I Need a LIst

My comp class this year includes an unusual number of students who are very proficient speakers of the Pennsylvania German language--Dutch, in our parlance, which is itself a corruption of Deutsche, the word Germans use for the name of their language.

At the beginning of the year I told the students that every time I saw Dutch-influenced terminology in their writing I would point it out if it didn't sound to my ears like the way English-speaking-only people would say it.  I acknowledged that I was going by a fuzzy standard in doing so, but justified it by reminding students that I have a lot more years of listening to and reading language by "English-speaking-only" people than they have, so they should just take my word for it when I tell them that there's a better way to say this (I'm sure you can tell that I'm bossy-parent-like sometimes).

In this class, I reiterated, the writing is expected to be mostly formal, with occasional projects that allow a more casual tone.  This is the emphasis because I want them to be well-prepared for communicating with people both inside and outside our cultural enclave, and I want them to be equipped to do well in school beyond high school if that is part of their future.

"How are we supposed to know?" was the dispirited "wail" I heard from one student the other day when she saw a note on her paper about a Dutch-inspired expression.  She was especially distressed because it was the only thing marked on the paper, and she had not gotten a perfect score.  I know exactly why that would be disappointing.  It is hard to know when you're doing these things yourself.  I shudder sometimes at how often I probably do something similar.  I pointed out that I don't usually count Dutch-influenced language as an error if it fits grammatically.  In her case, I said that I had done some subjective grading when I assigned 49 points out of 50 possible--because I thought the paper was also a little shorter than was ideal, etc.  In other words, it wasn't perfect, so I didn't give it a perfect score.

Another student pointed out that having an adult read over your paper before you hand it in can help head off some awkward wording.  Yes.  Exactly.  I've always urged students to do this.

I reminded them again that this class is for learning.  If ever a good place exists for making Dutch-inspired errors, this is it, because it can be swiftly addressed and corrected.  Most situations outside the classroom are not like this.  Most of us don't wish to be social pariahs in the grammar department, so we keep our mouths shut when we hear such errors elsewhere, and the speaker is none the wiser.

As I had done before, I also asked them to please bring to me any examples they find in published material (I probably should have said "professionally edited" material) where something that I labeled as a "Dutchy" expression is used.  In other words, if my sense that something is Dutchy proves to be exactly like what English-speaking-only people are using, I will remove the Dutchy label from that terminology.

That brings me finally to the list I need: "Improvements on Dutchy Terminology,"  for which I am asking your help.  I had informally jotted down some things that fit such a category from papers as I came across them.  When I mentioned that I was doing this, a student begged me to give them such a list.  That was a very sensible suggestion, and I want to give them a readable version of what I have so far--if I can find the list, that is.

I'll illustrate what I have in mind by giving  an example, despite not being able to remember all the details precisely.  You'll get the idea, even with haphazard details.  In the paper that produced a wail recently, the student had written a description of another person who loves to read and adores to play with the pets.  I suggested "playing" as an improvement over "to play."  I do know that both expressions are verbals that can be used as a noun.  "To play" is an infinitive, and "playing" is a gerund.  They both fill the need for a noun in that spot in the sentence, so the grammar is not wrong.

I have noticed this before--the tendency of Dutch-influenced language to use the infinitive form when the gerund form would create a more pleasing construction.  The student had actually done it exactly "right" later in the same sentence.  How would you explain when to use which one?  I'm not sure, except to say that it doesn't sound right to me, and I don't think that's how most people say it.  It's ear training, partly--maybe even mostly this.

On my list with the "Improvements on Dutchy Terminology" title, I would have one column labeled "Dutchy Terminology."  A second column title would say "Improvement." In the above example, I would list this in the Dutchy Terminology category:  Using the wrong verbal.  Below it I would list an example:  " . . . adores to play with the pets" (infinitive form)  In the "Improvement" column I would list this:  Using the right verbal.  The example below:  " . . . adores playing with the pets.  "To play" and "playing" would be in bold font.  (See what I'm doing here--creating a handout in my head--saves time at school, but creates a long post).

The second example is the Dutchy use of "would." This site just furnished me with terminology that I never used before. "Would" is a modal verb.  A quote from the site says this:  A modal verb (also modal, modal auxiliary verb, or modal auxiliary) is a type of verb that is used to indicate modality – that is: likelihood, ability, permission, and obligation. Examples include the English verbs can/could, may/might, must, will/would, and shall/should. A student paper said that a baseball player's name "would be __________."  I suggested that he say the player's name "is __________" instead of "would be"--as if it might happen in the future or is conditional or uncertain.  I referred to the Dutch equivalent --" 's voah." He got it and laughed.

On my handout the Dutchy column will list "Using a modal verb" in the first column, and "Using a present tense verb of being" in the second column.  The examples will be "His name would be ________________."  and "His name is __________________.

I'll have to look at notes at school to extend the list.

I told  the comp class early on that I wish to affirm any student who speaks Dutch fluently.  I consider it a wonderful benefit to them, and personally love to hear it spoken.  I understand everything I hear, but am less and less fluent in speaking it.  They must be aware, however, what is required in formal writing, and avoid what doesn't belong in that category.

Am I making too big a deal of formal writing?  Possibly,   Probably.  Not a chance.  That's my current thinking on the subject.


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