DOCSLIB.ORG

Spring Cleaning Part II Tenielle Fordyce-Ruff Concordia University School of Law, [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Spring Cleaning Part II Tenielle Fordyce-Ruff Concordia University School of Law, Tfordyce@Cu-Portland.Edu Concordia University - Portland CU Commons Faculty Scholarship School of Law 6-2015 Spring Cleaning Part II Tenielle Fordyce-Ruff Concordia University School of Law, [email protected] Follow this and additional works at: http://commons.cu-portland.edu/lawfaculty Part of the Legal Writing and Research Commons CU Commons Citation Tenielle Fordyce-Ruff, Spring Cleaning Part II, Advocate, June 2015, at 56. This Article is brought to you for free and open access by the School of Law at CU Commons. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of CU Commons. For more information, please contact [email protected]. Spring Cleaning Part II Tenielle Fordyce-Ruff his spring I’ve been busy cleaning out my closets and organizing my garage. I’ve also turned my atten- T tion to catching up on my reading — perusing writing blogs I haven’t visited in ages and diving into wonderful articles on legal writ- ing. Aside from learning, and reading some truly wonderful writing, one of the joys of all this reading is that I’m reminded of “rules” that great writ- ers have thrown away. So once again, in the spirit of spring-cleaning, let’s look at some writing “rules” you can jettison to the trash heap. Quick! Writer better She has written more than 40 writing We are all good articles. Last summer, the legal writing How may times have you paused professor listserve was atwitter dis- She can walk over 20 miles in a day, when someone asks how you are to cussing Weird Al’s new song and even if she runs poorly! figure out if you should respond with video “Word Crimes.” The video Most grammar guides long ago “I am good” or “I am well”? The shows the singer adding an “ly” to got over this distinction. The Chi- confusion as to your response comes street signs so they now read Drive cago Manual of Style no longer sub- because good is an adjective and well Slowly. scribes to this “rule,” and the Associ- is an adverb, and we all learned that Turns out, Weird Al isn’t a gram- ated Press announced last year that it you need to use an adverb to modify mar expert . We likely all learned that was ditching the distinction. a verb. adverbs end in “ly” and like Weird Al, I run poorly. believe those pesky road signs con- The rule is all good and well for tain a grammatical error. Oh, but action verbs, but doesn’t apply to a wait. linking verb. Linking verbs (to be, to There is a class of adverbs known seem, to appear) describe a state, not as flat adverbs. These words function an action. These verbs can take ad- as adverbs without the “ly.” Some At some point, you were likely jectives. Thus, it’s perfectly accept- flat adverbs have no “ly” form, some able to write that someone is good. taught that when discussing Remember, too, that some sens- function the same in both the flat quantity you should use more and the “ly” form, and some have dis- ing verbs can function as both action than and when discussing spatial tinct meanings depending on which verbs and linking verbs (to smell, too dimensions you should use over. feel). The choice of adverb or adjec- form you use. tive actually clues the reader into Here’s a helpful chart on the next how the verb is functioning. page.1 He smells good. (He showered and has on cologne.) Get over it already He smells well. (He has an acute sense At some point, you were likely of smell.) taught that when discussing quan- She feels bad. (She has regret.) tity you should use more than and She feels badly. (Her fingertips don’t when discussing spatial dimensions work correctly.) you should use over. 56 The Advocate • June/July 2015 So feel free to write, “She has tried Same Meaning Distinct Meanings No “ly” form over 50 cases” (if that’s true). Unless, Bright: This word is interchange- Clean: This usage is distinct Far: This flat adverb has no -ly of course, your writing needs to be able with brightly in sentences from the -ly form: The idiomatic form: “You will go far in life.” more formal or you believe your au- such as “The stars shine so bright expression “Come clean” doesn’t on moonless nights.” have the same sense as the literal dience might still follow this “rule” phrase “Come cleanly shaved.” keep the distinction between more Deep: This term can be inter- Close: The flat form and the nor- Fast: Fast is another flat adverb and over. changeable with the -ly form mal form have related but differ- with no normal equivalent: (“Breathe deep” and “Breathe ent meanings: “Keep close,” but “Run fast.” deeply” are identical in mean- “Keep closely arrayed in forma- Who is that? ing), but it also has a distinct idi- tion.” omatic usage: “Go deep.” Turns out that using that to refer Quick: This flat