This study grew out of a series of lectures Jespersen gave at Columbia
University in 1909-10, called “An Introduction to English Grammar.”
It is the connected presentation of Jespersen's views of the general
principles of grammar based on years of studying various languages
through both direct observation of living speech and written and
printed documents.

“[The Philosophy of Grammar and Analytic Syntax] set
forth the most extensive and original theory of universal grammar
prior to the work of Chomsky and other generative grammarians of the
last thirty years.”—Arne Juul and Hans F. Nielsen, in Otto
Jespersen: Facets of His Life and Work

“Besides being one of the most perceptive observers and original
thinkers that the field of linguistics has ever known, Jespersen was
also one of its most entertaining writers, and reading The
Philosophy of Grammar is fun. Read it, enjoy it.”—James D.
McCawley, from the Introduction

Otto Jespersen (1860-1943), an authority on the growth and structure
of language, was the Chair of the English Department at the University
of Copenhagen. Among his many works are A Modern English
Grammar and Analytic Syntax, the latter published by the
University of Chicago Press.

The Practical Guide to Syntactic Analysis is a resource for students and practitioners of syntax at all levels, addressing matters that textbooks do not explain. Relatively independent sections target issues ranging from the seductive metaphors of generative grammar and the character of linguistic argumentation to practical advice about both getting started and presenting analysis. This second edition adds a reference guide to over sixty grammatical phenomena that every syntactician should be familiar with.

Principles of Grammar and Learning is concerned with the nature of linguistic competence and with the cognitive structures underlying its acquisition and use. During the past several decades many linguists and psychologists have come to the conclusion that genetically determined categories and principles specific to language are needed to account for the form and acquisition of grammatical systems. William O'Grady argues here for quite a different conclusion, proposing that adequate grammars can be constructed from a conceptual base not specific to language.

To support this thesis, O'Grady develops a well-articulated, single level, categorial-type grammar that he uses to analyze syntactic categories, extraction, anaphora, extraposition, and quantifier placement in English and other languages. He shows that such grammars can be constructed via general learning strategies from notions such as dependency, adjacency, precedence, and continuity, and that the available acquisition data points to the emergence of the principles he proposes.

While exploratory, this book provides one of the few serious attempts to develop a theory of grammar and learning that does not posit faculty-specific innate principles. Principles of Grammar and Learning is an exemplary attempt to bring together issues and data from syntactic theory, language acquisition, and the more general study of the human mind.