Separated by a Common Language

Lazybrain has been reading Anne Tyler's Digging to America, and asked about the phrase diagramming a sentence:

I hadn't come across this term before, although in my 'progressive' education I missed out on being taught formal grammar so I wouldn't swear to the fact that it is not used in Britain.

Most American and British native English speakers who are younger than 50 missed out on the technicalities of English grammar in school because grammar teaching went out of fashion in the 1960s-70s. But if you're an American, you're more likely to be familiar with the phrase diagram a sentence for a few reasons: (a) the verb to diagram is 'chiefly' AmE, according to the OED, (b) there were pockets of resistance to the downgrading of grammar in the US (which would have been harder to maintain the the UK because of national standards, and later the introduction of a national curriculum), and (c) it was probably a more popular activity in the US even before the 1960s, because grammar study enjoyed more status there.

Dick Hudson (Emeritus Professor of Linguistics at University College London) has written a helpful concise history of grammar teaching in England and, with John Walmsley, a much longer academic paper on the subject (published in Journal of Linguistics (2005), 41:593-622; warning: link=PDF file). Before the dropping of grammar in the 1960s, the status of grammar as an area of study was a bit different in the US and UK. As Hudson and Walmsley write:

Up to the outbreak of war, it seems, little serious work on grammar was being pursued in Britain, still less on the grammar of English. The work which was published was produced primarily by free-lances or practising teachers and was orientated to the needs of schools, journalists or civil servants. But although there existed only the most rudimentary institutionalised framework for academic work on the grammar of contemporary English in Britain, and little motivation to produce anything outside such a framework, writing grammars only constitutes a small part of the country’s linguistic endeavour as a whole: the energies of the next generation were being absorbed by other tasks.

Outside the UK, by contrast, the first half of the twentieth century was a productive period for English grammars. Major works were published in the Netherlands, Denmark and Germany - in English, but not by British authors. During the same period, other important grammars appeared in the United States (Curme 1935, and the first of Fries’s grammars - American English Grammar, Fries 1940). The latter is significant in that it is the first grammar of English to be based on a specified, limited corpus of material – 2,000 personal letters written to U.S. government departments, together with excerpts from 1,000 others.

After the war...

While work on the description of English proceeded apace on the mainland of Europe, it was not apparently seen as sufficiently prestigious, intellectually challenging or stimulating, to draw scholars in England into its sphere of influence. A perceived gap in scholarship can, though, act as a spur to filling it. The question that exercised some scholars’ minds was how to do this. In the United States, the new insights provided by structuralism were already beginning to work through into descriptive grammars.

Now, Hudson and Walmsley here are writing about academic work on grammar, but there seems to be some reflection on this in what as happening in schools. In his brief history, Hudson writes:

The early 20th century [i.e. pre-1960s] saw a steady decline in the quality of grammar teaching in English schools, and increasing calls for its abandonment. One reason for this decline was the complete lack of university-level research on English grammar, which led a government report in 1921 to conclude that [it is] “…impossible at the present juncture to teach English grammar in the schools for the simple reason that no one knows exactly what it is…”. Another reason was an energetic campaign on behalf of literature, presented as a liberal and liberating alternative to the the so-called 'grammar-grind'.

Meanwhile, in the US, (AmE) students/(BrE) pupils were learning to diagram sentences using the Reed-Kellogg system. Because I went to a Catholic school rather than a (AmE) public/(BrE) state school (and the Catholic schools, at least then, were less easily swayed by educational fashions), I did learn to diagram sentences--and I couldn't get enough of it. (Had I known then that I could get paid to do such things as a grown-up, I would have been a less awkward adolescent, I'm sure.) But I should note that 'diagramming sentences' is not the same thing as drawing sentence [or phrase structure] trees (i.e. what most syntacticians do nowadays), although sentence trees are indeed diagrams of sentence structure. 'Sentence diagram' generally refers to Reed-Kellogg diagrams, a different animal, and I'm thrilled to have an excuse to post this one from Capital Community College's grammar guide (which I read about on bOINGbOING yesterday). It shows the grammatical relations among the words and phrases of the preamble of the US constitution. (Hey, maybe the UK doesn't need sentence diagramming, since it has no written constitution. Any American my age can recite a modified version of this preamble [leaving out 'of the United States' in the subject], to a tune, because we learned it while watching Saturday morning cartoons.) The preamble goes:

We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

And it can be diagrammed like this:



Dick Hudson also has a web page addressing frequently-asked questions about grammar teaching, which includes:

Q. Wasn't there once a thing called 'sentence diagramming' that was part of grammar teaching?

A. Yes, and in many countries it's still a popular activity - e.g. in the USA, which is well provided with web sites explaining how to do it. The system that's widely used in the USA and parts of Europe was invented in the 19th century and is rather rigid, but it has its uses as a way of showing how a clause is built out of a verb and its subject, with various bits and pieces added to each of these and to each other. Modern linguists have devised much better ways of diagramming sentences which would be very useful in KS3 [ed: Key Stage 3] classrooms. For a good illustration of how they might be used for teaching syntactic structure, try the VISL web site in Denmark, which was built for school children; but there are plenty more to choose from (e.g. one for KS3 teachers on my web site).

In my last job in the States, I really enjoyed teaching a grammar course for Education majors. (I taught it in the summer term [i.e. during vacation time], which meant that most of the students had already failed the course at least once and were re-taking it. Gotta love a challenge like that!) And these are the types of diagrams that that course required. I hadn't done such diagrams since I was 12 or 13, but I have to say I really enjoyed them--even if they're not the types of diagrams that come with academic-linguistic approval.

Being rather superstitious, I didn't mention the reason why I spent most of the last 6 weeks in (the) hospital, but now that there's a happy outcome, I'm thrilled to say that I'm back...and I've brought someone with me. Better Half and I are pleased to announce the birth of our daughter, who, for the sake of her tiny privacy, will be referred to here as "Grover". That's what we called her in utero, before we knew she was a girl. I've mentioned before that one can often guess the nationality of an English speaker by their given name, and it would seem that Grover is one that marks an American (not that many Americans are named Grover these days; a great pity, I think). Many BrE speakers didn't seem to recogni{s/z}e it as a human name, confusing it with Rover. (And we'd say, "As in Grover Washington, Grover Cleveland...").

Grover had to be born five weeks early because of her mother's scary blood pressure, and consequently she's tiny (2kg —approx. 4 lbs, 6 oz). Happily, due in large part to the wonderful care we were given, she was born healthy and perfectly formed. (Three cheers for the antenatal staff at the Royal Sussex County Hospital!) Already, she's given us plenty of opportunities for dialectal comparison. For example, AmE tends to prefer prenatal (as in prenatal care, etc.) and BrE, antenatal. A popular informal term for premature babies in AmE is preemie (rhymes with see me), whereas in BrE it's prem (rhymes with stem). The hospital staff seemed to have their own language for talking about small babies--on meeting Grover, they'd exclaim that she was "a diddy one" or that she was especially tiddly. Diddy is originally a Liverpudlian colloquialism (meaning 'tiny'), but it now seems well-established in the world of midwifery here in the Southeast. BrE tiddly ('tiny') is similarly colloquial. I'd never heard those two syllables used outside the game name tiddlywinks--but that use is related to a set of different meanings for tiddly: 'an alcoholic drink' (noun) or 'a bit drunk' (adjective).

Due to my hospitali{s/z}ation, shopping for baby was left mostly to Better Half, kind friends and family, and that's probably not a bad thing, since there are lots and lots of AmE/BrE vocabulary differences in the 'baby equipment' semantic field. Here, to demonstrate, is a list of essential supplies for new babies, cobbled from a few different UK/US website baby shopping lists. Many of these we've seen before...click on the links to see where we've seen them before:

AmE	BrE
crib	cot
bassinet	Moses basket
stroller	push-chair
onesie	babygro
diaper	nappy
washcloths	flannels
cotton swabs	cotton buds
cotton (balls, etc.)	cotton wool
nipples (for baby bottles)	teats
t-shirt [undershirt]	vest
pacifier	dummy

