Opis
I am grateful to all the people who have helped me w ith the preparation of
this fourth edition. I owe a particular debt to Professor Bas Aarts of University
College, London, and Dr Catherine Walter, of Linacre College, Oxford, who
both read all of the m aterial in draft, and whose detailed com m ents and
suggestions have substantially im proved the book. I am equally indebted to
Professor Loretta Gray of Central W ashington University, who also read the
whole text, and whose com prehensive advice on questions of Am erican usage
has provided valuable support for this aspect of the revision. M any teachers in
different countries were good enough to respond to a request for suggestions
for possible additions and im provem ents: my thanks to the individuals and
organisations concerned. My thanks also to m em bers of the staff of the London
School of English, who kindly participated in a very constructive workshop
designed to explore ways of using the book. Several specialists have generously
shared their knowledge of specific areas of language and usage, and num erous
teachers, students and colleagues have taken the trouble to m ake com m ents
and suggestions regarding particular entries. Their input, too, has benefited the
book considerably. I m ust also reacknowledge my debt to the m any consultants
and correspondents whose help and advice with the preparation of earlier
editions continue as an im portant contribution to the fourth.
Any pedagogic gram m arian owes an enorm ous debt to the academic
linguists on whose research he or she is parasitic. There is not enough space to
m ention all the scholars of the last hundred years or so on whose work I have
draw n directly or indirectly, even ifl had a complete record of my borrowings.
But I m ust at least pay homage to two m onum ental reference works of the
present generation: the Comprehensive Grammar o f the English Language, by
Quirk, Greenbaum, Leech and Svartvik (Longman, 1985), and the Cambridge
Grammar o f the English Language, by Huddleston, Pullum and others
(Cambridge University Press, 2002). Their authoritative accounts of the facts of
English structure and usage constitute an essential source of inform ation for
anyone w riting pedagogic gram m ar m aterials today.
Finally, it is w ith particular pleasure that I express my gratitude, once again,
to the editorial, design and production team at Oxford University Press, whose
professional expertise is m atched only by their concern to m ake an author's task
as trouble-free as possible.
this fourth edition. I owe a particular debt to Professor Bas Aarts of University
College, London, and Dr Catherine Walter, of Linacre College, Oxford, who
both read all of the m aterial in draft, and whose detailed com m ents and
suggestions have substantially im proved the book. I am equally indebted to
Professor Loretta Gray of Central W ashington University, who also read the
whole text, and whose com prehensive advice on questions of Am erican usage
has provided valuable support for this aspect of the revision. M any teachers in
different countries were good enough to respond to a request for suggestions
for possible additions and im provem ents: my thanks to the individuals and
organisations concerned. My thanks also to m em bers of the staff of the London
School of English, who kindly participated in a very constructive workshop
designed to explore ways of using the book. Several specialists have generously
shared their knowledge of specific areas of language and usage, and num erous
teachers, students and colleagues have taken the trouble to m ake com m ents
and suggestions regarding particular entries. Their input, too, has benefited the
book considerably. I m ust also reacknowledge my debt to the m any consultants
and correspondents whose help and advice with the preparation of earlier
editions continue as an im portant contribution to the fourth.
Any pedagogic gram m arian owes an enorm ous debt to the academic
linguists on whose research he or she is parasitic. There is not enough space to
m ention all the scholars of the last hundred years or so on whose work I have
draw n directly or indirectly, even ifl had a complete record of my borrowings.
But I m ust at least pay homage to two m onum ental reference works of the
present generation: the Comprehensive Grammar o f the English Language, by
Quirk, Greenbaum, Leech and Svartvik (Longman, 1985), and the Cambridge
Grammar o f the English Language, by Huddleston, Pullum and others
(Cambridge University Press, 2002). Their authoritative accounts of the facts of
English structure and usage constitute an essential source of inform ation for
anyone w riting pedagogic gram m ar m aterials today.
Finally, it is w ith particular pleasure that I express my gratitude, once again,
to the editorial, design and production team at Oxford University Press, whose
professional expertise is m atched only by their concern to m ake an author's task
as trouble-free as possible.