The books and the grammar method have not ever been sponsored or corroborated by any government, organization, or individual; they have not solicited and will never require any experiments. The method and the books reflect on the author’s own language acquisition and learning to include graduated university studies in linguistics and American English. The grammar began as Teresa Pelka’s spontaneous invention when she was a child, in early 1970s. Part 4 of the series has the bibliography to have come with her further learning.
Regarding disputes and controversies over Aristotle’s works, Teresa Pelka does not endorse most translations or renditions. Aristotle lived circa 384 BC ― 322 BC. There are no autographs, that is, original manuscripts of his work preserved. Existent versions are used in this book series selectively, and for thought exercise strictly.
Copyright © Teresa Pelka; All rights reserved.
Third Edition, 2021
BISAC: Education / Bilingual Education
US Library of Congress registration TX 7-497-087, TX 7-648-439
It is Teresa Pelka’s will for the copyright use to belong with the USA Library of Congress after she dies. Family is excluded from any profit or inheritance. Teresa Pelka has never made any other statement of her last will.
The copyright claim excludes public domain materials and photographs,
■ARCHIVE.ORG/DETAILS/@TERESAPELKA.
The claim includes book illustrations, intended to be simple and friendly, as to encourage the reader to imagine and create grammar imagery on his or her own. Teresa Pelka has also used the Midjourney engine.
The author’s name was legally TERESA EWA PEŁKA, yet she has legally changed it to TERESA EVA PELKA, with relevant Polish authorities. This is the name registered with the Library of Congress.
Accessibility. The grammar method builds on ■spatialization, a human natural cognitive process. By standard, ■visuals are the best way to use this natural human ability of mind for language: people may view language forms as in whereabouts, and learn to shape them “at a glimpse”, keeping good focus on own thought, and remaining relaxed about grammar requirements at the same time. Spatialization would occur in eyesight impeded people too, it would only use other sensory modalities.
Whereas most grammar books today are mostly black and white, do not visualize language, and it may take reminding people to use visuals, because there is no such habit — for eyesight impeded persons all such reminders should obviously be skipped.
Eyesight impeded persons are capable of competent understanding for ideas as being ON a surface, IN an area, moving TO a landmark or goal, as well as of talk about progress AT a time — because the process is natural to humans generally. It is a theory not impossible to defend, that within the course of evolution the human being first walked, then did not give up on walking to talk, and somehow things developed together.
According to book resources, eyesight impeded persons help own perception with other sensory modalities, as the kinesthetic, tactile, and auditory, which allows full comprehension of the generative grammar here. Illustrations my be replaced with 3d models, fabrics nice to touch as silk, and aided with verbal description as well.
In the author’s teaching experience, spatialization was the free choice as simply easier, in two standard schools she was teaching at the time in Września, Poland.
Gestural support may work for all kinds of persons, here an example indicates the cognitive variable IN.
Further information. Teresa Pelka cannot provide for sustained validity of all website or email addresses enclosed with the work.
Fonts: website, Poppins; books, Outfit; Rametto, Henny Penny, OFL ■Google Fonts.
Punctuation standard for the Polish website is as known to the author from resources for spoken and written Polish, the shape she has always used herself. She describes the new canon by the Polish Council in a post, ■The commatoform disorder. Punctuation for English is regular American English standard.
Language MappingTM is Teresa Pelka’s international trademark, registered with the Irish Patents Office under No. 254074.
■eregister.patentsoffice.ie
I do not believe a human being would be bonded geographically on Earth like a peasant; I believe a human being is naturally capable of cognitively mapping among language structures.
Part 2 language form relativity has nothing to do with ■Whorfianism. It is an observation that language forms as “if I were” refer to the PRESENT though their shape is PAST. The phenomenon occurs in English as well as Polish, Russian, French, and other languages,
if I was, si j’étais, gdybym był/a, если бы я был/а, wäre ich, etc.
Part 3 of the journey continues the generative endeavor for the article, noun, adjective, adverb, and preposition. The work uses US civics, as the knowledge is useful, and the texts are syntactically rich.
It is not the purpose to criticize the founding documents, and Teresa Pelka’s Internet Archive account has spellcheck clean, free posters, ■archive.org/details/@teresapelka. She has done all the update with phrasings contained elsewhere in the same set of founding documents, that is, on internal evidence. Feel welcome, ■US civics update, the how and why.
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Part 4 tells about the phrase, the clause, time and discourse — to embrace Reported Speech and the Passive, as well as vocabulary work and pronunciation tips, also for people who feel strong in other tongues: living and learning experience has it, it is not true their English must have a prominent foreign accent.
Select Emily Dickinson and Carl Sandburg are to encourage learner semantics and figurative comprehension.
Teresa Pelka’s edition and translation of Emily Dickinson’s first print is available from her Internet Archive account as well. Her work on translation of Carl Sandburg’s Cornhuskers is in progress, for the Public Domain as well, as the grammar course is not intended to incur any extra expenditure.