Another new thing/term that I've learnt about is muslin squares, which are billed as a babycare necessity on many UK advice sites. I wondered why I'd never heard of these in the US (though maybe they are sold as such now--my baby-handling AmE vocab may not be up-to-date). The answer is: because they're basically used for the same non-excretory uses that American cloth diapers/nappies are used for--e.g. to put on your shoulder while (AmE) burping/(BrE) winding (that's pronounced with a short 'i', not like winding a clock!) a baby, to clean up baby-related messes, etc. I wondered why cloth diapers/nappies weren't used for the same purpose here--but that became obvious when I saw the traditional British cloth nappy/diaper--the (BrE) terry/(AmE) terrycloth square, which is HUGE, thick, and not as soft as the type we used in the US (see this site for a comparison of the terry type that Better Half wore in the mid-1960s and the 'prefold' type that I wore in the same period). It may be that terry(cloth) nappies/diapers were used in the US in earlier days (many cartoon representations of babies in diapers/nappies look like they're representing a square-cut fabric, rather than the rectangular type that I know from my youth), but I'd never seen a terry type nappy/diaper in use in the US in all of my nappy/diaper experience. These days, of course, there are all sorts of newfangled diapers/nappies that are shaped like underpants and have Velcro fastenings and sometimes psychedelic colo(u)r schemes...so maybe there's the need for muslin squares everywhere. In France (according to a short piece in last week's Saturday Guardian), they're promoted as 'security blankets'. Very clever...get the kid hooked on a thoroughly generic piece of cloth and you'll never have to worry about what happens if it gets lost or needs laundering--just replace it with a fresh one.

No doubt my posting habits will be erratic as I try to find the routines that can be found in caring for a tiny one (while mourning my Technorati rating). The next post, I promise, will be the Word of the Year post...so please make any last-minute nominations here.

Perhaps because it's the season of giving, I've been noticing more often the BrE use of constructions like She gave it me where in my native AmE dialect I'd have to say She gave it to me or She gave me it. The last two examples are frequently discussed in linguistic theory, under the title of "Dative Alternation". So, let's start with a little terminology, just for terminology's sake.

In sentences like these, the three nouns (or pronouns, in these cases) play different semantic roles, which correspond to grammatical positions and grammatical cases in the sentences:

She is semantically the 'giver' or the 'agent (of giving)'. Grammatically, it is the subject of the sentence and in subjective (or 'nominative') case (i.e. it is she not her).

It is the 'given' or the 'patient' or 'theme' (depending on whose terminology you use) in these sentences; it is the thing that is affected/moved by the giving action. It is in accusative case, although in English, the form of it is no different in the nominative or accusative (or dative, for that matter). Grammatically speaking, it is the direct object [DO] of the sentence.

Me is the 'givee' or the 'goal' in these sentences--it's where the patient 'it' ends up at the conclusion of the described action. We say it's in the dative case, although there is no formal marking on the pronoun that distinguishes the accusative from the dative forms of pronouns in modern English (so accusative and dative can be collectively called 'objective' case in English). Grammatically, it is the indirect object [IO] of the sentence when it doesn't have the to with it, and it is the object of the preposition to when the to is there (although for various reasons, many grammarians call it the 'indirect object' with or without the to).

The thing to know about case in English is that noun case was marked in Old English, with five cases distinguished and case marking on nouns as well as pronouns. But Modern English has very little case marking--and that which it has is concentrated in the pronoun system (e.g. I versus me and my). Because Modern English doesn't mark case on regular nouns and only distinguishes subjective (nominative), objective (accusative/dative) and genitive (possessive) on pronouns, we rely on word order to let us know which semantic roles and grammatical relations the nouns are serving. On the other hand, languages that have more robust case systems (like German or Latin) allow for much freer word order. Here's what Everything2.com says about Old English dative:

Dative: The dative case is the indirect object of the sentence. The indirect object is anything that is benefited by an action, best translated as 'to' or 'for'. For example, in the sentence "I gave the keys to Alex," or more realistically, "I gave Alex the keys," 'Alex' would be in the dative case, without a preposition. It's important to note that, although in modern English the word order rules for indirect objects are quite strict (you can't say "I gave to Alex the keys," or "I gave the keys Alex"), this is not true by any means in Old English. The indirect object is clear no matter where it is in the sentence because of inflection, and thus the dative was frequently shuffled around as need dictated. Like the accusative, the dative was used with prepositions, mostly abstract, non-movemental (similarly to modern German).

In discussing Modern English, linguists write a lot about 'dative alternation', by which they typically mean the possibility of saying either:

She gave me it. or She gave it to me.

