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magic e english grammar












Silent e

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For unpronounced ⟨e⟩ in French, see e muet .
[] This article contains IPA phonetic symbols. Without proper rendering support , you may see question marks, boxes, or other symbols instead of Unicode characters. For an introductory guide on IPA symbols, see Help:IPA .

In English orthography , many words feature a silent ⟨e⟩, most commonly at the end of a word or morpheme . Typically it represents a vowel sound that was formerly pronounced, but became silent in late Middle English or Early Modern English .

In a large class of words, as a consequence of a series of historical sound changes , including the Great Vowel Shift affecting long vowels , the former presence of the vowel sound represented by the ⟨e⟩ left its mark in the form of a change in the pronunciation of the preceding vowel. This can be seen in words such as rid /rɪd/ and ride /rd/ , in which the presence of the final, unpronounced ⟨e⟩ appears to alter the sound of the preceding ⟨i⟩. A silent ⟨e⟩ which has this effect is sometimes called a magic ⟨e⟩. The normal effect is to convert a short vowel sound to a long one, but because of the complications of the Great Vowel Shift, the long vowel is not simply a lengthened version of the corresponding short one, and in most cases (as in the example of ride) is in fact a diphthong .

This vowel-altering effect of silent ⟨e⟩ entered into modern English orthography, and is present in new words (such as bike) in which there is no historical reason for the presence of the ⟨e⟩ other than the need to mark the pronunciation of the preceding vowel.

Contents

  • 1 Effect of silent ⟨e⟩ on simple vowels
    • 1.1 The ⟨a⟩ group
    • 1.2 The ⟨e⟩ group
    • 1.3 The ⟨i⟩ group
    • 1.4 The ⟨o⟩ group
    • 1.5 The ⟨u⟩ group
  • 2 Silent ⟨e⟩ and consonants
  • 3 Truly silent ⟨e⟩
  • 4 History
  • 5 In popular culture
  • 6 See also
  • 7 External links

Effect of silent ⟨e⟩ on simple vowels[ edit ]

Without silent ⟨e⟩With silent ⟨e⟩ IPA transcription
slătslātɇ/slæt//sleɪt/
mĕtmētɇ/mɛt//miːt/
grĭpgrīpɇ/ɡrɪp//ɡraɪp/
cŏdcōdɇ/kɒd//koʊd/
cŭtcūtɇ/kʌt//kjuːt/

When silent ⟨e⟩ occurs at the end of an English word, it usually converts a preceding vowel to its “long” equivalent, which means that it makes a vowel ” say its name ” (except in the case of ⟨y⟩, which has the same pronunciation as ⟨i⟩ – compare byte/bite).

Depending on dialect , English has anywhere from 13 to more than 20 separate vowel phonemes , both monophthongs and diphthongs . Silent ⟨e⟩ is one of the ways English orthography is able to use the Latin alphabet ‘s five vowel characters to represent so many vowel sounds. There is usually only one consonant between the silent ⟨e⟩ and the preceding vowel; a double consonant may be a cue that the ⟨e⟩ is not silent and does not affect the preceding vowel (as in Jesse and posse).

Traditionally, the vowels / j/ are said to be the “long” counterparts of the vowels /æ ɛ ɪ ɒ ʌ/ , respectively, which are said to be “short”. This terminology reflects the historical pronunciation and development of those vowels, but as a phonetic description of their current values it is no longer accurate. The English values of the letters ⟨a, e, i, o, u⟩ used to be similar to the values those letters had in Spanish , French or Italian , namely [ a ], [ e ], [ i ], [ o ], [ u ]. The Great Vowel Shift leading to Early Modern English gave current English “long vowels” values that differ markedly from the “short vowels” that they relate to in writing. Since English has a literary tradition that goes back into the Middle English period, written English continues to use Middle English writing conventions to mark distinctions that had been reordered by the chain shift of the long vowels. However, the pronunciation of ⟨u⟩ before silent ⟨e⟩, found mainly in borrowings from French and Latin, is a consequence not of the Great Vowel Shift but of a different series of changes .

When final ⟨e⟩ is not silent, this may be indicated in various ways in English spelling. When representing // , this is usually done via doubling (employee, with employe as an obsolete spelling). Non-silent ⟨e⟩ can also be indicated by a diacritical mark , such as a grave accent (learnèd) or a diaeresis (learnëd, Brontë). Other diacritical marks are preserved in loanwords (résumé, café), or introduced on this pattern ( maté ), though these diacritics are frequently omitted. Other words have no indication that the ⟨e⟩ is not silent ( pace , Latin loan meaning “with due respect to”).

