87. 'The more the merrier'

Google Images

Who might claim that we don’t manufacture our own idealized model of ‘being’, or ‘acting’? Consciously or unconsciously, we’re constantly trying to look better, taller, more interesting; or else seem more intelligent, better prepared, richer, healthier…It’s absolutely natural to try to improve and embellish our domestic affairs and the world we’re adjusting to against our potential, while actualizing it: it’s the essence of human nature.

Hm. No sooner said than done! One needs some solid knowledge of adjective and adverb formation to do that successfully. While expressing ‘positive’ values, there doesn’t seem to be too much trouble paying attention to such…static, uninteresting affirmations as My car is bigger, faster, and more expensive than his; but in order to make the discourse unfold while you speak you must know that adjectives and adverbs are a somewhat unsettled category which shaped asymmetrically in English. 

In the first place, let's consider that there are two main categories following two different rules:

One-syllable adjectives like fat, big, and coarse - but also two-syllable adjectives ending in -y, such as easy, healthy and happy take suffixes  when forming the comparative of superiority: fatter - bigger - coarser; and easier - healthier, happier, respectively; then again their superlative forms are: the  fattest, the biggest, the coarsest and, correspondingly, the easiest, the healthiest and the happiest are their superlative forms. 

The remaining two-syllable adjectives and the multi-syllable ones follow the more/less and the most/least rules: more/less expensive; the most/least expensive.

But that's NOT all. There is a third category fluctuating between the two. Adjectives like clever, stupid, tired, shallow may appear in either of the above mentioned patterns. It’s also true that one can use I feel more tired / tireder today than yesterday (though tireder is hardly ever heard these days). Again, this should make us think about exceptions, in the first place the irregular forms.

Here they are:

good /well > better > the best
bad /ill > worse > the worst
much /many > more > the most
little > less  >the least
far > farther > the farthest (in space)
far > further > the furthest (in time)
late > later (time)// >> the latest (the most recent) 
                                        >> the last> (in a series)
      > latter (the second of two entities) < >former (the first of two entities)

And something must be said about the conflicting adjectives that have replaced adverbs in General American, like Now I want you to move real (=really) slow. Then again, a lot can be said about How are you? ~ (AmE) I’m good (BrE=fine /(very) well) or I’m trying hard – never hardly. 

Google Images

Yet there are still those trustworthy cases in which you simply can’t say *Everything is more easy today: it’s still easier that represents the established norm.      

HOW TO EXPRESS PROGRESSIVE/PARALLEL INCREASE OR DECREASE IN QUALITY OR NUMBER

A.  Progressive increase /decrease

You can express these linguistic aspects by placing the corresponding adjective or adverb after the verb – reduplicating it and uniting them by and.

It goes without saying that the use of progressive tenses is not a grammatical, but a logical, consequence:

Thomas smokes more and more.

Your niece studies less and less.

Well, that is the ideal case. It’s just that by no means are adjectives and adverbs in English so easy to transform. The ones above are special forms whose ‘positive’ variants cause a lot of trouble when you want to quantify or qualify nominals: it’s all a matter of number, i.e., singular (Singular Countable and Singular Uncountable/Quantity) and plural. ‘More’ will refer to either (Aff.) ‘a lot (of_)’ or (Neg.) and (Aff-? /Neg.-?) [not] much/many [?]. So, if you wonder what the previous affirmations look like in the positive, you’ll have to consider:

Google Images

Thomas smokes a lot / *a lot of cigarettes. (nobody says that about the default case, that is cigarettes; only if Thomas smokes cigars, or a pipe – otherwise there’ll be no mention)

Your niece studies little. (how strange that both smoke and study  should be free from expressing the Direct Object, don’t you think? Someone studies ‘something’ anyway!)

Let’s say that a schematic visualization would look like this:

adjetive[-er] and adjetive[-er]

It was getting colder and colder.

You are coming home later and later.

She’s getting fatter and fatter.

Analytic adjectives and adverbs do use more+adjective /adverb and less+adjective/adverb, respectively:

more and more + adjective less and less + adjective

The film became more and more interesting.

She was becoming less and less interested in his speech.

“What time shall we leave?” ~ ”The sooner the better.(=as soon as possible)

“What sort of box do you want? A big one?” ~ “The bigger the better”. (=as big as possible)

When you’re traveling, the less luggage you have to carry the better. (=it is best to have as little luggage as possible).