adverb is in- Flat: The flat and normal senses Soon: This flat adverb has no to a person is perfectly correct. Yep, terchangeable with its normal of this term are similar but dis- -ly equivalent: “Come again you read that right: Both of these equivalent: “Come quick” and tinct: “I was turned down flat,” soon.” sentences are correct. “Come quickly” mean the same but “I was flatly refused.” thing. She’s a crazy lady who loves to write Sharp: Sharp and its normal Hard: Hard and its -ly form are Tough: This adverb is also about writing. form are interchangeable (“Dress highly distinct in meaning: “I hit without a normal version: sharp,” or “Dress sharply”), but it hard” is almost the opposite of “Hang tough.” She’s a crazy lady that loves to write there’s also a distinct flat-form “I hardly hit it.” about writing. meaning: “Show up at eight o’clock sharp.” Now, you don’t have to never use Slow: Slow and slowly are in- Kind: Kind and kindly have who to refer to a person. In fact, feel terchangeable: “Drive slow” and slightly different roles: “Be kind,” free to continue to do so. Just rec- “Drive slowly” mean the same but “Think kindly of her.” ognize that the choice between who thing. and that is a matter of style, not a Right: Right and rightly have different senses: “Do right,” “Stay “grammar rule.” right there,” or “He aimed right for the target,” but “You are right- Conclusion ly upset.” I’m heading back to my reading. I hope you enjoyed these tips and Endnotes can use them to clean up your writ- 1. Mark Nichol, Flat Adverbs Are Flat-Out 2 ing. Useful, Daily Writing Tips, available at: http://www.dailywritingtips.com/flat- Sources adverbs-are-flat-out-useful/ l Lauren Davis, 10 Grammar Mis- 2. For other grammar “rules” to jettison, takes People Love to Correct (That see my article in the May 2011 edition of Aren’t Actually Wrong), available The Advocate: Do Some Spring-Cleaning: Deep: This term can be at: http://io9.com/10-grammar- Throw Out Grammar Myths. interchangeable with the -ly form mistakes-people-love-to-correct- (“Breathe deep” and “Breathe that-arent-1646176479?utm_ About the Author campaign=socialflow_ deeply” are identical in meaning), io9_facebook&utm_ but it also has a distinct idiomatic source=io9_facebook&utm_ Tenielle Fordyce-Ruff is an As- medium=socialflow#. sistant Professor of Law and the Di- usage: “Go deep.” l Mark Nichol, Flat Adverbs Are Flat- rector of the Legal Research and Writ- Out Useful, Daily Writing Tips, avail- ing Program at Concordia University able at: http://www.dailywritingtips. School of Law in Boise. She is also Of com/flat-adverbs-are-flat-out-useful/. Counsel at Fisher l Mignon Fogarty, “More Than” Rainey Hudson. Vs. “Over”: A Big Change at the As- You can reach her sociated Press, available at: http:// at tfordyce@ cu- www.quickanddirtytips.com/ education/grammar/more-than-vs- portland.edu or over-a-big-change-at-the-associated- http://cu-portland. press#sthash.4FhJhggd.dpuf. fice.com. The Advocate • June/July 2015 57.
Load more

Recommended publications
  • Intermediate Skills Practice Worksheet
    4A SKILLS PRACTICE Lesson 2 Use of Language NAME: INTERMEDIATE Interpreting Word Meaning CLASS: Parts of speech refers to the functions of words in a sentence. All words in the English language are parts of speech. There are eight recognized parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. This lesson covers adjectives, adverbs, prepositions, conjunctions, and interjections. Here’s what these parts of speech do. An adjective is a word that describes a noun or a pronoun. An adjective can • come before a noun or pronoun: an enormous elephant, a hybrid car; Silly me - I forgot my keys! • come after a noun or pronoun: our trip was long and tiring, this bread is warm and fresh, that kitten is adorable • indicate quantity: some researchers, twelve months, one-quarter cup sugar • impose limits: every city, each time, no smoking • show possession: his homework, her guitar, your goals, our parents An adverb is a word that describes a verb, an adjective, or another adverb. Adverbs often (but not always) end in -ly. • He drives slowly. (the adverb slowly describes the verb drives) • I have an exceptionally obedient dog. (the adverb exceptionally describes the adjective obedient) • She waited very patiently for her turn. (the adverb very describes the adverb patiently) • Adverbs tell » how something happens: He carefully cleaned the glass. » when something happens: They will arrive tomorrow. » where something happens: We will meet you there. A preposition is a word that shows a relationship between words or parts of a sentence. Some of the most common prepositions are: about before by from of since above behind down in off through across below during inside on to after between except like out up at beyond for near over with www.readingplus.com Copyright © 2019 Taylor Associates Communications, Inc.