The ⟨a⟩ group[ edit ]

The sounds of the ⟨a⟩ group are some of the more dialectically-complex features of contemporary modern English; the phonemes represented in modern “short” ⟨a⟩ include /æ/ , /ɑː/ , and /ɔː/ . See broad A and cot–caught merger for some of the cross-dialect complexities of the English ⟨a⟩ group. A silent ⟨e⟩ typically moves ⟨a⟩ to // .

The ⟨e⟩ group[ edit ]

Silent ⟨e⟩ typically moves ⟨e⟩ to // . This change is generally consistent across nearly all English dialects today, though previously many dialects used /eː/ instead before migrating to /iː/. Some parts of Mid-Ulster English still use /eː/.

The ⟨i⟩ group[ edit ]

For the “long vowel” represented in written English by ⟨i⟩, the effect of silent ⟨e⟩ is to turn it into a diphthong // .

The ⟨o⟩ group[ edit ]

Short ⟨o⟩ often falls in with short ⟨a⟩ and shares some of the complexities of that group. Variously, the written short ⟨o⟩ can represent /ɒ/ , /ʌ/ , and /ɔː/ . The usual effect of silent ⟨e⟩ on written ⟨o⟩ is to fix it as a long // sound.

The ⟨u⟩ group[ edit ]

Short ⟨u⟩ can variably represent either /ʌ/ or /ʊ/ , as a result of the foot–strut split . Silent ⟨e⟩ generally turns ⟨u⟩ to its corresponding long version /j/ , which developed from Middle English /ɪu/ . Variably by dialect and even word, the /j/ in this /j/ may drop (rune /ˈrn/ , lute /ˈlt/ ), causing a merger with // ; in other cases, the /j/ coalesces with the preceding consonant (issue /ˈɪs.j/ /ˈɪʃ/ ), meaning that the silent ⟨e⟩ can affect the quality of a consonant much earlier in the word (educate ( /ˈɛukt/ , nature /ˈnər/ ).

Silent ⟨e⟩ and consonants[ edit ]

Along with indicating the vowel, the silent ⟨e⟩ also functions as a front vowel to indicate a soft ⟨c⟩ or soft ⟨g⟩ . For example:

  • Măc > mācɇ ( /ˈmæk/ /ˈms/ )
  • stăg > stāgɇ ( /ˈstæɡ/ /ˈst/ )

where /s/ is the expected outcome of the ⟨ce⟩ digraph , and the ⟨g⟩ in huge is pronounced // . Silent ⟨e⟩ is used in some words with ⟨dg⟩ in which it does not lengthen a vowel: rĭdgɇ, sĕdgɇ, hŏdgɇ-pŏdgɇ. Spelling such words with ⟨j⟩, the other letter that indicates that sound, does not occur in native or nativized English words.

Truly silent ⟨e⟩[ edit ]

In some common words that historically had long vowels, silent ⟨e⟩ no longer has its usual lengthening effect. For example, the ⟨o⟩ in come (as compared to in cone) and in done (as compared to in dome). This is especially common in some words that historically had ⟨f⟩ instead of ⟨v⟩, such as give and love; in Old English , / f / became / v / when it appeared between two vowels (OE giefan, lufu), while a geminated ⟨ff⟩ lost its doubling to yield / f / in that position. This also applies to a large class of words with the adjective suffix -ive , such as captive (where, again, the ⟨i⟩ is not lengthened, unlike in hive), that originally had -if in French.

Some loanwords from French (promenade) retained their French silent ⟨e⟩, called e muet or e caduc , which has no effect on the preceding vowel.

Some English words vary their accented syllable based on whether they are used as nouns or as adjectives . In a few words such as minute, this may affect the operation of silent ⟨e⟩: as an adjective, minúte ( /mˈnjt/ , “small”) has the usual value of ⟨u⟩ followed by silent ⟨e⟩, while as a noun mínute ( /ˈmɪnɪt/ , the unit of time) silent ⟨e⟩ does not operate. See initial-stress-derived noun for similar patterns that may give rise to exceptions.

History[ edit ]

Silent ⟨e⟩, like many conventions of written language that no longer reflect current pronunciations, was not always silent. In Chaucer’s Balade , the first line does not scan properly unless what appears to current eyes to be a silent ⟨e⟩ is pronounced:

Hyd, Absolon, thy giltè tresses clerè

Gilte ends in the same sound as modern English Malta. In Middle English , this final schwa had some grammatical significance, although that was mostly lost by Chaucer’s time. It was elided regularly when a word beginning with a vowel came next. The consequences of silent ⟨e⟩ in contemporary spelling reflect the phonology of Middle English. In Middle English, as a consequence of the lax vowel rule shared by most Germanic languages , vowels were long when they historically occurred in stressed open syllables ; they were short when they occurred in “checked” or closed syllables. Thus bide /ˈbiːdə/ had a long vowel, while bid /bid/ had a short one.

