Following are examples of linguistic attempts to clog the channels of communication for
teacher’s use during unit.
“Language is our Foreign Policy” – Congressman Drinan
Truth: what speakers mean to have understood
Note how truth is not what the speaker actually says, it is what the speaker
expects to be understood!
Examples:
Protective Reaction = Bombing
Precision Bombing = Surgical Strikes
Concentration Camps = Pacification Centers or Refugee Camps
Bombs Dropped Outside Target Area = Incontinent Ordnance
Bombs Dropped on Own Village = Friendly Fire
Down Payment = Initial Investment
Second Mortgage = Additional Financing
Lot = Home site
Military Conscription = Draft = Selective Service
Celebrity in Commercial = “The Average Customer”
9 out of 10 doctors = that we selected to poll
Facts about product = replaced with happy people using product
Happy people using product = replaced with good looking people and products name
It Seems that = Seems to whom?
Often a problem in student’s writing due to systems set up. “It is believed that” “It
seems that” are both ways that the word “I” is omitted from students’ writing. Is
this ok?
“Jefferson High is lagging behind Kennedy High in fundraising.” If no evidence is
presented we have to trust the speaker. Imagine the difference if the following were
inserted in the beginning of the statement:
I think that…
The principal says that…
I’ll just bet that…
Headlines: “Man1 sued for malpractice (by Man2)” vs. “Man2 charged with slander (By
Man1 for false accusation)” = How the newspaper wants to print it.
Nameless “they” in writing
Adapted from:
Bolinger, Dwight. "Truth Is a Linguistic Question". Linguistic for Teachers.
Linda Miller Cleary and Michael D. Linn. New York: McGraw Hill,
1993: 542-554.