Suzie Eisfelder
May 8, 2014

The problem with grammar is not the grammar but the grammar, or grandma. If you can say that in a more succinct manner you’re doing better than me. I came across this article about poor grammar in advertising and in politics and have issues with it. Yes, I am one of the first to jump on the grammar bandwagon and tell people off for their grammar, but not the first as I like to give people some leeway and there is definitely leeway in advertising.

The Idler Academy has set up the Bad Grammar Award and in 2014 awarded it to Tesco’s for their “most tastiest” oranges, another mention was for the toilet paper packaging with “Less Waste. Less Lorries.” and this is where I start to really get picky. Advertising is a different ball game and they try to get alliteration happening and other such strategies designed to hook you in and the “Less Waste. Less Lorries.” has repetition which makes it roll off the tongue more easily than “Less Waste. Fewer Lorries.” unless they did “Fewer Waste. Fewer Lorries.” which gives you the same grammatical problem as before but round the other way and has more syllables. I’m not sure of all the principles of advertising but all of the most catchy taglines have very few words and few syllables so I’m guessing an advertising person would prefer the word ‘less’ rather than ‘fewer’.

I have no hesitation in being rather more judgemental about politicians. Quite often they’ll throw a lot of extra words in to confuse the issue and make it easier to back out later or because they’re thinking on their feet and haven’t quite thought through the whole issue before opening their mouths. One or all of these must have led Shadow Education secretary Tristram Hunt when speaking in the House of Commons (or English Parliament) to go overboard with his words. Our policitians are no better.

“That this House believes that no school system can surpass the quality of its teachers; and therefore resolves that all teachers in all state-funded schools should be qualified or working towards Qualified Teacher Status, be undertaking ongoing continuing professional development and have their skills and knowledge re-validated throughout their careers in order to support them to excel in the classroom, to improve learning outcomes for all children in all schools, to uphold discipline in the classroom, to tailor their teaching to children with special educational needs and to close the attainment gap between disadvantaged children and their peers.” 

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