    [Show full text]
  • Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE
    BOOK-OPEN Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE For students To support instruction, this set of resources will help your reading at a students develop the essential comprehension skill Interpreting 6th grade level or Word Meaning. A word can have more than one meaning, higher based on how it is used in a phrase or a sentence. When readers see an unknown word, they look for clues and hints in the texts to figure out what the word means. ► Table of Contents Skill Practice Worksheet (Lesson 1) ......................................................... 2 Skill Practice Worksheet (Lesson 2) ........................................................ 6 Skill Practice Worksheet (Lesson 3) ........................................................11 Skill Practice Worksheet (Lesson 4) .......................................................16 Skill-Based Writing Prompts ......................................................................21 Graphic Organizer ..........................................................................................23 www.readingplus.com Copyright © 2020 Reading Plus LLC. All Rights Reserved. 4A SKILLS PRACTICE Lesson 1 Use of Language NAME: INTERMEDIATE Interpreting Word Meaning CLASS: Parts of speech refers to the functions of words in a sentence. All words in the English language are parts of speech. There are eight recognized parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. This lesson covers nouns, pronouns, and verbs. Here’s what these parts of speech do. A noun is a word for a person, place, thing, or idea. • A noun can be » used with an article (a, an, the): a ladybug, an icicle, the door » used without an article: compassion, groceries, friendship, mountains » a gerund (a verb form ending in -ing that acts as a noun): Swimming is my favorite exercise; Planning everyone’s schedules is exhausting. • A common noun indicates people, places, things, and ideas that are general.
    [Show full text]
  • Teaching Unit 18: Good Or Bad Grammar?
    Teaching unit 18: Good or bad grammar? Background This unit explores how and why elements of grammar come to be judged as good or bad. The discussion explores factors such as awareness, exposure to other dialects, and personal beliefs and ideologies about language. The unit provides a hands-on usage judgement exercise in which students can be asked to identify grammatical problems in a job application letter. The unit provides the results of a survey using this sample text, and illustrates differential awareness of grammatical points, reflecting changing awareness and therefore changing norms over time with respect to how grammar is judged. The exercise can be used to remind students that language norms are particular to a specific point in time. In this perpetual cycle of prescriptivism, one person’s ‘bad grammar’ can be another (often younger) person’s new norm. All data and examples are from Ebner (2017). Activities and discussion points are suggested at the end. Data and a link to a relevant Linguistics Research Digest article are available at: http://www.teachrealenglish.org/TU18 Discussion points Attitudes to grammar Whether you are aware of it or not, you are most likely judging people when they speak. You will listen for cues which may help you identify a speaker’s regional, social or educational background. These linguistic cues can be subtle or salient. If you are from Southern England, you may find the pronunciation of (r) after a vowel (called “postvocalic r”) by Scottish speakers striking as most Southern English varieties lack this particular feature.1 Similarly, an older speaker may perceive the use of literally as an intensifier, as in I literally dropped dead, by younger speakers as wrong because the usage does not conform to their own.
    [Show full text]
  • Textual Variants Part2
    2 Nephi 11 ᔢ 2 Nephi 11:3 and my brother Jacob [also hath 1A|also has BCDEFGHIKLMNOPQRST|has also J] seen him as I have seen him Here the 1888 LDS large-print edition shifted the placement of the word also, from immediately after the subject “my brother Jacob” to after the perfect auxiliary verb that immediately follows. The variation here also involves an 1837 change of hath to has, but that is irrelevant to the word order issue. (For further discussion of hath versus has, see inflectional endings in volume 3.) Elsewhere the text has 11 examples of also between the subject and the perfect auxiliary verb have: 1 Nephi 1:16 and he also hath written many things 1 Nephi 4:11 and he also had taken away our property 1 Nephi 5:2 and she also had complained against my father 1 Nephi 14:5 and thou also hast heard that . 1 Nephi 17:44 yea and ye also have sought to take away his life 1 Nephi 20:19 thy seed also had been as the sand 2 Nephi 6:9 and he also hath shewn unto me that . Jacob 5:55 the natural trees which also had become wild Jacob 7:12 and it also hath been made manifest unto me Alma 20:29 and they also had su›ered hunger Ether 4:5 and he also hath commanded that . None of these other examples of also were shifted in the 1888 LDS edition, which implies that the shift here in 2 Nephi 11:3 was accidental.
