Hi, guys. I'm really sorry if this comes across as annoying, or whingey, or anything else, but I'd appreciate some help here. I don't really know what I'm doing, or why I'm doing it, but I am. Alright. By the way, if the formatting's funky, it's because I don't typically post on Reddit (or anywhere), so I'm sorry for that as well.
I'll list some basic info; I'm thirteen, I'm a male, I have no diagnosed mental disorders and my upbringing is still ongoing. Early childhood was somewhat rocky. Lax, though. Maybe too lax. I felt neglected at times. I learned to deal with it. :)
I used to think I was an INFP. I still do, to some extent, but I don't know.
More than anything else, I don't want to be selfish. Selfish, or self-absorbed, or self-centred, or anything related to that family. I want to be anything but selfish. Selfless, altruistic, benevolent, giving and never taking. Never desiring. I don't deserve to take, nor want. It's my place to never impede and never impose. Otherwise, I'm sickeningly hedonistic, an ugly, beastly glutton who takes and takes and leaves no room for others to interject. All I want is to be invisible until needed, then I'll perform my little song and dance for people and they'll be (I hope, at least) content and my feelings don't matter. They never have, and I stifle them until I'm alone, then it seems like all I really do is brew in them until I've rendered myself miserable.
I've always been the tearful type, y'know. Someone squishes a spider, I cry. Someone raises their voice a few decibels too many for me to handle, I cry. I think about the world and I weep, because I'm one meagre unimportant person on a planet of 8 billion and there's nothing I can do to save everyone from pain. Therefore, I cry. I am often upset. I loathe the feeling. All I do is cry, then attempt to be of service—attempt to be *needed*, then cry some more when I inevitably mess up and it feels like the world hates me. I want to change. It's all just too much, I muse, but then I'm aware that I'm thinking about myself again. I can't stop thinking about myself and I hate it. I hate that 'I' is a pronoun I use so often. I just want to help. I wish there was some place I could go where I wouldn't be able to disturb anyone or push my problems onto them.
But, it's 'oh well'. I'll continue to do the best I can till I can be worthy, however long that may take.
Enough of that, sorry. I daydream a lot. Like, most of the time I'm awake is still spent dreaming. Usually about the future, or stories I plan to write, things I'd like to do in the following whenever. Either that or I'm stewing in my own thoughts, thinking over the world. It pains me to know people ail. I wish I could take everything away, even if it meant bearing their struggles on my own shoulders. What I'm trying to say is that my mind is nearly never in the present. I do dwell on the past a bit. Situations involving me that may have appeared minimally embarrassing when first experienced are magnified tenfold in my head weeks later. I manage to let them go after a while, sometimes.
The future scares me, actually, though I think it's beautiful how many endless ways it can go right or wrong or painfully neutral. I'm just afraid of changing my mind. I'm attached to my ideals as they are now, and the prospect of them morphing over time terrifies me. I'm trying to learn how to deal with it, though.
I put things off a lot, giving myself some half-hearted excuse as to why I can't do it so I don't feel as guilty about being a lazy ass. I know I should deal with the mould in my room. I know it's gross, and probably unhealthy for me and for the building. I just can't bring myself to start. Or... I'm too tired. Or I've had a hard day. Or I have more immediate stuff to tend to. Or I have a migraine. Or I'll simply do it later. Or... you get the gist. However, when it has to do with people besides myself, I'll get it done as soon as possible. I don't want them to be disappointed or hurt by my inaction.
My biggest hobby is writing, and I love it in all its forms; poetry, novelettes, you name it... well, maybe not *all* its forms, specifically the creative ones. Monotonously writing a report in school on whatever dull book I couldn't be arsed to pay true attention to bores me to tears. I feel bad saying that. I'm sure the aforementioned book is a lovely read to some people, just not to me. I can't really stay focused for long enough to write anything super lengthy on any subject either. I have too many ideas I want to pursue and the old ones are abandoned. Left in the dust. It's a bit of a waste. I love creative writing because the idea of something so abstract yet so concrete draws me in. Letters, then words, on paper or on a screen string together in sentences to hopefully conjure up an image in your mind.
I know it's a wee bit silly, but it all bloomed from me roleplaying Warrior Cats online when I was about 6-7 years old. Not to insinuate that I'm some literary genius far beyond my years (I am nowhere near an expert by any means), but I think I might be somewhat decent at writing— from what I've been told, at least. I know I still have lots of room to improve, though, and I'm sure I will in due time. I think I use adverbs too often.
Sorry for this long, somewhat vent-y, half-coherent rambling of words. I shouldn't be as stressed about not knowing my type as I am, I'm not entirely sure why it bugs me so much. I vehemently despise labels and the constrictions they place onto people, but I'm not satisfied unless I have one that I feel fits right. As I said earlier, I'm a young teenager. I'm aware that typing myself at such an immature age isn't that feasible, but maybe the one thing I despise more than labels is not knowing the truth. Not knowing bothers me. Sorry again, and thank you for hearing (reading?) me out on this, I really appreciate it and I appreciate you. Just in case you happen to take any interest in this, I don't mind answering stuff or anything, if I didn't provide adequate info. Sorry if that sounds arrogant. Thanks, I mean it.
My bad if this went through twice. Reddit is being an absolute prick.

How to improve:

1. Understand the Task: Carefully read and comprehend the task prompt. Identify the type of essay required (e.g., argumentative, discursive, descriptive) and the specific instructions provided.
2. Plan Your Response: Take a few minutes to brainstorm ideas and create an outline before you start writing. Organize your thoughts logically, and decide on the main points you will discuss.
3. Focus on Structure: Ensure your essay has a clear introduction, body paragraphs, and conclusion. Each paragraph should have a clear topic sentence, supporting details or examples, and a concluding sentence.
4. Develop Cohesion and Coherence: Use cohesive devices such as conjunctions, transition words, and referencing to connect ideas and maintain coherence throughout your essay. Ensure there is a smooth flow of information between sentences and paragraphs.
5. Use Varied Vocabulary: Demonstrate a range of vocabulary by using synonyms, idiomatic expressions, and academic vocabulary relevant to the topic. Avoid repetition and strive for precision in your language use. Find online a list of adjectives, adverbs, and verbs. Learn and use them in your writing exercices.
6. Maintain Accuracy: Pay attention to grammar, punctuation, and spelling. Use a mix of simple and complex sentence structures, and be mindful of subject-verb agreement, tense consistency, and word forms.
7. Support Your Ideas: Provide relevant examples, evidence, or personal experiences to support your arguments or opinions. Use specific details to illustrate your points and make your essay more persuasive.
8. Manage Your Time: Allocate time wisely between Task 1 (if applicable) and Task 2. Aim to spend approximately 20 minutes on Task 1 and 40 minutes on Task 2. Practice writing essays within the given time limits to improve your speed and efficiency.
9. Review and Edit: Leave some time at the end to review your essay for errors and make any necessary revisions. Check for coherence, accuracy, and clarity of expression. Ensure your handwriting (if taking the paper-based test) is legible.