But I've seen a lot less written about She gave it me, or similar things like

About a week and a half ago I lost my new bluetooth headset. I was gutted, my wife had just bought it me as a Xmas present and I had lost it. [The Orange Place of Rich, Jan 2007]

and

The students also started asking me if I knew this or that model, offering to show it me so that we could do it later in the class... [HLT Magazine, Jan 2004],

which are found in British English.

Now, sitting at home, I'm limited in the sources that I can access on this topic, but I did find the following in a 1928 review of Jespersen's A Modern English Grammar on Historical Principles by George O. Curme (Language, Vol. 4, No. 2):

In Old English, the dative normally followed the direct object when both forms were personal pronouns. It still keeps its old position here, altho it has lost its old distinctive form: 'Show it me' (Pinero, Sweet Lavender, Act II). In America it is more common to employ here the new dative with to: 'Show it to me.' It seems self-evident here that to me is a dative, not a prepositional phrase. It corresponds to the British simple dative me. Moreover, we find in American English the old simple dative alongside the new dative with to: 'I give it to you' or 'I give it you' (Oemler, Slippy McGee, Ch. V). In this position we have two dative forms, the older simple dative and the new dative with to. The new dative is the result of our desire to give the dative a more distinctive form. In America the old simple dative is now common only before a noun used as a direct object. I gave you a book. Elsewhere we feel that the dative should have a distinctive form.

By 1937 (Language Vol. 13, No. 3), we have Frederic Cassidy writing:

To use [Jespersen's] Give it him argument to deny a word-order distinction of DO and IO, then is a self-contradiction of the worst sort. At least among nouns, there certainly is such distinction.

But even among pronouns what is the true situation? The normal word-order is the same as among nouns, and almost without exception the reverse word-order holds only when it is the DO. In short, this exceptional order is not a free pattern, but a 'bound form' or petrified phrase [...]. It never became an active pattern; neuter it being usually DO and therefore needing no word-order distinction, could violate the ordinary pattern under pressure of rhythmic or other considerations. The nominal order, on the other hand, is a living pattern, permitting all possible combinations of nouns and pronouns and when new words are used, we follow this pattern.

Now, I don't know how Cassidy's claim that DO-IO order is restricted to it DOs relates to Curme's claim that DO-IO order was the usual order for pronouns in Old English. (Did Curme overlook the fact that it was usually it in that position, or was them equally likely to occur in that position in OE?) The it observation remains true in BrE today, though. There are about 6000 UK Google hits for bought it me (once I sorted out the ones that were about buying something called It's me or the dog), but only three for bought them me.

Looking for advice on how to use these forms, there's not much via the Internet. (If I'm going to continue to blog from home, I should really bring my style books back from the office!) The Columbia Guide to Standard American English doesn't acknowledge the existence of the DO-IO order:

Dative is the grammatical case that marked Old English (and Latin) nouns and pronouns functioning as indirect objects or the objects of certain prepositions. Today the preposition to accomplishes periphrastically the dative function as indirect object, as in I gave the keys to him, or syntax does the job alone by putting indirect object before direct object: I gave him the keys.

Then we have a Swiss English-teaching site overtly denying the existence of the DO-IO object order:

The simplest way to look for remnants of dative case in English is to ask yourself whether the preposition "to" is being used or whether there is a verb present which would normally require the use of the preposition "to". For example - "give" is the easiest to remember. You don't say "give it me", rather "give it to me". In this case the verb "to give" is said to be a dative verb, and "me" becomes dative. Note that me is exactly the same in accusative and dative case - this is why dative and accusative are said to have merged into what many people call "object case". [[English] Grammar primer part 2: Dative and Genitive Case]

Within BrE, there is the perception that the DO-IO order (without to) is (in Better Half's words) "common". The Teaching Grammar site at University College London lists Give it me as 'non-standard' but acceptable in some dialect(s), but doesn't say which ones.While BH associates it with London working class, there's more discussion of it on the web as a feature of Lancashire speech. (Very far away from London, in case English geography is not your strong point.) On the BBC Lancashire site, it says:

Lancashire is a rich area in which to study accent, dialect and grammar as Willem explains: "If I were say, playing with my pen in a very annoying way, and you were to take the pen away from me, I might tell you, "Hey, that's my pen, give it me!" but there's also speakers who wouldn't say "Give it to me!" but who would say "Give me it!" and then there's also speakers who would say "Give it me!" This last order "Give it me!" is not very common in Britain in general, but what we find in Lancashire is it's actually the preferred pattern."

