Showing posts with label ize. Show all posts
Showing posts with label ize. Show all posts

Sunday, November 10, 2013

Transatlantic Differences – A Simplified Guide

Out of sight, out of Ear, as the saying might go.  Despite sharing a common language, American and British English sound distinctive from each other.  To be fair, each of the regional variances in these countries also has a unique quality, but that does not change the truth.  In terms of speech, over time, Yankees and Limies learn to understand each other quite well (maybe with the help of a local interpreter).  In terms of writing, writers must take into account the differences between the US and UK in composing texts.

The first aspect to come to mind is spelling.  The actual differences are minor but nevertheless noticeable.  The American ize is written with an ise in England, as in rationalize/rationalise and capitalize/capitalise.  The English add the letter u in the middle of the or combination, creating honour and flavour.  Finally, Americans insist on double letters in certain words while the British are satisfied with only one, as in fulfill/fulfil and enroll/enroll.  There are many others, such as center/centre, but these words remain highly recognizable to people from both sides of the Atlantic.

In terms of vocabulary, there is a long list of items that have been given different words in the two dominant forms of English.  Some are specific to the country. For example, a bonnet, lorry, flat, and sweets in London are a car hood, truck, apartment, and dessert in Washington D.C.  Specific fields, such as accounting, have quite a long list of differences. Trickier, some words used by both sides have different meanings.  The classic example is when a Yorker eats chips and crisps, a New Yorker is consuming fries and chips.  Slang is by definition local, even within a country.

For the writer, a more important difference is the accepted writing styles.  American paragraph writing emphasizes a very strong topic sentence, the first sentence in a paragraph, declaring the topic and subtopics to be discussed, with a general summary sentence at the end.  By contrast, British paragraphs often begin with a vague opening statement but end in a thorough restatement.  Also, American usage allows a comma (,) before the words and and or in a series of items, but British usage does not require it as in blood, sweat and tears.


Writers need to be aware of these differences.  However, in terms of actual difficulty, they are a drop in the bucket as compared to the overall challenge of writing good English even for a native speaker.  So, as the French say, vive la difference!

Tuesday, June 19, 2012

Verb(al)izing


In root-poor languages, such as Hebrew, all roots are used to their maximum in terms of producing noun, verb, and adjective forms.  For example, in French, the root grand comes out grandir, grandeur, and grand in the verb, noun, and adjective forms, respectively.  Likewise, in Hebrew, the root גדל [gimel, dalet, lamed] produces גדול, גודל ,לגדול [legdol, godel, and gadol].  Therefore, a learner can quickly ascertain the pattern and make educated guesses as to the relevant form of a word.  This clearly makes learning to speak a language much easier.
Alas, English is extremely rich in roots, deriving them from a multitude of different languages and developing them at different times in history.  All this renders it very difficult to “guess” the verb form.  In countless cases, there is no verb while in others the change is unpredictable.  An example of the latter is the relation between effect and affect, advice and advise, and satisfaction and satisfy.
The following are a few patterns that allow a reader to guess the meaning of a verb:
a.      Ize  / (UK)  ise – Modern English tends to add this suffix to a noun or adjective to create an easily understandable verb.  Examples include capitalize, modernize, standardize, and that old law school classic, shepardize.
b.      En- or –en – Following old German grammar, adding an en at the beginning or end of some words transforms them into verbs, often adding the meaning to give: encourage and empower as compared to widen and threaten.
c.       ception -> ceive – All nouns that end in ception become ceive in the verb: reception – receive, conception – conceive, deception – deceive, perception – perceive.
d.      Drop the tion – By droping the tion in the noun form, many verbs are formed: relation – relate, construction – construct, investigation – investigate.
As mentioned, it is unfortunately quite difficult to verbalize all of the strategies for making verbs.  The best way to know the form is to listen and read English, learning intuitively.