I thought of this as I was thinking about the sample texts often used to compare languages - the Lord's Prayer, Article I of the UDHR, the Babel story, the North Wind and the Sun, and The Sheep and the Horses (that last one's only for Indo-European languages). There's also "The Wren" which is used by ILoveLanguages! (It doesn't appear to be his own composition, BTW)
The main criticism of these texts is that they are often not reflective of how the language is used, being in high-register language (the first three), and in the case of the Biblical texts, using them for languages spoken by non-Christian populations could seem a bit strange. (Recently, ILoveLanguages! made a video comparing Middle Egyptian and Coptic, and another comparing Middle Egyptian with Egyptian Arabic. Both videos used a translation of the Lord's Prayer into Middle Egyptian - I'm not sure if Andy translated it himself. Very strange, considering Middle Egyptian stopped being spoken more than a millennium before Christianity.)
"The North Wind and the Sun" thus seems like the best text of the ones that are often used.
However, I think a better running text would be one where the only nouns, adjectives and verbs used are ones in the Swadesh/Leipzig-Jakarta list, and all of them would be used. (Pronouns besides the ones on the list could be used to pad things out, plus some adverbs and prepositions perhaps. Maybe one or two more verbs to pad things out.) I've even thought of a poem, but abruptly stopped as I realised I am not very good at poems.

I am NOT the Original Poster. That is u/IMighthavefuckedup97. He posted in AITAH and his own page.
Original BORU posted by u/LucyAriaRose
New update marked with ---!NEW UPDATE!---
Editor's Note: I did some mild editing to improve readability.
Mood Spoiler: sort of resolved, but still a lot of questions
Original Post: September 6, 2023
I might have fucked up.
Me (32M) and my best friend Alex (32M) have been friends since diapers, we're basically family. After college we both moved back home so we could live at home and get our feet underneath us. Alex started dating Stella (35F), a lovely girl, around 4.5 years ago, and from the get go she seemed to politely dislike me, idk why, oh well c'est la vie. Alex and Stella moved across the country in 2021 after Stella earned a promotion at work, In 2022 Alex proposed, she said yes, and they set a wedding date for the end of September 2023.
I got a save the date card at the beginning of the year, and based on the conversations I had with Alex assumed I would be in the wedding party, either as a groomsman or the best man, but never received any official confirmation from either of them. Couple months before the wedding I saw that wedding invitations had gone out on social media, and figured mine was en route. It never came. I waited a couple weeks, figured it might have just gotten lost in the mail, before I checked in with him.
I called Alex and had a brief conversation with him where he was clearly agitated and said he was dealing with a lot, would be incommunicado for the near future, to direct any wedding related questions to Stella, and he'd call me when things cooled off. I called, texted, and emailed Stella several times over the course of a week but she didn't respond to any of them. At this point I figured I wouldn't be attending the wedding, and that things were really fucked up for some reason between the two of us.
Yesterday, a little over three weeks after our last conversation, Alex dm'd asking if I was free to chat. I jumped at the opportunity to get some answers, and after exchanging pleasantries Alex jumped right into a spiel saying that he knew I was super busy with work and dealing with a lot of personal stuff but he'd love it if it could attend his wedding, even just as a guest, and wanted to know if there was anything he could do to help make that happen. I just blurted out that I'd love to but hadn't received an invitation. Alex stared blankly at me and said "what?" and I just kinda verbal vomited out that I hadn't received an invitation, that was the reason I'd called him a few weeks ago, that I'd contacted Stella about it but she never got back to me and left me on read, and that I had no idea what he was talking about me dealing with too much to be involved in the wedding. After a very pregnant pause, he said he needed to go sort things out, and that he'd call me when it was done.
My phone's blowing tf up since with wedding attendees asking me wtf happened and why the wedding might be off now. My girlfriend has reaffirmed to me that I did nothing wrong, but I've had people from all sides saying I stuck my nose where it didn't belong, and caused a stink, which is really fucking with my head. AITA?
EDIT: after he dmed me we switch to video chat, meant to include that whoops
EDIT2: I may not be able to respond to everyone's response but I have read them all an appreciate each and every one of them, my girlfriend is also having way too much with this and is kindly giving me shit for doubting myself
Relevant Comments:
Why didn't you ask any of your other friends if they knew what was going on?

"I asked a couple who I knew could be trusted to keep it on the DL who were both surprised I hadn't gotten an invite and encouraged me to talk to Stella
I've had some bad experiences in the past where shit interpersonal drama was happening, I reached out to people looking for answers and it made it 10x worse, I tend to just shell up and wait nowadays"

Is there any reason she might think you were a bad influence if you've known him since diapers?

"It's possible, Alex was raised kinda sheltered and I wasn't, I think we only got in trouble one time in HS, not like she has much room to judge though, AFAIK her HS experience was pretty bog standard, in college we all got into some shit as most people do"

Extra info on Stella:

"Funny part is everyone loves Stella except me and another guy in the group whose autistic
EDIT: I just want to clarify something, I did not mean autistic as a pejorative, because of his neurodivergence he has a completely different perspective, one I find incredibly valuable"
"yeah kinda, she's really good at doing that fake polite thing, especially to me, everyone else eats it up, he doesn't, but has learned over the years not to say anything"

Are you gay?

"NGL I expected this question way sooner, but no, I'm not gay, or queer, not that there anything wrong with that"

Possible biases she might have:

"ethnicity, no
socioeconomic, kinda?
religions, kinda, I'm agnostic, so's Alex, Stella's a non practicing Christian
different school? no we all went to 4 year university,
bathing? lmao no that's nasty
controlling behavior? none that I know of
past info? not that I can think of, Alex was raised fairly kinda sheltered and religious, me and Stella had more traditional HS experiences, college was more or less the same for all of us"

There must be missing info here:

"I don't disagree, I feel like I'm missing a lot of pieces of the puzzle, but Alex delegating to Stella is pretty normal, he gets overwhelmed easily in high pressure situations and tends to defer and she's much more an "alpha" personality, that's one of things he loves about her
The weddings might be getting called off AFIAK because she lied to him, people are mad I "exposed" this instead of going along with her story. The weddings massive, this isn't some small personal affair with 25 people"

Why tf would you think you're the asshole?

"a. when you've got a bunch of people spamming your phone it makes you question whether you were in the right or not
b. I didn't want to cause a bunch of drama and make shit worse for what I though was an honest mistake at first, blowing a whole friend group when the person you're "going against" is way better liked than you is a dangerous choice, also a lot of those people just assumed I was invited
c. Alex is pretty easily overwhelmed and tends to defer, one of the reasons he loves Stella is she's a go getter who will handle stuff for him, IDK why he didn't or why he had to go incommunicado though, guess ill find out soon I hope"

