A quarrel that’s hard to extinguish
Is which language from which to distinguish.
Be fast on your feet
If, on Sauchiehall Street,
You say Scots is a dialect of English.
—Pete Bleackley
an abjad walks into a bar
to drink beer and have snacks and cigars
but the bar was a bear
without brews, brie, or chairs
“what a bore. guess I’ll uber a car”
—Andrew Lamont
When training up our novice, full-of-beans phonetics teachers
We say, ‘Nasality, round~spread and manner, length and place
Should always be made clear—so be expressive with your face!’
Result: the students really come to see distinctive features.
—Fionn et Tix
(with IPA support from
Faizal Expressions)
The study of words’ genesis,
To be complete it must enlist
Etymology! How it bores
Into the lexicon’s deep core,
Unearthing secrets of the past,
Revealing how words came to last
Through twists and turns of history.
We learn of their rich legacy,
From ancient roots to modern day—
The allure of words never fades.
Etymology fascinates,
Revealing words and their cognates.
—Charla González Pérez-Tórrez
On Transparency in Placement of Adpositional Casemarkers
With respect to the placement of adpositions
Truth demands they appear at the fore.
Hiding cases out back is dishonest at best;
Postpositions I simply abhor.
—Morris Swadesh III
Ode to the Holy Trinity of Generativism, Role and Reference Grammar and Construction Grammar (Oh, and, Er, Systemic Functional Linguistics)
GG is all word categorical;
RRG’s more semantico-logical;
CxG is schemata.
As regards designata
For SFL: largely rhetorical.
—Theo Ree
Climbing the Walls Theoretical Trees
If you climb up a GG-type tree
At the top’s either IP or CP.
But the RRG tree?
At its top you can see
A sentence—intuitively.
—T Ree (no relation)
Ode to the Pedagogical Affordances of Government and Binding Theory for the Promotion of Syntactical Education and Awareness
How to teach syntax? Well, please!
There’s several different ways.
But what you don’t do
Is just walk them through
GBT—it’s so 1980s.
—Guss O’Munt & Biden, Ng