The historical sequence went something like this:

  • In Old English , a phonological distinction was made between long and short vowels .
  • In Middle English, vowel length was lost as a phonological feature, but was still phonetically present. A word like bide, syllabified bi.de and phonetically [biːdə], had one stressed, open, long syllable. On the other hand, the word bid, although stressed, had a short vowel: [bid].
  • At some point unknown, the phonetically long vowels began to diphthongize . This was the start of the Great Vowel Shift . Possibly at the same time, the short vowels became lax. So as “bide” [biːdə] became [bɨidə], “bid” [bid] changed to [bɪd].
  • At a later point, all word-final schwas were lost. The phonetic motivation for lengthening the vowel—the open syllable—was lost, but the process of diphthongization had already begun, and the vowels which had once been identical except for length were now phonetically dissimilar and phonologically distinct.

The writing convention of silent ⟨e⟩ indicates that different vowel qualities had become phonemic, and were preserved even when phonemic vowel length was lost.

Long vowels could arise by other mechanisms. One of these is known as ” compensatory lengthening “; this occurred when consonants formerly present were lost: maid is the modern descendant of Old English mægde. In this example, the g actually became a glide /j/, so in a sense, the length of the consonant stayed where it always had been, and there was no “compensation.” The silent ⟨e⟩ rule became available to represent long vowels in writing that arose from other sources; Old English brŷd, representing *bruʒd-i-, became Modern English bride.

The rules of current English spelling were first set forth by Richard Mulcaster in his 1582 publication Elementarie. Mulcaster called silent ⟨e⟩ “qualifying ⟨e⟩”, and wrote of it:

It altereth the sound of all the vowells, euen quite thorough one or mo consonants as, máde, stéme, éche, kínde, strípe, óre, cúre, tóste sound sharp with the qualifying E in their end: whereas, màd, stèm, èch, frind, strip, or, cut, tost, contract of tossed sound flat without the same E, And therefor the same loud and sharp sound in the word, calleth still for the qualifying e, in the end, as the flat and short nedeth it not. It qualifyeth no ending vowell, bycause it followeth none in the end, sauing i. as in daie, maie, saie, trewlie, safetie, where it maketh i, either not to be heard, or verie gentlie to be heard, which otherwise would sound loud and sharp, and must be expressed by y. as, deny, aby, ally. Which kinde of writing shalbe noted hereafter. It altereth also the force of, c, g, s, tho it sound not after them, as in hence, for that, which might sound henk, if anie word ended in c. in swinge differing from swing, in vse differing from vs.

Mulcaster also formulated the rule that a double letter , when final, indicated a short vowel in English, while the absence of doubling and the presence of silent ⟨e⟩ made the vowel long. In modern English, this rule is most prominent in its effects on the written “a” series:

  • gal, gall, gale (/ɡæl, /ɡɔːl/, /ɡeɪl/).

Digraphs are sometimes treated as single letters for purposes of this rule:

  • bath, bathe (/bæθ/, /beɪð/)
  • breath, breathe (/bɹɛθ/, /bɹið/)
  • cloth, clothe (/klɔθ/, /kloʊð/)

In popular culture[ edit ]

  • Tom Lehrer wrote a song called “Silent E” for the children’s television series The Electric Company in 1971. In it, he asks the musical questions:
    Who can turn a căn into a cānɇ?
    Who can turn a
    păn into a pānɇ?
    It’s not too hard to see.
    It’s Silent “E”!
  • A series of similar songs about “Magic E” was featured in the British educational series Look and Read between 1974 and 1994, written by Roger Limb and Rosanna Hibbert and performed by Derek Griffiths .
  • In Alphablocks , Magic E is E’s impish alter-ego, with a black ninja outfit and a top hat . He does not speak, but in the episode Magic, he sings a song about himself while he causes mischief.

See also[ edit ]

  • Silent letter
  • Albanian language § Sounds , the Gheg dialect of Albanian also uses “silent e” to mark long vowels earlier in the word

External links[ edit ]

  • Early Modern English ( PDF )
  • Questions teachers ask about spelling by Shane Templeton and Darrell Morris (PDF)
  • Elementarie [ permanent dead link ] by Richard Mulcaster
  • Silent E , complete lyrics by Tom Lehrer
  • Look and Read downloads , including a version of the Magic E song

Retrieved from ” https://en.wikipedia.org/w/index.php?title=Silent_e&oldid=854695111 ”
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        What is ‘magic e’ or a split digraph?

