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Falling out of "Like"

English journal, 2006-01, Vol.95 (3), p.18 [Peer Reviewed Journal]

Copyright National Council of Teachers of English Conference on College Composition and Communication Jan 2006 ;ISSN: 0013-8274 ;EISSN: 2161-8895 ;CODEN: ENGJBP

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  • Title:
    Falling out of "Like"
  • Author: Wanket, Maureen O'Leary
  • Subjects: Adolescents ; Curricula ; English language ; Grammar ; Jargon ; Language Usage ; Secondary school students ; Speech Communication ; Zappa, Frank
  • Is Part Of: English journal, 2006-01, Vol.95 (3), p.18
  • Description: In this article, the author laments the way students abuse the term "like" in their common language. She feels that the word has become a pervasive parasite in the speech of many unwitting American teenagers, and discusses the many purposes "like" serves in conversation. "Like" can be a verb that stands for "said." It is a shortcut that allows the speaker to relay the content of a conversation without having to remember the exact dialogue. A speaker who uses "like" instead of "said" does not need to quote anyone accurately, In the English classroom, this can be a problem. Since authors labor over diction and dialogue, to have those words paraphrased carelessly is as offensive as spraying graffiti on the Sistine Chapel. "Like" also serves as a filler used when the speaker is forming his or her thoughts. Finally, "like" keeps the speaker from being held responsible for what he or she has said, because it can mean "approximately." When a student peppers his or her sentences with the word "like" then nothing he or she says is ever conclusive. The problem is that "like" has made itself useful under so many different circumstances. It is an unfortunate linguistic survivor that makes students sound silly and stunts their academic growth. With persistence and patience, students can be helped to free themselves of this annoying habit so that they can speak eloquently and freely.
  • Publisher: Urbana: National Council of Teachers of English
  • Language: English
  • Identifier: ISSN: 0013-8274
    EISSN: 2161-8895
    CODEN: ENGJBP
  • Source: Education Resources Information Center (ERIC)
    ProQuest Central
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