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UW-Milwaukee ENGLISH 212 - Ch. 5 Exercises_ 5-12, 5-13

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5-12. Although we have downplayed the difference between who and whom in the examples in this chapter, writers and speakers who regularly make a distinction between them in relative clauses do so as follows: 1) It was Lynne who answered.2) She’s a keen golfer, who plays mostly in Morro Bay.3) A nurse who walked his dog without a leash was fined $600.4) Then came the meeting with the woman whom he intended to marry.5) Her grandmother, whom she adored, was dangerously ill.6) He married a woman from Devon, whom he’d met in Australia.7) Ricardo, with whom we spent a week in Sitges, had learned to sail in Baja.8) He said this to Eddie, who doesn’t deny the lawyer’s gut feeling.9) This isn’t solely for those who have decided to turn their lives around. 10) He was a friend of Truman, with whom he had an affair and who encouraged him to write.After examining these sentences, formulate a statement that will capture the facts about when such writers and speakers use who and whom in relative clauses.When writers and speakers use who and whom in relative clauses, there are reasons for why a specific one is chosen. When who is chosen, it substitutes for subject nouns/ pronouns, for example he, she, we, and they. When whom is chosen, it substitutes for object nouns/ pronouns, for example him, her, us, and them. 5-13. In this chapter, we discussed who and whom in different ways. On page 155, we said we’d sometimes ignore the traditional distinction drawn between them in much writing andsome careful speaking. Taking a descriptive approach, we relied on the forms that speakers commonly use. But in Exercise 5-12, we considered a more traditional analysis associated with some teachers, editors, and parents, and sometimes referred to as prescriptive grammar, an approach that prescribes particular language forms as some people think theyshould be or as they have been used in the past. What position do you think a teacher should take with respect to common usages that are criticized by prescriptive grammarians? What do you think students should understand about the role of languageprescription in their lives? Do you think that role should be the same for them as writers and for them as conversationalists? Should teachers at different levels of education take different approaches to description and prescription? Explain your position and try to justify it. I think it is important to distinguish what common usages are since that is what is used most frequently in the English language, especially when people are speaking. I do think it is still vital, though, to also teach prescriptive grammarians positions, but do so in a way that is not confusing to the average student. Additionally, I think that students should understand that when people are in conversation, correct language is not always used since some do not always think everything through in a relaxed conversation, but when it comes to writing, one should take the time to write correctly and eloquently since they have the time and what they are writing about may be important. I think as students get older, the more detailed the teacher can dive into grammar rules since the students will continue to grow in their grasp of proper English and have a good base of understanding already.

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