Note word order in the structure with two comparatives:

The younger you are, the easier it is to learn.

Google Images

What this means is that you aren’t allowed to leave the subject and the verb out of the expression, and that they follow the normal Word Order.

Still, the forms of to be are omitted when the correlated sentences require the same verb form:

The more expensive the hotel [is], the better the service [is].

Exercise 1. Use the Word(s) in brackets (in the correct form) to complete the sentences:

1. I like warm weather. The warmer the weather, … (feel).

2. I didn’t really like him when we first met. But the more I got to know him,… (like) him.

3. If you’re in business, you want to make a profit. The more goods you sell,… (profit/make).

4. It’s hard to concentrate when you’re tired. The more tired you are,…. (hard/to concentrate).

5. She had to wait a very long time. The longer she waited,… (impatient / become)

6. Old people are wise, or at least that’s what they say… (be old /become wise)

B.  Parallel increase/decrease

Here, it’s the lexical unit the that solves the problem. Mind you, we’re far away from the definite article; we should go back in time to important changes that took place in Middle English to know why this happened. For the present purpose, it would be easier to accept it as it is and…move it right along!

Again, the adjectives we used above will prove of great help:

The more John studies the more he learns.

Or the opposite:

The less John studies the less he learns.

(I wouldn’t discard ‘The more John studies the less he knows’)

The fatter Sam gets the uglier he becomes.

The more famous she became the sadder she seemed to be.

The less notice she takes of him the more he tries to please her. 

Make complete sentences of the following prompts:

1.      I / try/explain / her /difficult /be / convince her

2.    Old /one /get / one / little /seem / willing to change

3.    You / move / a lot /it /hurt / a lot

4.    You /lenient /become /people around you try /impose / you

5.     He /listen / her /little /she / insist / a lot

6.    Few students /there / to be /in class / often / be asked

7.     You have your say /little / often /bad / be / everybody

Google Images

8.    One / buy / little / one /save / a lot of money /

B.  Parallel increase/decrease

Here, it’s the lexical unit the that solves the problem. Mind you, we’re far away from the definite article; we should go back in time to important changes that took place in Middle English to know why this happened. For the present purpose, it would be easier to accept it as it is and…move it right along!

Again, the adjectives we used above will prove of great help:

The more John studies the more he learns.

Or the opposite:

The less John studies the less he learns.

(I wouldn’t discard ‘The more John studies the less he knows’)

The fatter Sam gets the uglier he becomes.

The more famous she became the sadder she seemed to be.

The less notice she takes of him the more he tries to please her. 
The more, the merrier (exercises)

86. Just In Time for Clustr Maps' 1st Anniversary

Google Images

If you please glance at the Clustrmaps widget on the right: you’ll soon see that it’s its first anniversary. Of course it doesn’t coincide with the date when I created the blog; I wish it did!

Thank to all those who, after stumbling upon my ‘creation’, chose to visit more than once.

So, back to the starting point – in the absence of a decision, still posting until numerology gives me a clue.

EXPRESSING PURPOSE

Needless to say, words are more often than not misleading.  Suppose you want to express what the intended result of your actions is: as soon as you try, you will see that cause (why) and purpose (what for) are very close to one another in the expression of their possible initial questions, yet not so in the linguistic structures you must use when answering:

Why did you do that? ~ Because I thought I would help.

What did you do that for? ~For you to stop worrying.

-->Case One. If the subject in the newly created clause of purpose is the same as the one in the main clause, AND the latter is in the affirmative, then the connectors to be used are:

to + Infinitive                            so as to + Infinitive                    in order to + Infinitive

Dylan lit a cigarette to smoke it.

The Smiths are saving money so as to buy a new house.

Eugene is learning languages in order to travel around the world.

If the subject is the same in the main clause and in the newly created clause of purpose BUT the latter is in the negative, you can only use the following:

so as not to + Infinitive                             in order not to + Infinitive

Google Images

You must have already observed that you can’t use the negative Infinitive ‘not to do’, simply because it is specialized in expressing prohibition, and it works wonderfully in Indirect Speech – but not here!

Donald put his wallet into his inner pocket so as not to lose it.