The reason I was moved to blog about this phenomenon is that I was hearing it a lot on television last week. One instance was in an ad(vert) for Somerfield supermarkets, in which a woman is complimented on her dress, and she replies "Nigel bought it me". Whether there's been an increase in DO-IO orderings on the television, I cannot say for sure. Still, it strikes me as a symptom of increased tolerance of different dialects on British television and of the increase in use of regional dialects in advertising in particular, where 'northern' can translate into 'trustworthy' or 'down-to-earth'. For more on that point, see voiceover artist Emma Clarke's blog...

So, last weekend the hospital released me to continue my treatment as an outpatient, then two days later on my first outpatient visit , they re(-)admitted me. Now I'm released again, but have been told to bring a packed bag to my outpatient visits...so you can expect my posts to continue to be erratic for a while. The good news is that I don't actually feel poorly, so I can blog when I have access to the Internet. The bad news is that I have plenty of time and desire for blogging when in (the) hospital, but no access to the blog. Catch-22.

So, the combination of dealing with a lot of different doctors and watching daytime reruns of ER left me thinking about the differences in doctors' titles/roles in American and British hospitals. I must admit that, despite having watched a lot of medical dramas and having read a lot of medical thrillers and memoirs in my youth (the better to feed my hypochondria), I've never been clear on what exactly an (AmE) attending physician is/does or how a (BrE) senior house officer relates to a (BrE) registrar. So, with a lot of help from Wikipedia, I've been trying to teach myself the ins and outs of these titles.

Let's start before we get to the hospital ward. In the UK, your regular doctor, the one you see in their (AmE) office/(BrE) surgery, is your GP or general practitioner. In AmE, the insurance-driven name for such people is primary care physician, but most people would just call that doctor my doctor or their family doctor (who works in or operates a family practice--a term that is found in both countries, but in my experience is more common in the US). The term general practice is also known in the US, but one doesn't hear people talking about their GPs.

When your GP/primary care physician decides that you require more speciali{s/z}ed attention, they refer you to a specialist--but in BrE they're likely to say that they're referring you to a (specialist) consultant. The experience of such referral can be somewhat different in the two countries. Let's say your usual doctor wants you to see a gastroenterologist. In the US, they say "I'm going to refer you to Dr. Guts." Then you get an appointment with Dr. Guts and meet Dr. Guts at that appointment. In the UK, you are referred to Mr Entrails' clinic (more on the 'Mr' shortly). Maybe you will see Mr Entrails--you're likely to on the first visit, at least--but you might see someone else in his clinic team, or firm (the term that Wikipedia reports--not one I've come across in the patient's seat). The consultant Mr Entrails has overall responsibility for your care, but a variety of more junior doctors might see you. Mr Entrails' clinic will most likely be located on hospital grounds, whereas American Dr. Guts will probably see you in an office complex--often one built specifically for medical offices.

In a hospital context, there are different titles (and responsibilities) for specialist doctors at different levels of training. In the UK, there's apparently been a move to 'moderni{s/z}e' medical career paths in the National Health Service, though I've seen little evidence of the changes reported on this NHS site. It says that a new title, Specialty Registrar [StR], replaces Senior House Officer [SHO] and Specialist Registrar from August 2007. But I was being seen by SHOs and Specialist Registrars at our hospital. So, I don't know if the new title applies only to people who have started since August 2007 or whether it's been abandoned, since when one hits the link for further info on the NHS site, one gets a 'page not found' message. For a comparison of new and old titles, see the table on this Wikipedia page. I'm going to stick with the old titles, since they're the ones I've experienced. [NB: Yes, it's specialty, not (BrE) speciality. This is one of many examples of BrE medical jargon being closer to AmE than to non-jargon BrE.]

So, in the UK, you're a medical student, then once you qualify as a doctor, you go on to be a house officer (Pre-Registration House Officer in the old system, Foundation House Officer in the new). After this, the doctor has a choice of going the GP route (which involves more training, but not all the titles I'm about to reel off) or undergoing specialist training for a minimum of two years as a Senior House Officer, followed by 4-6 years of further training and increased responsibility as a Specialist Registrar. One takes exams to go from one level to the next, with the highest level being Consultant. The amount of time one needs to train for these various positions varies by the specialty, culminating in the Certificate of Completion of Training after exams from the specialist college (e.g. the Royal College of Obstetricians and Gynaecologists). All of this is overseen by the General Medical Council, which determines the standards for entry onto the specialist registers that allow one to work in hospitals as a consultant.

