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“Native speakers of a language know intuitively whether a sentence is grammatical or not. They usually cannot specify exactly what is wrong, and very possibly they make the same mistakes in their own speech, but they know-unconsciously, not as a set of rules they learned in school-when a sentence is incorrect.”

“I go through the text making sure I haven't used any big words. If I find any fancy adjectives have crept in, I replace them with small words like 'nice' and 'big'. I've liked these words ever since I was told not to use them in English class at school. After that, I check that the sentences are short so as people won't get confused and I shorten all the chapters so they won't get bored. I can't read anything complicated these days, my attention span is too short. Everyone else probably feels the same.”

“Certain individual words do possess more pitch, more radiance, more shazam! than others, but it's the way words are juxtaposed with other words in a phrase or sentence that can create magic. Perhaps literally. The word "grammar," like its sister word "glamour," is actually derived from an old Scottish word that meant "sorcery." When we were made to diagram sentences in high school, we were unwittingly being instructed in syntax sorcery, in wizardry. We were all enrolled at Hogwarts. Who knew?”

“It's all right when you are calling on a girl or talking with friends after dinner to run a conversation like a Sunday-school excursion, with stops to pick flowers; but in the office your sentences should be the shortest distance possible between periods.”

“Perhaps the deterioration of American education is illustrated by the high correlation between the number of years a person has attended school and his inability to understand the words "the right of the people to keep and bear arms shall not be infringed." It is more likely, though, that those who interpret the Second Amendment to preclude an individual right to own guns are driven by their political agenda. Whichever the case, they do themselves no credit when they tell us that a simple, elegant sentence means the opposite of what it clearly says.”

“Tis mighty easy o'er a glass of wine On vain refinements vainly to refine, To laugh at poverty in plenty's reign, To boast of apathy when out of pain, And in each sentence, worthy of the schools, Varnish'd with sophistry, to deal out rules Most fit for practice, but for one poor fault That into practice they can ne'er be brought.”

“I remember one English teacher in the eighth grade, Florence Schrack, whose husband also taught at the high school. I thought what she said made sense, and she parsed sentences on the blackboard and gave me, I'd like to think, some sense of English grammar and that there is a grammar, that those commas serve a purpose and that a sentence has a logic, that you can break it down. I've tried not to forget those lessons, and to treat the English language with respect as a kind of intricate tool.”