Tenses and its relationship to Timeframe

In the earlier post, it was mentioned that tenses, in particular, the ones that are highlighted below, will be examined more closely in the next post. Let us look at the extract, with the highlighted tenses, that is reproduced below:

The poet hopes that the ability to appreciate the wonders of nature, which he had at his infancy and right up to adulthood, will continue to be a part of him even when he becomes elderly. He would rather die than have this sense of awe and wonder disappear as he ages. For to him, life becomes meaningless if he were to lose interest in the natural beauty around him.

 Tenses are used in writing to indicate the time-frame in which a particular action or state of being occurs. Let us now look at the examples given above.

In using the present tense at the start, `hopes', the author is saying that the hope is ever-present, something that is still present in the poet. The appreciation of nature is something that the poet had in the past, in his infancy and he hopes it will continue, be with him int he future too.

So far, so good - the use of the different tenses is easy to understand when one realises that the different tenses are used to denote different periods of time, present, past and future. However, now, we come to the tricky part.

`life becomes (present tense)... if he were (past, plural)'

If' indicates a conditional state of affairs. Whatever is stated hasn't happened. So, here, what is stated is a possibility, and in English the past tense is used in such situations. It is probable that the intention is to suggest a situation in which the probability, or hypothesis, has already occurred and hence, the past tense should be used. Once the reader is placed within the time-frame of the occurrence of the hypothesis, the natural outcome or `truth' or `statement of fact' takes place and so, the present tense is employed. Now, why is the tense for plural subjects used even though the subject or pronoun is in the singular? When such conditional situations are presented, `were' is used even when the subject or pronoun is singular. It could be, because, since the situation or action is merely a hypothesis and is not real, it does not matter if the subject is singular or plural, hence a neutral `were' is used, merely to indicate past tense and not subject-verb agreement.

Developing Critical Thinking Skills through Reading - Part 1

Gaining Wisdom through Reading

When you read, say, a prose, is it a superficial read or do you go beyond the superficial meaning found therein and ask yourself, "What does the author really mean in writing this piece?"  One might even ask, "Are there multiple meanings here that even the author did not envisage?"  One perspective of literary appreciation, which is found in the Reader Response mode of literary analysis, transfers ownership of completed works into the hands of the reader.  Once an author creates a piece, the work of art is out of his or her grasp.  The work becomes the property of the reader, leading him or her to an interactive endeavour through which multiple meanings, and even emotional ties, are created.

Such an interaction with a well-written work of literature can lead to the development of critical thinking skills. Let us now look at an extract from Washington Irving's The Country Church.

I have been rather minute in drawing the pictures of these two families, because I considered them specimens of what is often to be met with in this country - the unpretending great, and the arrogant little.  I have no respect for titled rank, unless it be accompanied with true nobility of soul; but I have remarked in all countries where artificial distinctions exist, that the very highest classes are always the most courteous and unassuming.  Those who are well assured of their own standing are least apt to trespass on that of others; whereas nothing is so offensive as the aspirings of vulgarity, which thinks to elevate itself by humiliating its neigbour.

Irving paints a contrast between two social classes: the aristocrats and those who scaled the social ladder through newfound wealth.  He expresses strong feelings for or against each of these groups.  Some possible questions one could ask are:

      What are these contrasting opinions? 
      He was an American, and so how would this have an impact on his views on the English countryside?  Would it be different if the author was an Englishman?

      Are there other possible perspectives?  Do you agree with Irving? What would be your reasons for agreeing or disagreeing with him?
      Strong words are used to express strong views.  What is the role of the use of language here in:

o   persuading the reader to accept the author's viewpoints?

o   the graphic representations of the two groups?  What was the purpose? Was the purpose achieved?

o   allowing us to see that the author is himself opinionated and makes generalised observations?

Indeed, in comprehending, different devices, such as contextual clues, use of language and use of prior knowledge, come in handy to help us better understand the text.  In the next blog post, the questions mentioned above will be explored so as to appreciate the given extract even more.

Making sense through grammar

Grammar is a system and we make sense using a known system to discover the meanings in written and spoken words. This system may develop over time or it may be created but it is one that is acknowledged by those using that particular language.

So, as in any other language, evolved or created, English too has its system of grammatical rules, conventions of usage and mechanics.

Now,  we are going to see how simple grammatical rules, mechanics and English Language usage were ignored when e.e. cummings wrote his poem, anyone lived in a pretty how town. Let's consider the first stanza of the poem.

	Unusual Use of Grammar and Mechanics
1)   anyone lived in a pretty how town	No capitalisation at the beginning; odd insertion of `how' that is usually used when asking a question
2)   (with up so floating many bells down)	The parenthesis indicates that this is an explanation, not quite a part of the main sentence. So, what would the implications of that be? Notice that the syntax, the way in which parts of the sentence are constructed.
3)   spring summer autumn winter	There are no commas to separate the seasons and no linking words to indicate a link with the beginning of the main sentence (1).
4)   he sang his didn't he danced his did	Again, linking words are not used to connect (4) with (3) and there is no punctuation to separate the ideas. Use of the possessive pronoun `his' with no explicit mention of what or who belongs to the `he'.

How would Cummings' unusual use of grammatical rules and neglect of the common usage and mechanics of the language provide us with clues that will help us to make sense of the poem?

To get at the clues, we need to have a knowledge of the grammar, mechanics and usage as is commonly followed in the English Language.

Try to work out the solutions on your own before you check the possible answers when you go into: Making Sense through Knowing Grammar, Remember, language is subjective and there could be other possible responses.

Also remember to check out our available Online Courses for students in Upper Primary and Lower Secondary or Grades 5 to 8.

Learn Grammar for Enhanced Understanding

Not convinced that you have to learn grammar in order to better understand what you hear or read?

Consider the following extract from a poem by e. e. cummings

anyone lived in a pretty how town

anyone lived in a pretty how town
(with up so floating many bells down)
spring summer autumn winter
he sang his didn't he danced his did.

Women and men (both little and small)
cared for anyone not at all
they sowed their isn't they reaped their same
sun moon stars rain

children guessed (but only a few
and down they forgot as up they grew
autumn winter spring summer)
that noone loved him more by more

Most students, I have come across, would look at me in bewilderment, almost as though I had somehow conspired with e. e. cummings to create a poem that no living person, except the poet himself, would be able to understand!

However, once you point out a few grammatical concepts, they begin to `see the light'! After all, grammar is a system and all systems have logical components.

I am going to leave you here for the moment to consider how a poet, who seemingly threw the concept of grammar to the winds, needs you and me to have a good grasp of grammar to understand his poem!

Look out for my next post to see if you were able to see where I am coming from. Meanwhile, Happy Reading and Happy Thinking!