky. Chapter 4, pp. 35-50.
The concept of a word having a gender, is in itself a very confusing topic for many speakers of
the non-romance languages. The use of certain objects or items having genders seems to be
unnecessarily used, for example, some inanimate objects have no physical genders in order
to identify them and must have an artificially created gender in which to be referred to when
spoken about. Another example of the gender agreement being potentially confusing is in
German, where young females: “Mädchen”, are referred to in the gender neutral case. This
group of people is obviously female, and when they get older they are referred to in the
feminine case, however simply due to their current ages, they are referred to with a different
gender when spoken about. Personally, when I was attempting to learn German, this was
incredibly confusing as I kept referring to a “Mädchen” with the improper gender and
creating unnecessary confusion, but if they were only referred to in the same manner as their
physical gender, this miscommunication could have been easily avoided.
 Kibler, Jessica L.
A question that I've always asked (or wanted to ask) is "How are new words created?" And
chapter 3 is the best answer I've found yet. The example of the word "overgeneralizations"
really helped me visualize the creation of words and how each individual affix added (such as
the "s") can change the meaning of the word. I find the method of compounding especially
interesting--mainly how, once again, the meaning changes when the words are separated;
i.e. "blackbird." But the one question I have about this topic is: how do linguists decide what
becomes a new word and what doesn't? Is it said repeatedly by its culture and assimilated
into every day vocabulary? Or is it more of a complex process?
 Kilgore, Linda K.
Chapter 3 comments:
When reading this chapter, the section that talks about how native English speakers
blend words, made me notice how many words we put together that don’t always apply to
the word itself. They used the word ‘blackbird’ for example and that not all black birds are
called ‘blackbirds’. It made me question, how do non-native English speakers understand
that? I feel that if I was not a native English speaker, trying to learn English and all the
unwritten rules we have would seem almost impossible. Do other languages have as many or
any rules that are related to the ones English has?
Chapter 4 comments:
When looking at chapter 4, and reading the section about idioms, it made me think
all the expressions we use and would never take literally and how many languages and
cultures also have commonly used idioms. But do people ever use the same expression or
idiom in their native language? Or does it just depend on the expression? When people come
into a certain social group or culture, they try to fit in by using the same vernacular as the
group, which is sometimes seem as disrespectful. Personally I wouldn’t find it disrespectful
but more respectful because it shows that people are trying something new and trying to
learn new things.
 Kostuchenko, Hannah F.
SHORT
The first thing that I noticed in this reading was about compounding. In English, words like
highchair and high chair do not mean the same thing. Are there any instances where they do
mean the same thing or can mean a similar thing? I also found it very interesting how the
same ending -man gave milkman and snowman entirely different meanings from their root
words. Lastly, I was very confused and intrigued when I saw that Chinese people cannot
signal word order in text.
 May, Wesley H.
LATE
The reading for this lecture enlightened me to the parts of words themselves, an idea that is
not explored in English classes. Like the opening paragraph of chapter 3, I also believed that
words were the smallest units of the language and that prefixes, suffixes, and the like were
largely irrelevant to the language as a whole, beyond changing meanings of words. Now that I
have learned about the morphemes of a language, I see that the word itself, while it carries
meaning, is nothing but the sum of sounds. While this class focuses on English of course, the
reading caused me to reflect on my Chinese class and why it is so difficult for me to be able to
listen and to read the language and understand whilst my speaking skills are much better,
relatively speaking: if morphemes are simply a collection of sounds, then it is much easier to
be able to recognize and identify those sounds when speaking if the written word is the same
sum of those sounds. Phonetic alphabets give guides to the pronunciation of words, making
them easier to read and speak, whilst the character system of Chinese gives clues to the
meaning of words, but not to pronunciation, almost the opposite of English. The question I
have is how are these morphemes represented and analyzed in languages that do not have
an alphabet, but rely on a character system to write?
 McAllister, Sarah B.
The variation in word creative is fascinating. What most interesting is how people borrow
word from another community and modify to make it their own. As mention in the reading,
Japan is famous with borrowing word from English and change the pronunciation so they can
say it easier in their language. It is not a complete copy from word to word. Under which
circumstances a country would heavily borrowing words from foreign language to express
and describe their idea?
Why does organization such as OQLF against the act of borrowing word from another
country? Are they afraid that they will lose their culture inherited? What is the big
disadvantages?
The word order affects each language differently. Countries such as Japan can change the
word other and pretty much keep the same meaning of the sentence as their verb is always
at the end. Unlike Japanese, English is limited in changing word other and can confuse reader
if wrongly worded.
 Nguyen, Hieu C.