The language of the original is English, as the author learned “thinking on purpose” early in life: when Teresa Pelka was a child, her father noticed she wanted to speak English and told her it showed she was thinking in Polish, whereas she needed to learn to think in the language she wanted to speak. Teresa Pelka devised a focus method to try thinking nothing at first, feel welcome to ■Mind practice.
All the language endeavor began with Teresa Pelka and her father in the same space, the kitchen, where she had her toy zone and he listened to a radio, most probably the Voice of America, retransmitted then for Poland via Gliwice radio aerials. The author was her early kindergarten age then, so she says “most probably”. The sounding is American, of her acquired quality today as well, so it must have been some American radio transmission. Her father took her for walks with him, in town or on holidays, and this is most probably how her spatialization for language came to be.
Alfred Pelka was a historian by education. She saw his student book from the ■Jagiellonian, Cracow, happened to find it in a drawer. Not a bad student he was, many 4s in credits, and 5s too: 5 was topmost then and she wished then her student book would be as good at least — and hers didn’t turn out worst after all; though she worked, gave private lessons of English when she studied and had less time to study, she defended her Maters second highest. Webster Unabridged 1989 was a treasured companion, TP in black ink on the copyright page, for her exlibris.
■English philology, curriculum when Teresa Pelka studied
Well, Alfred was not a linguist. He told her when she was a kid, she needed to devise on her own or adapt to the English teaching tradition, because he did not have a method for her. He would buy crayons and books if she wanted, but she would have to learn on her own. Teresa Pelka spontaneously used wax crayons to learn to write, before she went to school. One day Alfred brought a big box full of crayons and such, so she always had something to write or draw with. He brought finance when she studied American at Poznan ■Mickiewicz, though he was not a rich man, and Teresa Pelka remains grateful. By the way, the Webster was in Polish economy then quite expensive.
Her earliest reading experience came with Alfred’s library of books, ■Koncewicz for Latin and PWN Aristotle for Greek (really): there was a glossary with Greek characters, brown linen hard cover. Alfred thought Teresa should try whatever there was of her interest. Well, and she was allowed to read because she learned to be delicate with books. Her early Latin held in high school too.
For Polish, feel welcome to ■Netlog gramatyczny; translation by the author, Teresa Pelka having worked her grammar for English — in English. Speaking and writing without translation from another tongue is generally natural and possible in people, feel welcome to the aforementioned ■Mind practice.
The American English course consists of four parts. In entirety, there comes along another framework, also for flectional languages. The framework looks to ancient Latin and Greek, modern German and French, and proposes cognitive variables that could be used also for Polish, Russian, or other flectional tongues. Teresa Pelka is a native speaker of Polish and she obviously never divided her brain for English, to keep classic grammar guidance for Polish; her Polish is generative as well.
The two frameworks, ■syntactic and ■flectional, may help work towards particular generative grammars for many natural languages. The flectional is not a course for any particular tongue. It began with the author bringing together, in own head, the generative approach for English to terms with her current grammar for Polish. She has also learned, in chronological order, some French, German, Italian, and Russian.
It is not to boast, it is to stay to fact, she was more or less the top of the class and much praised for her Polish as well as English at school; her language skill can be viewed here, with samples. She feels that language is her natural element; she loves it, though it is not a simple feeling sometimes.
■Benjamin Franklin, Autobiography
Understandably, there has been much suspicion nowadays about brain experiments. The grammar has absolutely no experimental content, and the author, Teresa Pelka, never has participated in any brain experimentation. The work is only her own learning experience. She has shared this experience with people in classes, and she knows it works quite well: it is as linguistics common sense, but importantly, the simple way does not make the language level whatsoever lower.
The grammar does not encourage experimentation, either. It offers cognitive variables, but it does not prescribe on how to use them. It gives freedom and choice where classic grammar would force rules, whereas to have an experiment, there has to be a prescribed routine.
Teresa Pelka’s only use of experimental data belongs with her defended Master’s thesis, ■The Role of Feedback in Language Processing, where Teresa Pelka names all sources, and those all remain public and legal. The experiments quoted did not and do not look forced trials: they bring volitional acquisition of response or financial arguments, in books long acknowledged.
Teresa Pelka’s specialization is ■philology and psycholinguistics. In these fields, conclusive and valid linguistic material may only come with free and spontaneous language use. The English grammar course here uses the American corpus, ■COCA. Teresa Pelka is also a human translator and naturally has no interest in improving Artificial Intelligence; feel welcome to ■publicdomaintranslation.com.
■This text is also available in Polish.
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Book format in preparation.
In the first part of the language journey, feel welcome to consider a picture for
■ the grammatical Past, Present, and Future;
■ the Simple, Progressive, and Perfect;
■ infinitive, auxiliary, and head verb forms;
■ the Affirmative, Interrogative, Negative, and Negative Interrogative;
■ irregular verbs and vowel patterns: high and low, back and front.
Third edition, 2025.
GRAMMAR WEBLOG BY TERESA EVA PELKA 