Laura drove her car slowly in order not to have an accident.

Google Images

-->Case Two. The subject of the subordinate clause is different from the subject of the main clause. This means that someone does (or did) something with the purpose of obtaining something (else) from a different person (or entity).

Here, consider two possibilities.

(a) With a subordinate clause of purpose expressing a present or future intentionality, the verb in the main clause is expressed in a present or future tense, or an Imperative. The connectors to be used are so that or in order that and the verb form can be will/can/may + [not] Infinitive, depending on what you mean to say.  

Bring the dead tiger here so that/in order that everybody will/can/may see it.

Mrs. Fleming has bought the newspaper so that/in order that her husband will/can/may read it.

I'll draw a map so that/in order that you can't/won't/may not get lost.

(b) With a subordinate clause of purpose which refers to the past, the verb in the main clause is expressed in a past tense. The connectors to be used are so that or in order that and the verb form can be would/could/might + [not] Infinitive, depending on what you mean to say.  

I left the room so that/in order that they could/might speak freely.

I switched on the radio so that/in order that we would/could/might listen to the news.

The murderer disguised himself as a priest so that/in order that the police wouldn't/couldn't/might not recognize him.

Google Images

-->So that can also be used when both the main clause and the subordinate clause have the same subject, yet in these cases  so as to, in order to and to-Infinitive are by far more frequent.

AMBIGUITY

The expression of a subject and a direct object by animate entities (i.e., persons) in the main clause leads to misunderstanding: we don’t know whether the purpose refers to the subject or to the direct object.

Lily sent her grandson to the garden to rest a little.

Which of the two are supposed to rest – Lily, or else her grandson?

Google Images

(a) By using so that, the subject of both clauses is the same:

Lily sent her grandson to the garden so that she could rest.

(b) By using for + Accusative + to + Infinitive, the direct object in the main clause is the subject of the subordinate clause:

Lily sent her grandson to the garden for him to rest.
But frst let's have a go for some exercises:

Expressing purpose: exercises

59. A Bit of Grammaring

Google Images:
The Grammaring Matrix

Needless to say, there is no such word as grammaring in English – or, at least there hasn’t been one until Diane Larsen-Freeman, Professor at University of Michigan School of Education, began to refer to it as the fifth skill alongside reading, writing, listening and speaking. Grammaring is understood as the ability to use grammar structures accurately, meaningfully, and appropriately. Grammar lessons are no longer about knowing language systems (declarative knowledge), but about knowing how to use language (procedural knowledge).

In her book Teaching Language: From Grammar to Grammaring, Larsen-Freeman herself seems pulled in both directions: on the one hand, she says that students want and need to learn the rules of grammar, but also that the rules are confusing and not complete in themselves. She goes on to say that ‘... in most cases students don't need to know about the language – they need to be able to use the language.’ Still, there is a delicate and at the same time unclear balancing: it is a ‘myth’ that grammar need not be taught, yet there is ‘reason to question’ whether students should adhere to the interactional norms of English speakers.

Google Images

Larsen-Freeman admits to still seeking the answers herself, but one ‘teachers’ voices’ quote is perhaps telling: ‘I tell my students that they don't need to be accurate to communicate. They do need to be accurate to be respected.’

Throughout the book, there is a message to teachers about how we should analyze our students’ problems and find ways to help them understand the issues they face. The three inseparable components form, meaning and use still are of paramount importance. And I for one will stick to them! 

1.3   The simple sentence: direct and indirect objects

1.3 A   Subject + verb + indirect object + direct object:'Show me that photo'

1   We can use two objects after verbs like give and buy.

Instead of:  

 Give the book to me,  

we can say:  

Give me the book.

Instead of:  

Buy the book for me,  

we can say:  

Buy me the book.

2 Some verbs combine with TO: bring, give, lend, pay, post, sell, send, show, tell, write: Bring that book to me. -» Bring me that book.

3 Other verbs combine with FOR: buy, choose, cook, cut, do, fetch, find, get, make, order: Please order a meal for me. -» Please order me a meal.