In the US, you're a medical student, then for your first year in the hospital you are an intern, which may or may not be considered the first year of your residency, during which you are a resident (physician). This can also be called house officer, as in the UK. After residency, one may or may not get a fellowship for sub-specialty training, before going on to be an attending (physician) [or staff physician] the equivalent of a (BrE) consultant.

[Update, 16 Sept 2024: British junior doctors have now been re-named residents. See here for context.]


In the UK, medical training begins at the undergraduate level--which is to say, people can be 'medical students' from their first year (BrE) at university. In the US, medical school is for (AmE) graduate/(BrE) post-graduate students, and the undergraduate students do pre-med degrees, which cover a lot of science, but also, like other US undergraduate degrees, a liberal arts curriculum. (Law training differs in a similar way in the two countries.)

At least, that's how I understand all this. Anyone with better knowledge is welcome (as ever) to correct me in the comments.

Now, a few words on what you call these people. In the US, medical doctors, no matter their specialty or status, are usually called Dr. [Surname]. In the UK, there's a kind of reverse snobbery, in that GPs and more junior specialists are called Dr [Surname], whereas surgeons and other consultants go back to being Mr or Mrs or Miss--though I've only met men in the consultant role so far, so I can't vouch for the actual use of Mrs and Miss. (Note that BrE tends not to put a (BrE) full stop/(AmE) period at the end of title abbreviations like Dr, Mr or Mrs, while AmE almost always does.) Here, I'll rely on Wikipedia again:

In the United Kingdom, South Africa, Australia, New Zealand, Canada and other areas whose culture was recently linked to the United Kingdom, the title Doctor generally applies to both academic and clinical environment. "Registered medical practitioners" usually do not have a doctorate; rather, they have the degree of Bachelor of Medicine (usually conjoint with Surgery). Cultural conventions exist, clinicians who are Members or Fellows of the Royal College of Surgeons are an exception. As an homage to their predecessors, the barber surgeons, they prefer to be addressed as Mr, Mrs, Ms or Miss, even if they do hold a doctorate. This is first because they have normally achieved another degree - that of Master of Surgery (MCh from the Latin magister chirurgiae) from a university. When a medically-qualified person passes the notoriously difficult examinations which enable them to become a member of one or more of the Royal Surgical Colleges and become "MRCS", it is customary for them to drop the "doctor" prefix and take up "mister". This rule applies to any doctor of any grade who has passed the appropriate exams, and is not the exclusive province of consultant-level surgeons. In recent times, other surgically-orientated specialists, such as gynaecologists, have also adopted the "mister" prefix. A surgeon who is also a professor is usually known as "Professor", and similarly a surgeon who has been ennobled, knighted, created a baronet, or appointed a dame uses the corresonding title (Lord, Sir, Dame). Physicians, on the other hand, when they pass their "MRCP" examinations, which enable them to become members of the Royal College of Physicians, do not drop the "Doctor" prefix and remain doctor, even when they are consultants. In the United Kingdom the status and rank of consultant surgeons with the MRCS, titled "mister", and consultant physicians with the MRCP, titled "doctor", is identical. Surgeons in the USA and elsewhere may have the title "doctor".

So, there we go. Probably a topic that interests me much more than you, but what are blogs for, if not self-indulgence?

Oh, and by the way, one of the registrars has added to the Canadian count. So, that's 12. The nurses just asked where I was from. Score one for the nurses!

Apologies for my silence over the past couple of weeks. I’m afraid that I’ll be silent for a while longer, as I’m a guest of the National Health Service, having been in (the) hospital for two weeks now, and expecting to be here for a while longer. Everything’s going pretty well so far—I feel well-cared-for. What would be great is if I could use the time for blogging, but although there is an internet connection on the bedside television, almost any site you’d want to use is blocked—including Blogger, SbaCL and, oddly enough, my doctor’s (BrE) surgery/(AmE) office.

So, the very kind Better Half has brought me his laptop so that I can type a little message and he can post it for me. While there are many things that I could blog about these days (my backlog will get back into ridiculous mode, I’m certain), let’s turn it over to you for a while with our second annual SbaCL Words of the Year competition. (Since I can’t get to my blog, I can’t do nice links to past postings, so please hit on the tags below to get to related posts, including last year’s WotY discussions).