        Magic e and split digraph rule
        The way children learn to spell using phonics and phonetic terminology can cause utter bewilderment to parents trying their best to help at home. Primary teacher Phoebe Doyle is on hand to explain the ‘magic e’, or split digraph.

        Helping your child learn to read with phonics is all very well at the beginning: “c – a – t. Cat”. Simple. But, as the English language is so notoriously complicated, it’s inevitable that learning to read and spell becomes more complicated too as primary students move on to learning more complex spelling patterns. One common spelling pattern is the ‘magic e’.

        What is ‘magic e’?

        The proper name for ‘magic e’ is ‘split digraph’, and it means that a vowel sound has been split. In fact some teachers no longer use the term ‘magic e’ as they feel it can be confusing – the ‘e’ isn’t magic, it’s actually doing a job. That said, some teachers like the term as it gives a fun element to spelling, which children enjoy.

        A digraph is two letters (two vowels or two consonants or a vowel and a consonant) which together make one sound (as in the words tail, boat, found or read).

        When a digraph is split by a consonant it becomes a split digraph.  For example:

        • wrote – the ‘oe’ here make one sound. The ‘oe’ digraph is split by the ‘t’
        • lake – the ‘ae’ here make one sound. The ‘ae’ digraph is split by the ‘k’.
        • complete – the ‘ee’ here make one sound. The ‘ee’ digraph is split by the ‘t’.

        When a ‘magic e’ end is added to certain three-letter words the ‘e’ reaches backwards over the consonant to change the sound of the vowel before it. For example, read the following words and notice the difference in the vowel sound:

        Without ‘magic e’With ‘magic e’
        gripgripe
        ragrage
        slopslope
        hughuge
        petPete

        When saying the words with the ‘e’ you’ll note that the vowel sound has been changed. It’s become a long vowel sound as opposed to a shorter one.

        So what is ‘silent e’?

        The ‘magic e’ or ‘split digraph’ used to be known as a ‘silent e’, but the term has been largely replaced as the ‘e’ can’t be disregarded when reading in the same way that ‘k’ can in ‘know’, for instance.

        However, there are some occasions when the ‘e’ at the end of the word could be considered silent – for example, in ‘come’. Think how differently we say ‘come’ to ‘cope’ – in ‘come’ the ‘e’ isn’t working its ‘magic’ and making a long vowel sound.

        Adding a suffix – drop the ‘e’

        An interesting spelling rule to learn about the ‘magic e’ is if you add a suffix that begins with a vowel then you usually take the ‘e’ away. For example:

        No suffixSuffix
        likeliking
        bakebaking
        hopehoping

        Yet if the suffix begins with a consonant (e.g. ‘ly’ or ‘less’), you leave the ‘e’ where it is:

        No suffixSuffix
        wisewisely
        hopehopeless

        When do children learn about split digraphs in school?

        From the time they’re beginning to read, children are likely to come across words containing split digraphs. If your child goes to a school where they split children across the year groups and put them into ability groups for phonics, then your child could be learning this any time from the beginning of Year 1, but will continue to revise and learn the concept into Year 2.

        How will my child learn about split digraphs?

        At school, your child will do various phonics activities and games to help enforce their understanding. In the last 10 years there has been a more visual and active approach in some phonics lessons; these are some of the kinds of phonics exercises they might do in the classroom.

        1. The teacher might have three children at the front of the class each holding a letter (for example, Child 1: k, Child 2: i, Child 3: t). The class will be asked what this word says. The teacher might ask another to hold the letter ‘e’ and stand on the end, but holding hands with child 2. They might then have to sound out the word once more but, noting that as the ‘i’ and the ‘e’ are holding hands, say this as 1 vowel – “ie”.
        2. Another lesson might involve children each having mini-whiteboards and drawing two columns, one titled ‘oa’ and the other ‘o_e’. The teacher might say words such as “boat”, “code”, “coat” etc. and the children write the words how they think they’re spelled under the correct column. Using whiteboards can help the children to ‘have a go’ even if unsure as they know they can change if needed.
        3. Teachers might give children ‘missing gap’ sheets or cut-out word cards like these. Children will be asked to write the correct letters in the gaps to make these words, or say the three-letter word, then put the ‘e’ on the end and say the word again with the new vowel sound.



        Find out more about the phonics sounds your child learns, how to practise the sounds at home  and find worksheets and activities to support your child’s phonics learning .

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