Davies & Dubinsky. Chapter 3, pp. 21-34
This section of the article discusses words and their structures. Prior to reading this article I
was unaware of the technicalities involved in word structure. I was introduced to new terms
such as the different types of morphemes and how they can be used. I find it interesting how
homonyms, or words that sound the same are truly two different words. Their word
structures are completely different and intended to mean different things although they look
and sound the same. There are many other “word building” terms such as clipping,
blending, and initialisms. I also found it interesting how much of the English we use came
from foreign languages.
Davies & Dubinsky. Chapter 4, pp. 35-50
The next chapter talks about how we use grammar and organize words into sentences and
phrases. Some of the things required to properly structure a sentence are grammatical case,
word order, and verb conjugations. All of things help indicate who the subject is and what
he, she, they, or it are doing. One exception to these sentence structure rules are idioms.
According to the article idioms are “fixed in meaning in form”. In order for them to hold true
to the meaning the order and content has to stay the same. For example the idiom “kick the
bucket” typically means to die. If you were to specify and say “kick the lime green beach
bucket” it no longer means to die, it means to literally kick the bucket described.
 Odom, Jalisa
I enjoyed reading about morphemes and how they construct and deconstruct language. It
made me rethink many words I say, as well as think about my second language. English has
many morphemes, but so does Korean (my second language). In Korean, the prefix hak(학) is
used to denote something school related. Hakkyo(학교) = school, haksaeng(학생) = student.
However, it can also have a similar meaning when used as a suffix, for example:
kyeongjehak(경제학) means economics major, with the hak denoting major. When
incorporating these morphemes into language learning, it becomes formulaic and much
easier to handle. Borrowing words from another language is an interesting point to me as
well. As an English speaking, we have many borrowed words from Latin languages, which we
welcome freely. However, in some communities, there is resistance. Serbian, Bosnian, and
Croatian are all mutually intelligible, however in Croatia they actively resist loan words into
the language, whereas in Serbia they welcome them.

LATE
Patterson, Erik N.
As a newcomer to the subject of Linguistics, it is rather comforting to be able to understand
pieces of something as fluid and complex as language through comparisons to simple
chemical equations and math problems. Furthermore, it is interesting to me that so much of
language (or at least the English language) is formed out of convenience and laziness. The
most extreme case being the process of shortening a phrase from multiple separate words
such as “National Aeronautic and Space Administration” to a series of initials like “NASA”,
which was likely first pronounced “en a ess a”, to an EVEN shorter and lazier “næsə”. This
phenomenon is likely why certain words like the examples in the text “LASER” and “RADAR”
are often not even written commonly with all capital letters in traditional acronym format
but rather are written like “laser” and “radar”. I personally had forgotten that these two
words were acronyms to begin with. Some acronyms that are also interesting to me that
recently seem to have developed in a unique way are “POTUS” and “FLOTUS” (standing,
respectfully, for President and First Lady of the United States). These acronyms seem to have
followed the path from “President”, to written acronym “POTUS”, to the spoken, soundedout acronym “POH-TUHS” we hear from newscasters and journalists alike. These interesting
developments of “new words” make me curious as to whether there will be clipping and
blending of acronyms in the near future of the English language.
 Potter, Ansley D.
LATE
I found a few things in this reading to be very interesting. I did not realize how uninformed I
was with the amount of change the English language has gone through. Within just the last
few hundred years, my native language was almost unreadable to me. Looking over this
reading, even 400-500 years ago, words were spelled completed different. Up to 700 years
ago, different vows were used in words with completely different pronunciations. It is almost
bizarre to me how much I didn’t know that each language evolves almost completely. Today,
we use shorter words that aren’t classified as actual words, that probably in 30 or 40 years
will be considered actual words.

Price, Alexander N.
 Rhoney, Kevin R.
Realizing that when native English speakers pronounce words like "passed" as "past," it
makes me wonder if non-native English speakers are confused because there is potential for
them to associate the term 'past' with a sentence that actually is referring to literally passing
something.
Tone is very important when understanding a sentence in its entirety. I find that when I speak
another language, I lose the usual tone I have when I speak English; I pause more and forget
to place emphasis on certain words like I do so naturally with English. In a person's native
language they tend to place emphasis and let their voice rise and fall when carrying on a
conversation; I believe tone helps with recognizing if a word is compound or not.
In regard to compound words, writing and saying "high school" has always given me trouble.
Most people, myself included, pronounce it as if it were one compounded word,
"highschool," when we should be placing equal emphasis on 'high' 'school.'
Until now I have never taken into consideration how things like AIDS, FBI and USA are read
and pronounced. Growing up I have always thought of AIDS as an actual entity with that
name when in reality it is an acronym that entails what the disease is.
I've learned that word order is very important in the Arabic language. It differs from English
and when English students try to create a sentence in Arabic their vocabulary may be correct
but the order of words usually follows what they are used to in English and, therefore, does
not make sense to a native Arabic speaker.
 Rudisell, Laura H.