    [Show full text]
  • Teaching Unit 18: Good Or Bad Grammar?
    Teaching unit 18: Good or bad grammar? Background This unit explores how and why elements of grammar come to be judged as good or bad. The discussion explores factors such as awareness, exposure to other dialects, and personal beliefs and ideologies about language. The unit provides a hands-on usage judgement exercise in which students can be asked to identify grammatical problems in a job application letter. The unit provides the results of a survey using this sample text, and illustrates differential awareness of grammatical points, reflecting changing awareness and therefore changing norms over time with respect to how grammar is judged. The exercise can be used to remind students that language norms are particular to a specific point in time. In this perpetual cycle of prescriptivism, one person’s ‘bad grammar’ can be another (often younger) person’s new norm. All data and examples are from Ebner (2017). Activities and discussion points are suggested at the end. Data and a link to a relevant Linguistics Research Digest article are available at: http://www.englishlanguageresources.org/TU18 Discussion points Attitudes to grammar Whether you are aware of it or not, you are most likely judging people when they speak. You will listen for cues which may help you identify a speaker’s regional, social or educational background. These linguistic cues can be subtle or salient. If you are from Southern England, you may find the pronunciation of (r) after a vowel (called “postvocalic r”) by Scottish speakers striking as most Southern English varieties lack this particular feature.1 Similarly, an older speaker may perceive the use of literally as an intensifier, as in I literally dropped dead, by younger speakers as wrong because the usage does not conform to their own.
    [Show full text]
  • Benjamin Franklin and His English
    YamanashiYamanashiEiwaCollege Eiwa College Benjamin Franklin And His English Seiz6 H6mura , Foreword ago, when was a college About fivedecades I student I was strongly attracted by the writing of Benjamin Franklin. It was a 13-page quotation from American literature. But it was quite a fascinating piece which spoke of the attractiveness of Franklin's character. Since then I had some chances of reading Benjamin Franklin's Autobio- graphy, and I was much pleased with that, but quite recently I read the book with several teachers of English, translating it into Japanese, sentence by sentence with the object of familiarizing ourselves with American literature. At the same time we did not neglect to pay attention to linguistic features of his English. As it is the English of the eighteenth century, it has features different from those of the present day English. Ireached, therefore, to the conclusion that it would be very useful to the beginners of English and American literature to have some coherent exposition on the English of Benjamin Franklin, if they are interested in Franldin. So I decided to write an article on the character and English of Benjamin Franklin. For this purpose I used Franklin's Autobiogrophy of Kenkyusha British & American Classics and side by side with the book of Kenkyusha pocke- English Series, with notes by Professor Masami Nishikawa, which are of very excel!ent scholarship. It is entirely thanks to the professor's erudition if there be anything deserving attention in this article. To write this article I had the chance of reading- Ripers of Benjumin Franklin consisting of four volumes edited by Lebnard W.
    [Show full text]
  • Jss 3 Term : Third Term
    FORTRESS PASTURE INTERNATIONAL SCHOOL IBA LAGOS NURSERY, PRIMARY AND SECONDARY 2 YAKUBU CLOSE, OFF OLOGUNLAGBA, VICTORY ESTATE, IBA LAGOS SUBJECT : ENGLISH LANGUAGE CLASS : JSS 3 TERM : THIRD TERM NOUN A Noun is a name of a person, animal, place or things. There are four kinds of nouns: • Common Nouns • Proper Nouns • Concrete Nouns • Abstract Nouns a. Common Nouns A common noun names a class of similar things (chair, box), and not an individual member of a specified group of people or things. We do not capitalize the first letter of a common noun unless it is the first word in a sentence. Common nouns are names of people, things, animals and places, etc. Examples: People – aunt, boy, butcher, carpenter, cousin Things – bicycle, book, car, computer, dress Animals – armadillo, baboon, bee, caterpillar Places – airport, beach, bullring, cemetery b. Proper Nouns A proper noun is a special name of a person, place, organization, etc. We spell a proper noun with a capital letter. Proper nouns also refer to times or to dates in the calendar. We can use plurals for proper nouns in exceptional cases. • There are three Johns in my class. We can also use ‘the’, ‘an’, or ‘a’ for a proper noun in special circumstances. • This is no longer the London I used to live in. Proper nouns are names of people, places, organization, etc. Examples: People – Joke Thompson, Barack Obama Places – Jump Street, Museum of Modern Art Things – Financial Times, Eiffel Tower Organization – International Labour Organization, Red Cross Animals – King Kong, Lassie Times and dates – Sunday, April One of the problems with proper nouns is to know whether or not you should use the (definite article) with them.
