🚀 go-pugleaf

In the discussion about grammar and spelling, it seems to me that there are
three concepts that must be distinguished: grammar, spelling, and typos.

Discussions of grammar are usually heated, as different grammatical
constructions are usually based on a (perhaps only perceived) difference
in meaning.  Grammar is also context-sensitive, in that grammar that is
common in "everyday speech" is not as acceptable in casual writing, and
grammar that is common in casual writing (such as here) is not always
appropriate in "educated writing."

Spelling, on the other hand, is much less troublesome.  Spelling of a word
(within one dialect, such as American English) is fairly standardized.  It is
rare to see two opinions on how a word should be spelled.  Even if there are
alternatives (e.g. "gray" versus "grey"), they have nothing to do with meaning.
(All of this does not mean that American English does not have funny
rules of spelling.)

Typos are independent of spelling and grammar, though the result of a typo
is always a misspelling, which sometimes results in a legal, but inintended
word being used. Anyone can make a typo, no matter how perfect their
spelling or grammar.  The disgrace of a typo depends on what the situation:
on the net, it is no big deal to have a couple of typos, but in a resume,
you should strive to have none.

IMHO, a general rule is: one's knowledge, intelligence, and curiosity are
*usually* reflected in the breadth and depth of one's reading and the breadth
and depth of one's reading is usually reflected in one's grammar and
spelling.

Someone else mentioned that scientists should be judged on their work, not
on their grammar.  But in scientific writing, greater precision is needed
than in non-scientific writing, isn't it?  For example, there is a *huge*
difference between "x^3" and "3^x" in an equation, or between "intra-" and 
"inter-", or between "i := j" and "j := i".  In fact, I was recently browsing
through new books at the campus store and saw a book which explores the
relationship between black children's Black English and their poor math
test scores.  I cannot remember the specifics, but basically Black English
usage dictates phrases (something) like "I had half as less", which
wreaks havoc with turning word problems into equations.  It also causes
problems in that Black English uses different metrics for distance, etc.,
which causes unit conversion problems.  (Note: I did not read the book,
and I am no linguist, so I cannot vouch for its methods or conclusions.
I only know that this book was in a reputable bookstore, which I hope would
not contain poorly researched or racist books.)


Wayne Folta          (folta@tove.umd.edu  128.8.128.42)