Update Post: September 7, 2023 (Next Day)
Alex and I texted Tuesday night/Wednesday morning, he said he was handling stuff and asked if I'd be free to talk Thursday afternoon with him and Stella, which I agreed to. This is just a rough summary, and I probably forgot some stuff, frankly I'm too mentally fried to weave a narrative rn so its just gonna be bullet points.
a couple of pieces of info about Alex to provide some context
-Alex was raised fairly sheltered and religious until he was 18, when he went to college and opened, as a result he still has some, idk, blindspots about certain things
-Alex has mild to moderate OCD, it's managed with low levels of medication and maintenance therapy, which is one of the reasons he gets overwhelmed easily, especially from unexpected stressors, and weddings are chock full of those.
Now for the actual update:
-The wedding, it's still happening, I will be the best man, and I've been read in on all the shit I need to do. The person who was filling in for me, Matthew (34M), one of mine and Alex's good friends whose also neurodivergent is thrilled not to have to "spend the day peopleing" and can instead "party his ass off." As a result of this clusterfuck Alex/Stella/whoever parents are paying for the wedding will be comping me+gf's plane tickets and hotel stay and my best man tux
-What was the main driver of this mess in the first place? Stella's pregnant, yay....... they found out a couple days after the wedding invites got sent out, apparently they were passively trying, then actively trying in 2022, but stopped and swapped back to heavy BC once the save dates went out because Stella did not want to be pregnant on her wedding day. This led to several changes to the wedding, threw a bunch of other planning into disarray, sent Alex into an OCD hole for a couple weeks which is why he was agitated when I called him and why he needed time to get his head around it all and get the intrusive thoughts managed, and one of the reasons why Stella ignored/missed my messages/calls.
-Why did Stella not respond to my messages? Besides surprise pregnancy, Stella said that she's on her phone for work a ton, and gets hundreds, if not thousands of emails/texts/calls per day, she misses some stuff, especially since she didn't have my contact info saved (lol), I also emailed her work email instead of personal email which I don't have, and my own personal email handle is not my name. In the future I was told to be more insistent in my communication with her to breakthrough her everyday noise, duly noted.
-What happened to my invite? Stella claims that she sent me one but must have sent it to my old address, I did move in March to my current residence and the save the dates were sent out in January
-What did Stella tell Alex about me not being in the wedding? Apparently nothing, according to Stella he either 1) believed one of his intrusive thoughts was real when he was he was in his OCD hole, 2) he got confused when she told him one of her cousins with a similar sounding name to mine wouldnt be attending, or 3) some combination thereof. According to Stella she always wanted me in the wedding.
-Why did Stella not contact me after I didn't RSVP back? She assumed there was something going with me and Alex and that we'd sort it out and he'd tell her, in the meantime she was busy with work, wedding planning, and unexpected baby
-How did a bunch of wedding guests find out about this mess? Alex called his mom for advice after our convo, mom had church friends over, church ladies overheard a good chunk of their convo, church ladies are gossipy fucks. Alex has spent a decent chunk of time the last couple days putting out fires so to speak
After about an hour Stella left to go deal with some wedding stuff and me and Alex chatted about shit for a couple hours. Do I believe Stella's explanations? kinda, the babies real AFAIK, confirmed by medical professional, she does have a cousin I know she's close with who has a similar sounding name to me, and she does work from her phone a lot, but the rest of it just seems a little too convenient, and I feel like I'm left with more questions than answers. Good news is since I'm in the wedding I should have great access to figure out wtf is going on, I hope.
TLDR: Wedding still on, surprise baby messed everyone up
Relevant Comments:

I don't believe Stella at all:
"neither do I, it should be a mildly entertaining mess based on the guest list"

Checking with Alex:

"After she left I asked him if he was sure he wanted to do this and that I'd support him no matter what, he said yes so he seems committed, I've generally found when people are this determined to see something through any action taken to get them of course will fuck up your relationship just as much as it'll fuck their determination, better to just be there, be supportive, and be ready for the mess"

OOP's theory on what really happened:

"She intended to wait and see how long she could delay my invite until Alex noticed, the pregnancy situation gave her a good crisis to take advantage of and she did, she hoped he'd be stuck in his OCD hole until the wedding ended, that's the rough version anyhow"

Examples of why you think she doesn't like you?

"I don't think she's ever given me a real smile, it's all dead eyed fake ones
body language is usually defensive around me, lotta crossed arms, hunched shoulders
she makes a lot of subtle snide remarks, IE I got him an 100 dollar bottle of Japanese whiskey a few years ago, she mentioned how it would look great on the bottom shelf"

Why you weren't best man in the first place:

"Alex treated me like the best man in the first place, his OCD kept him from making it official because he couldn't find the "right" time according to him"

---!NEW UPDATE!---

Update 2: April 28, 2024 (8 Months Later)
Welp, it's been a while, sorry y’all for taking so long to get this update out, been absolutely swamped at work putting out fires with my hair on fire for the last 6ish month, so here's the cliff notes version of the wedding and some post wedding shit.
-lead up was boring, shitton of emailing back and forth between me, Stella, other wedding people, venues, vendors, etc
-Me and Alex had some pretty deep conversations over the week and reaffirmed the importance of our continued friendship
-Shit was really fucking awkward the first night we were there for dinner nil, especially considering both Alex’s stepsister Sam (32F) and Stella younger sister and MoH Diana (29F) were already staying there, (we stayed at an Airbnb within walking distance of Alex's house). I went into event work mode pretty quick and that smoothed things out right quick and put Stella at ease.
-I spent most of the lead up to the wedding either at the ceremony/reception site doing liaison/set up (gaffing, running cables, setting up monitors, hanging and focusing, building shit etc.) or running around picking shit/people/shitty people up with Sam
-My GF, Alice (29F), was kinda miffed about the whole thing, she’s never worked a wedding before, just attended, so she expected it to be like 50% working 50% vacation, when it ended up being more likely 90% me working and 10% vacation. She spent most of her time helping Alex out with wedding support related shit or gaming on my laptop when she gassed out or got too overwhelmed.
-Wedding was a fun mess, tons of unrelated drama, Stella sure knows how to design a beautiful ceremony and plan a fucking party, I’ll give her credit for that, didn’t get to enjoy much of it since I was working the wedding with a few other people in the wedding party more than attending, but c’est la vie. Ceremony took fucking forever though, felt terrible for all the bridesmaids who had to wear heels through that shit.
-Unfortunately there was no gotcha moment or come to Jesus moment where I got the full story as to why SHTMFF, but based on what I observed while working the wedding I think I've been able to piece together roughly what went down
**Why wasn’t I the best man?**
I think this had more to do with Stella's parents, Ken and Karen (60’s), than her, although she still doesn’t like me, my main reasoning:
-Ken and Karen were paying for the majority of the wedding, more than Stella, Alex, and Alex’s parent combined
-Alex and Stella sketched out pretty early what they wanted the wedding to look like, throughout the process Stella made several significant changes out of the proverbial blue (EX: they originally agreed on a smaller wedding something like 50-60 people, then one day Stella wanted a big ass wedding). Alex didn’t really care all that much and just figured she changed her mind, he just somehow missed that most of these changes occurred after Stella either had a phone call or in person meeting with her parents (which is on brand for him)
-Her parents were very standoffish towards me (to be expected, feelings mutual) and made a lot of, frankly weird comments about Stella's younger, totally not a cokehead, brother Chase (23M), often times in comparisons between us that flattered him (and kept insisting he was “perfect best man material”)
-Alex has barely met Stella's parents, maybe a dozen times over the last 5 years, every time they visit for the holidays Stella has them leave early for whatever reason and Stella rarely initiates calls with them
-Stella acts really fucking weird around her parents. Around everyone else she’s a badass modern woman but around her parents she gets super meek (EX: her mom asked her to go drive to some specific store over an hour away to get her a specific food item in the middle of wedding planning shit, and she just did it without any protest and left the rest of the wedding party in a lurch. When she got back three hours later her mom took like two bites then threw it away). If I hadn’t seen this shit with my own two eyes I wouldn’t have believed it, it was that bizarre.
-Lots of other innocuous shit that individually means nothing but when combined to together provide a decent amount of circumstantial evidence
-So here’s what I think happened, roughly: Ken and Karen wanted Chase to be the best man in the wedding, Alex really wanted me to be the best man. Rather than make a choice Stella appeased both parties telling them what they wanted to hear while making no actual decision. The longer it went on the more complex the lying got, when Alex had his breakdown Stella saw a way to get out from under her Gordian knot of lies by taking advantage of the crisis. Unfortunately for her Alex came to his senses before the wedding, started asking questions, and when push finally came to shove she chose her relationship over whatever the fuck is going with the family, much to their apparent chagrin.
**Why does Stella not like me?**
I have two main guesses here:

1. I swear, a lot, I tend to forget most people don’t use the work fuck as a noun, verb, adjective, adverb, pronoun, preposition, conjunction, interjection, numeral, article, and determiner Since I was working the wedding and in I was on my best behavior and cut down on my swearing by a good 90%, which led me to noticing that any time swear, or anyone for that matter curses, Stella has a little grimace/cringe reaction. Stella herself also rarely curses, and if she does its something pretty small like “hell” or “dammit”, followed by a quick apology. It’s probably exacerbated by the fact that in spite of my generally “unprofessional” behavior I hold a fairly professional job, the dissonance can bother folks.
2. Politics, and before people freak out, I’m somewhere between a democratic socialist and socialist on the political spectrum, I am a far cry from conservative,, but for Stella that’s not far enough left, as from what I can tell she’s either a tankie or tankie adjacent. This has been more or less confirmed to me based on her social media engagement relating to the major geopolitical events of the last 6 months or so. Probably exacerbated by the fact that my job involves working in geopolitics so I am part of the “repressive imperialist western system”.

And as it turns out I’m not the only person in the wedding who isn’t super fond of Stella, found my flock so to speak
**Post wedding shit**
-Alex and Stella had a healthy baby girl, named Iris, me and Sam are the godparents.
-Me and Alex have been talking a lot more (for whatever reason he asks me for childcare tips, like bruh, I’m just as lost as you here), and have set up a weekly gaming sesh where we're slowly slogging through BG3 with Sam and Matthew
-AFAIK Alex and Stella are in couples counseling, which seems to be helping from my vantage point, Stella was weirdly against it, but Alex pushed for it so he could be a better husband to her, and she relented
-AFAIK Stella's already back at work and on most of her pre-baby schedule
-Alex’s stepsister Sam has been checking in on them periodically and according to her there’s no major red flags atm
-Stella actually texts/emails me stuff now, it's mostly baby pictures, but it's a step in the right direction and I appreciate it (I send cat pictures in response)
Hopefully this is the last update, my life got far too interesting for that month and with my current workload I doubt I could mentally handle more drama.
TLDR: Nothing really interesting happened, hopefully things are looking up
​

THIS IS A REPOST SUB - I AM NOT THE OOP

DO NOT CONTACT THE OOP's OR COMMENT ON LINKED POSTS, REMEMBER - RULE 7

Hi all. I had a chat with GPT 4 about doubled words in English sentences, and I wanted to get human opinions on the correctness of the responses.
Here’s an abridged transcript:
Me: There are times in the English language when a word can, in a grammatically correct way, appear next to itself in a sentence. Can you please list all words in the English language that can do this?
GPT: Creating a comprehensive list of all the words in the English language that can grammatically appear next to themselves is quite a challenge due to the vastness and complexity of the language. However, there are certain types of words and phrases that are known to do this. Here are some examples:

1. Contronyms - Words that can have contradictory meanings depending on the context. For example, the word "sanction" can mean both a penalty for a breach of law and official permission or approval for an action¹.
   
2. Homographs - Words that are spelled the same but have different meanings. "Lead" can refer to being in charge, or it can be a type of metal.
   
3. Buffalo Sentence - The famous sentence "Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo" is grammatically correct and uses the same word in different capacities.
   
4. Doubled Words - Sometimes, words are repeated for emphasis or to convey a different meaning, such as in "The secret secret agent."
   
5. Conditional Clauses - In sentences like "If you see what I see, you see a repetition," the word "see" is used next to itself grammatically.
   

Me: Let me give you an example of what I mean: The person will move in in the future.
GPT: Ah, I see what you mean now. You’re referring to instances where the same word appears consecutively in a sentence but serves different grammatical functions. In your example, “move in in the future,” the first “in” is part of the phrasal verb “move in,” and the second “in” is a preposition indicating time.

1. Had had - “James, while John had had ‘had’, had had ‘had had’; ‘had had’ had had a better effect on the teacher.”
2. That that - “It’s not so much that that bothers me as it is your reaction to it.”
3. But but - In informal speech, someone might say, “I know but but still…”
4. Do do - “What do you want to do do next?”
5. What what - Used for emphasis or clarification, like “You did what what?”

Me: Since we now know I'm referring to instances where the same word appears consecutively in a sentence but serves different grammatical functions, please list all English words you can that fit these kind of circumstances.
GPT: Certainly! Here’s a list of English words that can appear consecutively in a sentence with different grammatical functions: 1. Had - “I had had enough of the noise.” 2. That - “I know that that is not true.” 3. Do - “What I want to do do you think is best?” 4. Can - “Can can be both a modal verb and a noun.” 5. Will - “I will will myself to finish the task.” 6. As - “As far as as I know, he’s not coming.” 7. But - “Nobody came but but for a few.” 8. So - “I am so so tired from the trip.” 9. Just - “I just just realized what happened.” 10. What - “What what you said is confusing.” These examples illustrate how the same word can be used in different grammatical roles, such as a verb followed by a noun, or a conjunction followed by a pronoun. It’s a unique feature of English that allows for such flexibility in expression.
Me: Fascinating! Can you provide more examples?
GPT: Absolutely, here are more examples of English words that can appear consecutively in a sentence with different grammatical functions:

1. By - "The artists agreed to stand by by the entrance."
2. For - "This charity is what I want to fight for for a long time."
3. To - "I plan to to complete the project by Monday."
4. On - "It depends on on how you look at it."
5. Out - "Check out out there for the best view."
6. Up - "Please look up up in the directory."
7. Down - "You can set it down down there."
8. Off - "The alarm went off off the coast."
9. Over - "They talked it over over dinner."
10. Like - "I like like you."

These examples showcase the versatility of English words when they serve different roles in sentences, such as a preposition followed by an adverb or a verb followed by a preposition. It's a testament to the dynamic nature of language and grammar.

A lot of grammar books will say that adverbs cannot modify nouns. The Collins dictionary does list exceptions like how an adverb of degree can modify a whole noun phrase and a small group of adverbs(downstairs, above, almost etc) that can modify nouns and indefinite pronouns.
However in these two examples below, the adverbs do not belong to either categories of exception.
My question is:
Does “famously” modify the plural noun “the Himalayas” in the first example and “New York Times” in the second example?

1. Albert Mummery, a well known British mountaineer and author who climbed the European Alps, and, more famously, the Himalayas, where he died at the age of 39 attempting a notoriously difficult ascent, developed the notion of ‘fair means’ as a kind of informal protocol by which the use of ‘walk-through’ guidebooks and equipment such as ladders and grappling hooks were discouraged.
   
2. Some newspapers, most famously the New York Times, refused to print the word Ms.
   

I know I've taken a different route to learning Spanish than staying 100% with DS and wanted to share how things have gone for me. While I've commented on a bunch of posts here about my own experiences, this will be my first proper write-up. I'm actually currently at 186 hours, so this post is a bit overdue, but I was inspired by a YouTube video today by Greg and Lisa Lewis to contribute my own experiences to hopefully help others.
(You can jump down to my Methods section and my General Tips and Experience if my Spanish learning background isn't of interest to you. Also, I'm a technical writer by trade, so I had to do the whole formatting thing to help communicate what I wanted to get across.)