    [Show full text]
  • The Art of Writing English
    PROFESSOR : '•' a». ,. .iB>>* THE ART OF WRITING INGUSH CORNELL UNIVERSITY LIBRARY a Cornell University 'SI Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://archive.org/details/cu31924026634232 THE ART OF WRITING ENGLISH A Manual for Students : with Chapters on Paraphrasing, Essay-Writing, Precis- Writing, Punctuation, and other Matters By J. M. D. MEIKLEJOHN, M.A. PROFESSOR OF THE THEORY, HISTORY, AND PRACTICE OF EDUCATION IN THE UNIVERSITY OF ST. ANDREWS The noblest literary study of an Englishman is the study of the English language. The noblest literary gain of the educated man is the power of wielding that language well.—THRING. Omnia praeclara difficilia. Things of the greatest, so of meanest worth, Conceived with care are, and with tears brought forth. HERRICK. &• LONDON: A M. HOLDEN ii Paternoster Square 1899 qui i /.kv ):: DEDICATED, BY PERMISSION, TO SIR GEORGE W. KEKEWICH K.C.B. SECRETARY TO THE EDUCATION DEPARTMENT PREFACE This book has been written for the purpose of guiding the young student into the right path, and of saving him from wasting his time in exercises that are not only of no use to him, but are positive hindrances in the way of his learning to write good, clear, and firm English. The use of Analysis as a guide to Composition—as it is sometimes called—proves to be the veriest Slough of Despond, in which the student can neither swim nor walk. The writer has not worried his pupils with a large number of rules and meticulous directions, but has tried to set their feet in a plain path, has tried td show them the road to freedom and power—and perhaps even to delight in adequate and rhythmic expression.
    [Show full text]
  • Chapter 14 Consider Pronouns Subjects I, We He, She, Who Objects
    Chapter 14 Consider pronouns Subjects I, we he, she, who Objects me, us, him, her, whom I gave her the report. She gave me the report. We will write the report. The report will be written by us. Who bought the coffee? For whom did you buy this coffee? Subject-verb disagreement Clear cut This department works very efficiently. These departments work very efficiently. Expletive constructions (there is, there are) There is a serious flaw in your design. There are serious flaws in your design. Prepositional phrases after the subject The members of this department work efficiently. The main problem facing all of the departments is the lack of funds. Either/or, neither/nor with compound subjects Either the students or the professor is to blame in this situation. Either the student or the professors are to blame in this situation. Either, neither, each, every as the subject (singular) Should we eat lunch at McDonald’s or Wendy’s? Either of the two restaurants is fine with me. Each has great food and prices. Noun-pronoun agreement with gender Each student in the class is expected to submit his work on time. Each student in the class is expected to submit her work on time. Each student in the class is expected to submit their work on time. (“not yet widely accepted in formal writing”) All of the students in the class are expected to submit their work on time. All of you in the class are expected to submit your work on time. Each student in the class is expected to submit the required work on time.
