Oh, I still pull the scholarly tone on occasion. And I've fought more than a few battles about people introducing fuzzy logic into an otherwise forward-moving discussion. Some of the folks who took that approach don't post much now, so the dust-ups aren't as often.

I did get on a roll here, but it is one of the conundrums that English teachers have to wrestle with--teaching the students to communicate effectively and understand why they need the skill, without shutting down the desire to communicate because of the perceived judgement involved.

SRS