How I Got Started

I originally studied 4 years of French in high school, went to an intensive month-long class in France, and then when I got to college, I was lazy enough to study it again for three quarters. After graduating with a degree, I went back for another undergraduate degree and took two or three quarters of Russian, just because. After graduating with my second undergrad degree, I went into the working world and eventually worked for a company that said they would pay for half of an employee's tuition for whatever they were going to college for. So...I went back to the city college near me (in Atlanta so it was Georgia State University) and took undergrad classes. There I studied Japanese for three or four quarters.
All of that was to give context to my studying of languages.

Motivation

Spanish was never on my original radar and last year, I got into studying Irish on Duolingo (which was not in the slightest helpful with learning Irish. I decided to shift over to refreshing my French language studies via Duolingo and ended slowly becoming reacquainted with the language. Because I have a penchant for this one local killer Mexican restaurant near me, I decided to include Spanish with my French Duolingo studies since Spanish is all over the place and my studies could actually be potentially helpful in daily life.
I also have started going to the local Hispanic grocery chain (Talpa) and just started buying random things that piqued my interest which also in small ways expanded my vocabulary.
Even before I started studying Spanish, I enjoyed Ricky Martin and Enrique Iglesias. Since studying Spanish, I started expanding my Spanish music selection to include Sebastián Yatra, Maria Becerra, Pablo Alborán, and just random music via Apple Music or Amazon Music.
What's also driving me forward is wanting to not just be able to watch or listen to Spanish videos and music as well as converse with Spanish speakers and be able to read, my "eyes on the prize" goal is to be able to watch Siempre Bruja totally in Spanish with no subtitles.
I've also found watching videos on YouTube or reading everyone's successes in this subreddit, I've found the personal stories of YouTube such as Greg and Lisa Lewis and the new channels they recommended of Rue Avenue, Spanish Journey with Mike Lee (Atlanta represent!), bryhn learning spanish, and AJLearnsSpanish (which Greg and Lisa Lewis recommended in their most recent update for hitting 600 hours). Hearing all these success stories helps motivate me when I'm feeling a bit stuck on not understanding as much as I think I should be understanding what I'm watching or listening to.

Methods

While DS is my primary learning tool by far (and so glad I found it thanks to the Reddit languagelearning community), there are some others tools that got me started or impacted me that I am using, did use, or will use in the future. I'll list what I used to get into my Spanish studies in the order that I started using them. I got into DS after about two days after I started using Duolingo, Babbel, and Language Transfer
Duolingo (I don't really recommend)
Duolingo is something I'm primarily sticking with to keep up with my friends. I have found it slightly helpful with reinforcing vocabulary and a bit of structure.
Babbel (Decently helpful)
Before I found DS, I went and took the plunge and bought the lifetime subscription to Babbel last year during Black Friday's sales week last year.
I'm only doing one session a day as well as the review (doing the listening review which helps reinforce the understanding part like I get out of DS). While some of the lessons in past tense or future tense have been a bit helpful when listening to podcasts or a bit of DS, I've really found it is helping me conceptually in understanding Spanish and how it works grammatically which has actually been somewhat helpful with DS and podcasts.
Language Transfer (Recommend it when you have more DS under your belt—maybe 300-600 hours?)
Language Transfer was something I had when I started studying French and it occurred to me to use it for Spanish. Looking back at the 23 lessons I listened to, the first number of episodes helped me in subtle but also tremendous ways (primarily cognates and some other tips).
I'll return to it when I hit somewhere in the 300 to 600 hour range and start from scratch.
Drops (Really appreciate and recommend this app)
Drops is a vocabulary app that has actually been really helpful to me with my comprehending Spanish when listening, watching, or even the little bit of reading I'm doing. I use the free version (5 minute chunks a day) that I use with my daily routine of other forms of learning Spanish other than DS.
Why I recommend Drops is that it teaches vocabulary using illustrations as well as constantly saying the word each time you select it. It's been very helpful in picking up things that I hear or see elsewhere (like in a Hispanic grocery store or hear on a podcast or hear someone say it in DS). The reinforcement of the vocabulary you have learned is also a big help.
The very minor downside is that somehow I went from beginner Spanish to advanced vocabulary (maybe trying one of the short term achievements for a special occasion, holiday, or event?) and realized only recently that there is a ton more beginner friendly (as in the words that are mainly used in Spanish) material, so I moved back to beginner lessons.
Beelinguapp (Haven't used it beyond a few uses, but definitely recommend it when reading comes into the picture for you)
Another thing I bought a lifetime subscription to on sale thanks to Woot! having it on sale.
I tinkered around with a bit and found the combination of native speakers reading text to you (you can have it fully in Spanish or Spanish at the top and English at the bottom of your phone's screen) helps with pronounciation and reading comprehension. There is the standard levels of difficulty from beginner to intermediate to advanced, plus it keeps track of how many words you've read for those people who are also tracking the amount of words you read for comprehensible input.
Spanish Dictionary (¡!) (When I cheat and look up words, it's been amazingly helpful with pronunciation as well as definitions)
Spanish Dictionary has been helpful (I got a subscription to it) when someone says a word
Podcasts and Shows/Videos
Thanks to you all in this subreddit and the wonderful spreadsheet of what people are using for CI, I found some great podcasts that have helped me get more CI into my daily life (like when driving). I will eventually probably listen to podcasts when doing more than just driving some day.
I highly recommend YouTube videos on pronouncing Spanish letters. Seriously, I highly recommend starting with such videos (I've watched a bunch of them). it has really helped me with visualizing what is being said phonetically as well as helped understand what is being said in DS videos, podcasts, and when I've done my bits of reading and trying to say words outloud for my apps.
Cuéntame (Super Beginner) is an amazing first podcast to learn from as a super beginner or beginner if you understand cognates which I'll go into more down below in my Tips section if you aren't familiar with them. This is where the little bit of Duolingo I had done helped get me get the basics when listening to her speak. The cognates helped me put together what she was saying which provided me an incredibly exciting upward spiral in my Spanish studies which helped me some with my comprehension of DS videos which helped me better understand Cuéntame.
Chill Spanish (Beginner) is what I moved over to after finishing Cuéntame. Chill Spanish was a mixed bag for me as a super beginner but was a bit easier the more learning I had once I had moved past 50 hours with DS and CI. Sometimes his podcast was pretty advanced for me and other times I got most of what was being said.
Help Me Learn Spanish Joel (Beginner to Intermediate) is one I have to jump between listening to the podcast at 1x (for the beginner leveled podcasts) and .75x (intermediate leveled podcasts). When he's doing a beginner level podcast, I have been able to understand most of it. When he's doing an intermediate level podcast, slowing it down to .75x speed helped me somewhat continue understanding what's being said, but a bunch of the vocabulary (like what people eat for breakfast (desayuno), lunch (almuerzo), and dinner (cena)) and their customs (costumbre) were things I needed to look up to grasp which is not what Pablo recommends but has helped me understand more vocabulary that I didn't originally get from DS or one of the apps I use.