4 We can put it and them after the verb: Give it to me. Buy them for me. (But not *Do me it*) We say: Give it to John. Buy them for John. (Not *Give John it* *Buy John them*)

Write:    You want people to do things for you. Write suitable polite requests using it, them or one [Ø One is the reference pronoun substituting a previously mentioned count noun accompanied by a/an ]

1   Where are my shoes? (find) Please......................................................................

2 John needs a new coat. (buy) Please.....................................................................

3 I can't reach that cup. (pass) Please......................................................................

4 Ann wants to see our flat. (show) Please...............................................................

5 I can't do the shopping. (do) Please.......................................................................

6 I’d like a copy of that book. (order) Please............................................................

1.3B Verb + object + 'to' + noun or pronoun: 'Explain it to me'

Google Images

1 There are some verbs like explain which do not behave in exactly the same way as give. For example, we can say:   

Give the book to me, or Explain the situation to me.

Give me the book, (but not 'Explain me the situation. *)

2 We cannot use an indirect object (me) immediately after explain.

We can only have: verb + object + 'to':  

He explained the situation to me.

He confessed his crime to the court.

3 Other verbs like explain and confess are: admit, announce, declare, demonstrate, describe, entrust, introduce, mention, propose, prove, repeat, report, say, suggest.

Write:  Complete these sentences giving the right order of the words in brackets.

1   You must declare (the Customs/this camera).....................................................

2 Aren’t you going to introduce (me/your friend)?..................................................

3 You can say (me/what you like).............................................................................

4 Who suggested (this idea/you)?............................................................................

5 He confessed (his crime/the police)......................................................................

6 I have never admitted (anyone/this).....................................................................

7 Can you describe (me/this man)?..........................................................................

8 Please don't mention (this/anyone)......................................................................

9 I’m going to report (this/the headmaster)............................................................

10 I don't want you to repeat (what I told you/anyone)..........................................

1.3C The two meanings of 'for'

Google Images

1   We can use for after all verbs which have two objects.

2 When we use for after verbs normally followed by to (give, post, read, sell, show, tell, etc.) it can mean 'instead of: I'll post it for you. (= to save you the trouble)

3 When we use for after verbs normally followed by for (buy, choose, do, find, keep, order, etc.) the meaning depends on the context. It can mean for someone's benefit':

Mother cooked a lovely meal for me. (= for my benefit, for me to enjoy)

It can mean 'on someone's behalf/instead of:

I’ll cook the dinner for you. (on your behalf/instead of you - to save you the trouble)

Write:    Tick on the right to show whether for means instead of you/me or

for your/my benefit.

                                                                                        'instead of’               'for your/my  

                                                                                                                             benefit'                    

1   I've cooked a meal for you and I hope you enjoy it.           __                            __                

2  Let me cook the dinner for you this evening.-Thanks!      __                            __

3  I've made this cake for you. Do you like it?                          __                            __

4  I'll post this letter for you, shall I?                                         __                            __

5  I've bought this especially for you.                                         __                            __

6  I've got some change. Let me pay the bill for you.             __                             __

7  As you're busy, let me book a room for you.                        __                            __

8  I've saved some of this pudding for you.                              __                            __

9  I can't choose a tie myself. Please choose one for me.       __                            __

10 My father has bought a wonderful present for me.           __                            __

1.3D   Context

Write:     Put a tick where you think you can change the word order.

Then write the alternative.

Google Images

A CURE FOR HYSTERIA

[adapted from Longman English Grammar Practice by L G Alexander]

When I was a girl, my parents sent me to a very strict school. They had to buy an expensive uniform for me¹ __ and pay school fees for me²__. Our headmistress, Miss Prim, never smiled. She explained the school rules to us³__and expected us to obey them. 'I will never say anything to you⁴__twice,' she used to say. We had to write a letter to our parents⁵__ once a week and show it to Miss Prim⁶__ before we sent it. I can still remember some of the school rules. We were not allowed to lend anything to anyone⁷__. We were not allowed to give each other help⁸__with homework. We had to report unusual situations to the headmistress⁹__. One morning, during assembly, a girl fainted. The next morning, two more fainted. This continued to happen for several mornings. Mass hysteria had set in! But Miss Prim put an end to it. She announced a new rule to us¹⁰__: 'No girl will faint in College!' And after that, no one did!

Google Images

::::::::::::::::::::::::::::::::::::::::::::::::::::::

How would you interpret the message on Jim Carrey's upper face - I mean, what do you understand by that?