Kirk Mahoney . com

I heard this on a TV show.

Problems:
1. The verb doesn’t match the subject.
2. Double-negation nullifies the speaker’s intended message.

Explanation:
1. The pronoun “she” does not go with the verb “do”, even if the verb is in a contraction with “not”. The pronoun “she” requires “does” (or “doesn’t”), as in “She does …” (or “She doesn’t …”).
2. The “not” in the contraction combined later in the sentence with the “no” in “no more” leads to a sentence with a double-negative. Assuming that the speaker wanted to tell the listener that the third-party female (to which the pronoun “she” referred) no longer loved the listener, “no” should have been replaced with “any” in the sentence.

I believe that there are two forces that led to this double-trouble sentence.

The first force is consistent with my “Devolution toward Simpler” hypothesis: the single-syllable “don’t” is simpler to say than the double-syllable “doesn’t”.

The second force, I believe, is the influence on American English today of a relatively large population of native-Spanish speakers. If one uses a negative Spanish pronoun, adjective or adverb after a verb, the verb must be preceded by “no” (which means the same as “no” in English) or another negative pronoun or adjective.

For example, the pronoun “nada” in Spanish means nothing, and “encontró” means (he/she/it) found.

So to say “He found nothing.” in Spanish requires us to write “Él no encontró nada.” or more simply “No encontró nada.” — NOT “Encontró nada.” (or “Él encontró nada.”), which native-English speakers expect when first learning Spanish.

In other words, the above Spanish construction could be called a double-negative that is non-self-negating, and the construction is the correct way to write or say a such a negative in Spanish. In contrast and as far as I know, all double-negative constructions in English ARE self-negating.

As more native-Spanish speakers in the U.S. learn English, they will tend to use — mistakenly — (self-negating) double-negatives in English because (non-self-negating) double-negatives are a required part of their native language.

Solution:
“She doesn’t love you any more.”

One word is often misused for the other.

Problem:
The auxiliary verbs “can” and “may” are not synonyms, at least not in their primary definitions.

Explanation:
The primary definition of the auxiliary verb “can” is to be able to. For example, He can dislocate his own shoulders. would be an appropriate use of this auxiliary verb. The primary definition of the auxiliary verb “may” is to be allowed or permitted to. For example, May I have another piece of cake? Yes, you may. would represent appropriate uses of this auxiliary verb.

Unfortunately, many use “can” when they should use “may”. I believe that the use of “can” instead of “may” when the latter is appropriate represents

• a laziness that favors easier-to-pronounce words,
• a foreign-language influence, and
• an aversion by Americans to ask for permission.

The word “can” is easier than the word “may” to say. “Can” is spoken with an open mouth and comes out of the mouth quickly. It also begins with a hard consonant, which is easier than a soft consonant to vocalize. “May” requires the speaker to begin with a closed mouth and a soft biting of the lips, so it starts with a soft consonant and ends with a vowel sound. “May” must be vocalized longer than “can” to be understood. Try to say ”may” quickly; it will confuse many listeners.

Also, consider the influence on American English today of a relatively large population of native-Spanish speakers. The Spanish auxiliary verb “poder” truly means both “can” and “may”; Puedo usar el baño. means both I can use the bathroom. and I may use the bathroom.

As more native-Spanish speakers in the U.S. learn English, they will tend to use “can” instead of “may” because “can” is more easily pronounced and because “can” and “may” are interchangeable in their native language.

Finally — here comes the psychological mumbo-jumbo part — I believe that Americans in general (including me) have an aversion to asking for permission.

So we prefer “Can I have another piece of candy?” to “May I have another piece of candy?” because semi-consciously or unconsciously we believe that we’re not asking for permission by using “can” instead of “may”.

Solution:
Use “can” when you want to refer to ability, not permission; use “may” when you want to refer to permission.

I often see mistakes with “i.e.” and “e.g.” when writers are trying to give examples or trying to elaborate.

The term “i.e.” is an abbreviation for the Latin phrase “id est” and means “that is” in English.

The term “e.g.” is an abbreviation for the Latin phrase “exempli gratia” and means “for the sake of example” (more simply, “for example”) in English.

One should follow either abbreviation immediately by a comma and a space before one gives the elaboration (in the case of “i.e.”) or the example (in the case of “e.g.”).

Examples:

“The mountain summit (i.e., the peak of the mountain) ….”

“Felines (e.g., lions, tigers, and cats) ….”