General Tips and Experiences

Cognates

• Look for the cognates — if you are an English speaker or know one of the Romance languages, cognates are so helpful in jumping ahead in comprehension. Cognates are common words in Romance languages that are similar to each other. Language Transfer's early lessons helped me grasp the concept which made DS and podcasts a lot easier in the beginning.
• I used my own understanding plus TakeLessons.com's breakdown of common cognates to create the below bullet points (giving credit where credit is due and to possibly help others).
  • There is a good sized overlap between English and Spanish (as well as French and Italian) words, so if you listen for words that are like what you know in English (sostenibilidad/sustenibilidad does sound like sustainability for example or arból is connected to something like Arbor Day which is celebrating the planting of trees). There are ton of more direct connections like hospital, metro, cereal, horrible, escape, etc...
  • Mind you, not all Spanish words will be matches for the English words I use as examples below, but knowing cognates definitely help me leap frog forward in my comprehension.
  • Verbs like adopt -> adoptar or limit -> limitar or control -> controlar for example are ones that when I realized "wait, that sounds like a word I know in English..." and might have looked it up for confirmation, it helped me relax more in what I was listening to or watching and trust myself to understand more.
  • -mente: When I found out that's putting a word I knew in English into the adverb form (-ly), I realized how much that was being used in podcasts and videos I was taking in.
  • -ción: When I realized a bunch of words I knew in English that ended in -tion were the same in Spanish as the ending of -ción, that helped me grasp more Spanish as well. Words such as celebración, ficción, and nación just made sense.
  • -idad: It turns a word that sounds like a word I know in English into an -ity word like difficulty -> dificultad or sustainability -> sustenibilidad.
  • -oso/osa: Words that end in English with -ous end in -oso/osa in Spanish. For example, curious -> curioso/curiosa or famous -> famoso/famosa.

Other Tips

• As I mentioned above, learning vocabulary through the combination of seeing the word and hearing it (like in some language learning apps like Drops (again, an awesome app for the CI in my opinion) or Beelingua or even Duolingo) will help with reading comprehension or when you are out in the world and come across Spanish text.
• I can't recommend enough if you are starting, you need to watch videos on YouTube about pronouncing the Spanish alphabet. It will help in the long run big time, even if you stay a DS purist because it will eventually translate into more easily reading or picking up on what's said so you can get how it probably looks like spelled out in your brain if you need to.
• Watching videos or reading posts where people share their hitting DS levels and what it's been like has encouraged me to keep going.
• Going to Hispanic grocery stores or restaurants or looking up the lyrics to Spanish-speaking songs I like has also motivated me when I hear or read some words and get what's being said or sung. Big boost to my desire to study more.
• Explore the culture of the language around your neighborhood or city. I buy a lot of random things from the Hispanic grocery store which has taught me a bit more of Spanish than what I've gotten through DS or the apps I used. Going to Mexican restaurants or a tapas restaurant also helps me with increasing my vocabulary. When in New York City, I swung by Spanish Harlem and enjoyed reading advertisements around the neighborhood or on the subway and trying to translate them in my head which helped me feel more confident in my progress.

The Positive Feedback Loop of DS

I'm really glad I found DS and this subreddit, because it supercharged my Spanish studies. Realizing I'm understanding a bit more here and there (usually noticing tiny improvements daily) is really exciting to me.
I also agree with CI's point about comprehension vs. standard learning methods. If you can't understand what's being said, your communication skills (like me listening to French is spotty at best and I can grasp certain words) will be limited. Using DS as my main source of learning and how the teachers will draw or otherwise illustrate what's being said definitely helps solidify the ideas being communicated with builds upon where you hear it being used otherwise.
With my app usage, it's reinforced what I've learned in DS and DS has reinforced what I'm learning in DS or podcasts.
When I'm feeling stuck, I put on videos of other DS learners and listen to them sharing what positives they are getting from using DS or their Spanish speaking experiences and improvements they've noticed. It helps me refocus on my studies which end up helping me notice the improvements.
When you are learning a language which is like conceptually climbing a mountain, you can lose site of how far you've come if you are only looking ahead to how much you still have to go unless you look back. I recommend occasionally going back to easier content like new or even old DS videos of a previous learning tier or listening to podcasts that were tricky long ago and get that big boost from just how much you now do comprehend versus how much you struggled or kind of got what was being communicated.
Most of all, just enjoy the ride which I've found Dreaming Spanish really makes a lot of fun, especially the ridiculous content of all the DS content creators I've watched so far. Pablo's deadpan ridiculous videos with such facts as his body is made up of 85% mango just crack me up and make learning much more enjoyable than other methods or silly videos about Calcetín's adventures, cooking mishaps, or whatever goofy and entertaining things the DS people come up with.
I got a bit of a boost recently at my favorite Mexican restaurant when I asked the waitress if what I thought would be correct in ordering what I ordered was actually right. "Quiero enchilada chipotle sin arroz, pero con frijoles" encouraged her to correct me to refrijoles, and also we started chatting about where she was from. She mentioned she was from El Salvador and from my podcast listening and hearing all about breakfast food choices people make, I asked her about pan dulce for breakfast. She recommended that I check out a El Salvadorean panadería and get a traditional pan dulce from El Salvadoreans—quesadilla salvadoreña which was a really tasty pan dulce to have for breakfast. It also got her excitedly sharing more about her culture which also motivated me to keep learning.
Another bit of exciting Spanish interactions came when I went to El Salvadorean restaurant and asked for atole de elote. One of the women in the kitchen came up to me and was so surprised that I asked for that. She asked how I even heard about that and mentioned that I was learning Spanish and I heard a lot of discussions about various atole that there are out there. It was a very interesting hot drink made with sweet corn which I never would have ordered otherwise.
Thanks for reading however much you actually read and thanks to all on the subreddit for inspiring me to keep on going thanks to the success stories, the silly DS memes, or even talking about how much you love one of the DS content creators. I really appreciate you all and your contributions to this subreddit!

Different languages may have different parts of speech. How do you manage that when writing a dictionary (as in, not just a lexicon for me but an actual dictionary that’s supposed to be usable to other people too)?
My current conlang doesn’t differentiate between adjectives and adverbs (adjectives are kind of just a type of verb; they don’t require a copula and take verbal particles too). That’s not a problem for many words like “quick, quickly” where the adjective and adverb have a similar meaning. I’m not sure I even necessarily have to list “quickly” in the definition, since it could be assumed, and I have a ton of words whose definitions would double in length if I added all the adverbial forms too.
However, there are other words that have multiple senses. For example: 1. past, gone, former, previous: The previous CEO really let things go. 2. before (in time): I have to go shopping before I can make dinner. In English, one of those is an adjective, one is an adverb. But they’re the same part of speech in the conlang.
So do I write the English definition like:
adj. 1 lorem ipsum 2 dolor sit amet adv. 1 consectetur adipiscing elit 2 duis suscipit
Or:
a. 1 lorem ipsum 2 dolor sit amet 3 consectetur adipiscing elit 4 duis suscipit
And should I just list the adverbs as a different sense (since it’s a different sense in L2), or leave them out when possible (since it’s not a different sense in the L1)?

