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Essay / Research Paper Abstract
A 5 page paper discussing the degree to which thought is dependent on having a grasp of grammar. Grammar not only provides the rules of establishing patterns of word order and usage, it also provides a framework of thought. Not everyone who knows all the rules of grammar is capable of producing great thought, but those who have the ability without the tool of grammar is not able to convey the meaning of any great thought s/he may have. What can be seen as being certain is that some basic grammatical patterns are required for conveying the simplest of thoughts. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSgrammarThink.rtf
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Unformatted sample text from the term paper:
matter that a speaker - or writer - allows a split infinitive to creep into a narrative. The one receiving the message still can understand what that message is
intended to convey. There still must be rules of usage, however, if the ideas and thoughts of one ever can be conveyed to another.
One learning resources company provides the example of a newspaper reporter in a "special" world. In this world, words exist and are attached to specific meanings, but
there is no standardization of how those words are used relative to one another. As a newspaper reporter, "The best you can do is randomly string words together in
the hope that somehow others will make sense of them" (Rosebrooke, 2002). Grammar not only provides the rules of establishing patterns of word
order and usage, it also provides a framework of thought. Not everyone who knows all the rules of grammar is capable of producing great thought, but those who have
the ability without the tool of grammar is not able to convey the meaning of any great thought s/he may have. Research There
is evidence that even pre-verbal toddlers listen to statements that are grammatically correct while tuning out those which are not. Brownlee (1998) reports on some of the work of
psycholinguist Peter Jusczyk at Johns Hopkins University in Baltimore. One 18-month-old child listens intently to a recorded message that says, "At the bakery, workers will be baking bread" (Brownlee,
1998; p. 48), and begins to listen when another recording announces, "On Tuesday morning, the people have going to work" (Brownlee, 1998; p. 48). The toddler never finishes listening
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