I find it interesting that the first thing most people think of when they hear language is
words, the first thing that pops into my mind is different cultures and how different countries
speak different languages. With prefixes and suffixes being used to make new words, this is
creating new words everyday. I’m sure I have misused prefixes and suffixes to create my own
new words. It makes you wonder how many new words have been made as a result of this?
Clipping and bending is being misused every day across the world, which is resulting in many
new words being made that may not even make sense. Also, with borrowing words from
other languages most likely results in misuse and misinterpretation of words. It really makes
you think about how many of the words and phrases we use today are actually “real” words,
or was the meaning lost in translation?
 Sharifi, Layla J.
It is very interesting how certain words are formed together. I've always knew certain words
we use, were borrowed from other countries but now I know how certain words and
acronyms have come about. Every English class I have been in, I have never heard of clipping
and bending. That was very interesting section in the reading that brought to my realization
of why the words like biology and mathematics derived from just suffix compounding. In the
chapter 4 reading, sentencing structure is highly dependent in English. Chinese civilians have
a huge oriented way of using their sentence structures and so do other languages. I really see
the why it is hard to learn/study a different language because not everyone’s sentencing
guidelines are the same.
 Shell, De-Juan T.
The chapter about morphemes made me realize why I was required to learn "stems" in
middle school: to more accurately make a guess to what an unfamliar word meant. When
the author discussed clipping, he stated that we don't have a geo for geography or
geology. Actually we do! National Geographic has its own channel now called "Nat Geo" so I
think we're really close to having (if not already) geo for geography as we have bio for
biology.
The borrowing part made me think of bilinguals who, when they forget a word in the
language they're speaking, will use a word from the other language they know, making them
speak two languages at the same time. For example, someone who uses spanish words in
their english when they forget the english word. Now they are speaking what many call
"Spanglish"-a word that could be used as example for blending.
Does every language have an official learned authority who tries to make rules and preserve
the language?
 Stuyck, Renee
A lot of times when I hear or see words I automatically know the meaning of the word and
don’t think of the complex meaning that they have, such as the word overgeneralizations.
The word is made up of multiple affixations that have their own meanings. With the different
morphemes it could get confusing but they make sense when you think of them individually.
Words can still be made from words that already exist and that we use everyday just by
combining them and giving them knew meaning. It is also interesting how different areas use
different clips of words such as the word telephone, we call it the phone whereas the british
call it the tele. Also, why do some words get clipped where some similar do not?

Toney, Grace-Elizabeth
 Tovar, Alex
I never realized till now how much a native language, in which you express your thoughts and
emotions, becomes a part of you. Languages which employ different grammatical structures
than your own language must be very difficult to learn. My husband and his sister spent two
of their teen-age years in Japan when their father was stationed there. Although at first they
were not happy about the move, they grew to love Japan, and became enthusiastic about the
language and culture. Both became proficient in spoken Japanese; John's sister is fluent. I
suppose they were able to learn quickly because they were relatively young, and were fully
immersed in the language. I think their love of the country and culture, their desire to be
part of it, also gave them the impetus to learn Japanese.
 Yaffe, Carol
I find it amazing that we can make so many words by making small modifications to one
word. Word order is seemingly crucial for English or for any language of that matter. One
thing I noticed when I’m studying Korean and Japanese is that they put the verb, subject, and
noun or object switched around making the order: subject noun/object verb. People I’ve
spoken to about English idioms that are not fluent in the language always take them too
seriously and are often confused when we say them without an explanation. Also I wonder
why certain places develop different words for the same thing, is it just a regional thing?
Would all words fit into a morpheme category? For example, are all nouns considered free
context morphemes?

Yates, Asia N.
Chapter 3 Comments:
My initial question for this reading is how other languages and cultures describe their
"morphemes", "allomorphs", and compounds. We have obviously been raised on how words
form together so it now comes naturally to us, but, how does it work in other parts of the
world? The last reading discussed how simple explanations in English are not quite as simple
in (as exampled) German. This is where I am curious to how these terms are traded in such
languages. Finally, I have a comment on the French Academy. If college students are smart
enough to know that language is changing then why are these people attempting to stop
it? Do they not realize that their tyrannical (and frankly almost dystopian) mindset will be
futile?
Chapter 4 Comments:
Every student’s most common dread in high school was when it was time to read stories in
old english. This was because of how difficult it was to understand the syntax of each
sentence written in old/middle english. We no longer speak or write in this way, in fact, we
have linguistic rules that go directly against that way of writing. Usually, as I have noticed,
when languages change it is due to rising technological or medical terms and phrases; this
obviously happened between the time of old english and now- dubbing our new common
words and terms- however, nothing new happened in order for us to change the
syntax. How did linguists suddenly say that way of writing is improper?
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Zeller, Katherine M.