Often-repeated (and actually perfectly good) advice on writing subs is "read more!", with the implication that you should be thinking about what it is you're reading.
Some people might feel that this advice is unclear, and too general. The thing is, on one hand, you do need to just read more. If you spend enough time reading more, you will absorb a lot of stuff just by virtue of that reading, and begin to understand it without needing to do anything special. But you also might not, and maybe you want a leg up. So here's a crash course on some actionable things to do with all that reading.
1. Read more—and analyze.
Things to notice about the text: How many words are in each sentence? How many words in a paragraph?
How many paragraphs on a page?
How is the text formatted, on the most basic level? Does your writing align with publishing conventions in terms of use of punctuation, caps, italics, when to start a new line, where to locate a period wrt quotes, etc.?
What words begin sentences? How often do they repeat? How many adverbs and adjectives are used?
When are characters' names used, and when are they not? How are dialogue and description balanced?
Where do scenes start and end? How much happens in a scene? How do chapters start and end, and how much happens in them? How many scenes appear in a chapter? Break down both chapters and scenes into lists of events and consider how they lead into each other, and contribute to the overall narrative.
Map the entire arc of the book. What events begin it? What are key plot moments and turning points? What parts of the book have rising/falling action? Where is the book's climax? Did you lose interest at any part of the book, or find it slow? If so, why?
2. Read more books that people consider "good".
Read a book that is widely considered to have high-quality prose (regardless of plot). Can you see why it is considered high-quality? Do you agree with that assessment? Why?
Do you enjoy reading that prose? Note: Just because something is good doesn't mean you personally have to like it!
Read a book that is widely considered enjoyable and/or popular. What aspects of the book make it so? What does the book do particularly well? How much is the prose a contributing factor?
Note: It can be useful to read a book outside your preferred genre, to better calibrate your understanding of what other people may like about a work, even if it doesn't immediately appeal to you.
Read a book that is widely considered to not have high-quality prose. Can you see why?
Note: There is nothing wrong with enjoying a book of any level of "quality", and shortcomings will not always bother you, even if you recognize them (nothing's perfect, anyway). You may also find that you read a text without immediately noticing problems, even if upon looking back, you can see them if you try.
However, if you are unable to assess the level of a book or tell the difference at all, it is a sign that you still have some work to do in terms of calibrating your sensitivity and analytical understanding. When you can read a text and consider whether or not it is well-written and understand its strengths and flaws, you will be better situated to do the same for your own writing, and unconsciously incorporate the lessons you've learned into it.
3. Read the type of thing you are trying to write.
If you want to know how to write an action/sex/dramatic/other type of scene, your first port of call is other authors who have successfully written that. Search for that type of scene. Find examples that are good, and examples that are less so. Use the above tools to break down the scene in terms of structure and flow, on both the scene and sentence level. Consider word choices.
Compare different scenes. See what is similar and different about them. What works better, and what do you like better? If a scene fails, why?
Note: Asking for basic guidelines for writing a specific type of scene will often yield you very general, possibly dogmatic or contradictory advice, and none of it may be useful to the particulars of your situation. It is far more effective to look at successful examples and understand what that looks like as a whole before attempting your own. If, after analyzing such scenes you still have questions, you will find that those questions are much more specific and focused, and better able to guide you to the answers you want.
Conclusion:

1. Humanity has been writing for thousands of years. If you do not engage with what has already been created, your chances of contributing meaningfully to it are low.
   
2. There is no need to reinvent the wheel. Instead of struggling to figure out how to do something on your own, study successful examples, which will demonstrate the fundamentals to you and give you an idea of what it looks like when done right.
   

If all this sounds like a hassle, well, of course you don’t need to do it all at once! You don’t have to try everything and analyze all aspects of a thing in one go. It can also be productive to get together some kind of analysis group, and work on texts together – that’ll also give you some ideas you may not have considered.
And well… developing any skill generally takes a lot of work. But hopefully the process is enjoyable as well.
Good luck!

(Removed post from February 2022, originally by koine_lingua)
I'm not sure how much it's been discussed around here, but I finally made time to check out the NRSV Updated Edition: hereafter "NRSVue." It's out digitally right now, but won't be out in the print edition for at least another couple of months.
I still have a lot of other texts I want to take a look at, but I couldn't resist seeing what's been done with μαλακοί and ἀρσενοκοῖται (particularly the latter) from 1 Corinthians 6.9, considering the monumental amount of attention that's been paid to these over the past couple of decades. And I'm, well... perplexed by the new translation, to say the least:

Do you not know that wrongdoers will not inherit the kingdom of God? Do not be deceived! The sexually immoral, idolaters, adulterers, male prostitutes, men who engage in illicit sex...

I'll set aside μαλακοί for now, and just focus on ἀρσενοκοῖται: a word now usually translated in more specialized commentaries along the lines of "those [=masculine] who have sex with males."
On one hand, the fact that this no longer reads "sodomites" as it did in the 1989 edition of NRSV — somehow an even more archaic step back from the 1951's Revised Standard Version's own "homosexuals" — is very much welcome. (For some reason the otherwise excellent recent NABRE still continues to use "sodomites," though.)
However, NRSVue seems to have fixed this problem only by creating an equally serious one.
My first thought on seeing its new translation was actually a kind of denial: with "men who engage in illicit sex," surely they can't think that ἄρσενος in the compound is intended to be understood as the subject and not the object, right? Now, perhaps the "men" element in its translation is simply being inferred from ἀρσενοκοίτης as a whole being masculine. But this would make no sense. All of the other terms in 1 Cor. 6.9's list are masculine, too, and yet none of them are rendered by "men who..." by NRSVue. For that matter, if it's just the suffix alone that's supplying "men," then ἄρσενος in the compound isn't being translated at all! And if that had been the case, "men who engage in illicit sex" might have translated the earlier term πόρνοι — "the sexually immoral," as NRSVue renders this — just as well as ἀρσενοκοῖται.
I can only see one takeaway from this: ἀρσενοκοῖται is being understood by the NRSVue team as "males [=men] who bed" — that is, who engage in sex; and the "illicit" element is simply being inferred from its presence in a vice list alongside the other condemned behaviors.
So I've said that surely the NRSVue team couldn't be thinking that ἄρσενος in the compound was intended to be understood as the subject here, instead of the object. The reason for my incredulity is because this is actually very well-worn territory in the debate over the term, and seems to revert to an error that was already comprehensively refuted some forty years ago. The historian John Boswell's celebrated 1980 Christianity, Social Tolerance and Homosexuality was the first study — or certainly the most significant one — to argue at length for an alternative to more traditional renderings of ἀρσενοκοῖται. Boswell did this primarily by claiming that "[i]n no words coined and generally written with the form 'ἀρσενο-' is the prefix demonstrably objective," and concluding that ἀρσενοκοῖται "means male sexual agents, i.e., active male prostitutes, who were common throughout the Hellenistic world in the time of Paul" (344) — males who actively (and, as it were, professionally) fornicate.
What Boswell suggests here is that in compounds that begin with the element ἀρσενο-, "male," and which have a verb or a verbal derivative in the second part of the compound, this doesn't suggest a male receiving the action of the verb, but rather performing the action: the "male" as the subject, not the object. In tandem with this, and honing in on compounds with -κοίτης as the second element, Boswell wrote of these signifying "a person who, by insertion, takes the 'active' role in intercourse" (342). As mentioned, while Boswell went further and connected ἀρσενοκοῖται with men who professionally fornicate in particular, it seems like NRSVue may be relying on similar logic, but taking it more broadly than as a reference to prostitution, and instead simply "men who engage in illicit sex."
The problem here is that the foundation of Boswell's logic here was demonstrably false. David Wright's 1984 article "Homosexuals or Prostitutes? The Meaning of ἀρσενοκοῑται (1 Cor. 6:9, 1 Tim. 1:10)" in Vigiliae Christianae was devoted specifically to Boswell's claims in this regard, and was utterly devastating. Wright notes, for example, that "[o]f two standard listings, comprising twenty-two compounds of -κοίτης . . . there is scarcely a single example to corroborate Boswell's claim" (129). He writes in greater detail that