Last year, we had three categories for WotY. I’ll keep the third category for the time being, but will reserve the right not to make an award in that category if there isn’t a clear winner. The categories are:

1. Best AmE to BrE import
2. Best BrE to AmE import
3. Best word coined by a reader of this blog (on this blog)

For the first two categories, the word doesn’t have to have been imported into the other dialect in 2007, but it should have come into its own in some way in the (popular culture of the) other dialect this year.

How it works: you nominate words—preferably with arguments for their WotY-worthiness—in the comments to this post. From those nominations, I will choose the winning words—at the end of 2007, or the beginning of 2008, depending on how this hospital business goes.
In the meantime, I will not be answering e-mails. You’re welcome to continue sending requests for coverage of BrE/AmE issues, but please don’t expect any quick responses, and please use the comments section, not the e-mail option, for nominating words.

All best wishes for the holidays!

Better Half got back (on) Tuesday after eight days in New York. He had a great time promoting his work at an English teachers' conference and enjoyed working with his US distributors, except for one thing that niggled. He'd be chatting with the American folk, cracking jokes as he is apt to do, and someone would exclaim (no doubt indicating him with a nod or a pointing gesture) to the others in the group, "I love this guy!" or "Don't you just love this guy?" or some variation on this. (He should be used to this by now—some of my family members are guilty of the same behavio(u)r.)

Now, BH, it must be said, usually enjoys the attention that he gets for being English when in America. In fact, his main complaint about the country on one of our visits last year was that due to the favo(u)rable exchange rate, New York was crawling with Brits, and he was no longer special. So, one might think that he'd love people exclaiming their love for him, but he found it rather off-putting—and so would I. No doubt, the people who say it would think that they're being complimentary. So, what's behind this phrase/behavio(u)r (which I can't say I've ever experienced in the UK)?

Why some people would find it off-putting, or even rude, to be the topic of such an exclamation is easily explained. There you are, getting along with people, feeling like you're making headway in being accepted as part of the gang. Then you say something funny, and instead of laughter, compliments, or inclusive back-slapping, someone starts talking about you in the third person. You stop being you or Lester (or whatever your name is) and start being this guy. It's distancing. It makes you feel like a performing seal and not a person taking part in the conversation. And what do you say after someone says I love this guy? You haven't been addressed, so it has essentially ended your turn at talking. You're put in an awkward position.

So, why it makes people uncomfortable—easily explained. Why do people say it? It seems to say "Look at me! I'm sophisticated and/or clever enough to appreciate this person's humo(u)r!" In other words, it seems a rather self-cent(e)red thing to say. So, part of me is tempted to say that one hears expressions like this more in the US than the UK because the US is a more individualistic society, with more emphasis on the 'me' in conversation. And I'm sure that's part of it. Another part, I think, is the relative insularity of mainstream American life—if you don't interact with a lot of people from other cultures (as equals) on a regular basis, perhaps you don't know what to do when they make a slightly off-colo(u)r comment. (BH does have a tendency to like to shock middle Americans with his Anglo-Saxon vocabulary.) Folded into this is some Americans' insecurity around British folk, whom they consider particularly funny, well-spoken (recall AVIC) and therefore possibly more intelligent than themselves. So, perhaps in such a situation, it's more natural for people to express their appreciation in a distanced way (this guy!) rather than a personal way (you're hilarious!) or a joining-in way (carrying on the joke).

Those are my working hypotheses, at least. (Or since it's a bit of this, a bit of that, maybe it's only one complicated hypothesis.) I'm not sure how much they're worth (it's been a long and tiring week—not a good time for self-critique!), but at least I can offer the public service of pointing out to I-love-this-guy-sayers that there are more effective ways of making people feel loved.

BTW, one more notch in the Canadian count bedpost this weekend—courtesy of a very nice (well, not nice enough to let me beat him) Scrabble player from the Wirral. The Canadian count has slowed down of late (we're just up to 11 now)—maybe I'm not meeting enough new people, or maybe I'm volunteering information about my childhood home too early in conversations, or maybe I'm being accepted as British now that I'm a citizen (HA HA HA—tell us another one, Lynne!).