    [Show full text]
  • Grammar Girl's™ 101 Troublesome Words You'll Master in No Time
    For my mom, who wouldn’t have wanted me to shy away from something just because it was hard. Contents Introduction Addicting African American Aggravate Alright Alternate Alternative American Ax Back Begs the Question Bemused Between Billion Biweekly Bring and Take Cactus Celtic Companies Couldn’t Care Less Data Decimate Dialogue Dilemma Done Donut Do’s and Don’ts Drag Earth Eldest Else’s E-mail Versus Email Enormity Entitled Fish Flaunt Flier For Free Free Gift Fun Gauntlet Gender Gone Missing Gotten Graduated Grow Half Hanukkah Have Got Healthy Hero Hopefully I’d’ve Into It Is I Jealous Kinds Kudos Lay Lighted and Lit Media Momentarily Myriad Neither…Nor Next Noisome None Odds OK One Orientate Out Loud Over Pair Percent Peruse Plethora Preventative Rack Real Shine Since Slow Smokey South Team Than I Versus Than Me They Toward Try And Twins Unique Until Utilize Verbal Website Whet While Whom Wool Wrong You and I About the Author Acknowledgments INTRODUCTION English is always changing, and that leaves us with troublesome words and phrases that are only sort of wrong. Some people insist the old ways to use words are the only correct ways, and other people use words in newer ways without even realizing the words are controversial. Like it or not, one way English changes is through misunderstandings and mistakes that gain a hold in the minds of enough people. In other instances, we really have no rules. Some words have two acceptable spellings or two acceptable past tense forms. Sometimes experts take more of a “this way is better, but that way isn’t wrong” approach.
    [Show full text]
  • Title on the Use of the Present Participle in Marlowe's Works
    � � Title On the Use of the Present Participle in Marlowe's Works Author(s) 水野, 政勝 Citation 北海道教育大学紀要. 第一部. A, 人文科学編, 32(1): 15-31 Issue Date 1981-09 URL http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/4108 Rights Hokkaido University of Education On the Use of the Present Participle in Marlowe's Works Masakatsu Mizuno TABLE OF CONTENTS (5) Concession 0. Introduction (6) Ground for Judgement 1. The Form of the Present Participle (7) Conjunction + Participle 2 . The Use of the Present Participle (8) Co-ordinate Function 2. 1 Predicative Use 2. 4 Dangling Participle (1) Subjective Predicative 2. 5 Absolute Participle (2) Objective Predicative 2. 6 Used as Other Parts of Speech 2 . 2 Attributive Use (1) As an Adverb (1) Pre-posed Participle (2) As a Preposition (2) Post-posed Participle (3) As a Conjunction 2 . 3 Participial Construction Tense and Voice (1) Cause, Reason 3. 1 Tense (2) Attendant Circumstances 3. 2 Voice (3) Time Summary (4) Means, Manner NOTES 0. Introduction In the history of the use of the English language, no other part has developed so vigorously as the verbals, namely, the gerund, the participle and the infinitive. These three kinds of verbals competed with each other throughout the history of the language, gradually gaining their verbal force. As the extensive use of these verbals is regarded as an outstanding feature of English1, we have been led to investigate historically the use of the verbals in the language. Needless to say, any diachronic study must be based upon a close synchronic study.
    [Show full text]
  • Mmubn000001 168249707.Pdf
    PDF hosted at the Radboud Repository of the Radboud University Nijmegen The version of the following full text has not yet been defined or was untraceable and may differ from the publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/107394 Please be advised that this information was generated on 2021-10-03 and may be subject to change. IIÏ'L· A DIALOGUE BETWEEN REASON AND ADVERSITY F.N. M. DIEKSTRA A DIALOGUE BETWEEN REASON AND ADVERSITY PROMOTOR: PROFESSOR DR. G. STORMS A DIALOGUE BETWEEN REASON AND ADVERSITY A LATE MIDDLE ENGLISH VERSION OF PETRARCH'S DE REMEDIIS EDITED FROM MS. П VI.39 OF THE UNIVERSITY LIBRARY, CAMBRIDGE WITH AN INTRODUCTION, NOTES AND GLOSSARY AND THE ORIGINAL LATIN TEXT PROEFSCHRIFT ter verkrijging van de graad van doctor in de letteren aan de katholieke universiteit te Nijmegen, op gezag van de rector magnificus Dr A Th L. M Mertens, hoogleraar in de faculteit der geneeskunde, volgens besluit van de senaat in het openbaar te verdedigen op 8 maart 1968, des namiddags te vier uur, door FRANCISCOS NICOLAAS MARIA DIEKSTRA geboren te Groningen Te Assen bij VAN GORCUM & COMP N V. - DR. H. J. PRAKKE Λ H. M. G. PRAKKE The publication oí this work was made possible through a grant from the Netherlands Organization for the Advancement of Pure Research (Z.W.O.)- To my wife To my parents CONTENTS PREFACE IX LIST OF ABBREVIATIONS XI INTRODUCTION [1] A. The Manuscript [3] a. Description of the MS [3] b. Use of the Volume, Provenance and Date [8] с Note on the Letter Shapes [11] d.
    [Show full text]