Boswell did not go on to enquire whether in other compounds of -κοίτης the first half ever denoted who did the 'sleeping'. In all, it seems, of the comparable compounds the first element in fact specifies the object of the 'sleeping' or its scene or sphere-what one might call its indirect object (e.g., χαμαικοίτης, sleeping on the ground; ἀνεμοκοίτης, luller of winds; ἡμεροκοίτης, sleeping by day). Thus we have δουλοκοίτης (sleeping with slaves, not slaves sleeping with others), μητροκοίτης (not mother who sleeps around), and πολυκοίτης (sleeping with many others). Invariably -κοίτης has, as one might expect, a verbal force on which is dependent the object or adverb specified in the first half of the word. (130)

Similarly, as for compounds beginning with ἀρσενο- or the dialectical equivalent ἀρρενο-, Wright noted that "[i]n most if not all of the compounds in which the second half is a verb or has verbal force, the first half denotes its object, irrespective of whether it is ἀρρενο- or ἀρσενο- (e.g., ἀρρενομιξία, ἀρσενομίκτης, ἀρσενοβάτης, ἀρρενοβασία, etc.)" (132).
More recently, in his article "μαλακοί and ἀρσενοκοῖται: In Defense of Tertullian's Translation" (New Testament Studies 2019), John Cook covers this similarly, affirming this and listing other examples, too. He lists, for example,

Verbs formed with the stem -κοιτ- have a component meaning ‘sleep’: φορμοκοιτέω (‘sleep on a mat’); σκληροκοιτέω (‘sleep on a hard bed’); ἀνδροκοιτέω (‘sleep with a man’); αἰθριοκοιτέω (‘sleep in the open air’); ἐγκοιτέω (‘sleep in/on’); λαθροκοιτέω (‘live in secret marriage’); μονοκοιτέω (‘sleep alone’); and χαμαικοιτέω (‘lie/sleep on the ground’). Although Wright lists many constructions which end in -κοίτης and so forth, the issue deserves more discussion. Important terms that signify sexual intercourse (a semantic field) include . . . ἑλληνοκοίτης, μητροκοίτης, ἀνδροκοίτης, δουλοκοίτης, κυνοκοίτης, Onocoetes (ὀνοκοίτης), ἀρσενομίκτης, ἀρρενομιξία, ἀρσενοβάτης and ἀνδροβάτης. (336-37)

As hinted at, there was also a class of words where the -κοιτ- stem didn't euphemistically denote sexual intercourse, but rather a literal kind of sleeping. This was often used to refer to the habitat/setting one would sleep in, and for other figurative uses too. Invariably, though, as Cook notes, "[t]he preceding element [in the compound] is not . . . the subject but the object of κοίτης":

δρυοκοίτης (‘sleeping/living in an oak’); βορβοροκοίτης (‘mud coucher’; a frog); ἡμεροκοίτης (‘one who sleeps in the day’; can be a fish or a bat); παρακοίτης (‘one who lies beside’, a husband); ὑληκοίτης (‘one who lodges/sleeps in the wood’); χαμαικοίτης (‘one who lies on the ground’); κλεψικοίτης (one who seeks stolen love; ‘sleeping in something stolen’); ἐνωτοκοίτης (‘with ears large enough to sleep in’); ἀνεμοκοῖται (‘wind-lullers’, sorcerers at Corinth; people who ‘sleep’ the wind). Only παγκοίτης resists the analysis (‘where all must sleep’; i.e. the grave), but even in this case the individual referred to by the component -κοίτης sleeps in an object. (338)

In any case, one of the other major observations in David Wright's 1984 article — one that would guide almost all subsequent academic analysis of the term — was his emphasis on ἀρσενοκοίτης' association with (and indeed derivation from) the Septuagint's translation of Leviticus 18.22 and/or 20.13. Wright had noted that "Boswell quotes these LXX verses elsewhere in his study . . . but never considers their possible significance for the meaning of ἀρσενοκοῖται in the New Testament" (126), and that "[i]t is surely a safe presumption here that ἀρσενοκοιτεῖν refers to the Levitical proscription of male homosexual activity" (127). Cook affirms all this as well; and re: the early Christian reception of this, he additionally notes that "[a] fair number of other usages of Lev 18.22 and 20.13 can be found in the volumes of the Biblia Patristica and in lemma searches on ἄρσην and κοίτη in the TLG database" (335 n. 16).
My intention in this post isn't to explore exactly how might Paul might have understood the injunctions of Leviticus 18.22/20.13 vis-à-vis ἀρσενοκοίτης and how this would have been taken to apply in the first century Greco-Roman world, though. Pederasty was surely the most prominent form of homoeroticism that Paul sought to condemn in this. But with the same amount of certainty with which we can affirm that, we can also be certain that the ἀρσενο- element in ἀρσενοκοίτης is the object and not the subject; and that the predominance of pederasty — and even Paul's intended condemnation of this — isn't even remotely incompatible with ἀρσενοκοῖται unambiguously denoting "those [men] who sexually penetrate males." (My intention here isn't to explore the later reception of ἀρσενοκοίτης/ἀρσενοκοιτεῖν in the church, either, though. I have a detailed study on this in the works.)
How did the new translation in NRSVue go so wrong, then? On one hand, as I already suggested, it's very tempting to think that the editors are dependent on a(n erroneous) morphological analysis similar to Boswell's. On the other hand, it's very surprising that if these editors knew enough to be aware of Boswell's work in the first place, that they wouldn't have also been aware of the critical reception of his work.
Interestingly, there actually seems to have been some discord in the NRSVue team on this, between the original updated translation and what the broader team of editors did with it. It's basically a rag, but there's an article in The Washington Times that covers all this; and it looks like the author(s) did legitimately manage to get in touch with a number of people involved with NRSVue's translation and its editorial team. The article explains: https://imgur.com/gnvcQsB.
It'd be interesting to know exactly what Nasrallah proposed as her original translation, and what exactly the editorial thinking/process was that led to its revision. Unfortunately, it's almost certainly too late at this point for there to be any further revision of this — even for the forthcoming print edition.

So I have hit that point in my writing journey where I have started reviewing my draft using benchmarks in highly regarded books such as 'The first five pages'.
I quickly realised I am guilty of most of the stylistic sins and my writing is trash. What I noticed after correcting every error is that I end up with flat, toneless, prose that reminds me of the sort of novels that you pick up at the airport and leave in your hotel room and never think of again. A lot of these books use exaggerated/made up examples of 'bad' writing, so I thought it would be useful to go back to some of my favourite works in my genre (fantasy) and look for examples how 'good' writing works. What I found surprised me. By the standards of Five Pages et al, some of the most loved fantasy series would have never made it out of the slush pile. Take this paragraph in the first chapter of one of my favourite fantasy novels (my comments in brackets):
"The rememberence was almost ('almost' weakens the sentence) physical; the chill greyness of the fading day, the remorseless (clichè description) rain that soaked me, the icy cobbles of the strange town's streets, even the calloused roughness of the huge hand that gripped my small one. Sometimes I wonder about that grip. The hand was hard and rough (redundant, hands were rough in the previous sentence), trapping mine within it. And yet it was warm, and not unkind, as it held mine. (sentence reads awkwardly). Only firm. It did not let me slip on the icy streets (streets still icy), but it did not let me escape my fate, either. It was as implacable as the freezing grey rain (the greyness of the fading day and icy cobbles and icy streets already imply the rain was likely cold and grey) that glazed the trampled snow and ice of the gravelled pathway (cobbled a few sentences ago and material of the path adds little to the story) outside the huge wooden doors of the fortified building that stood like a fortress within the town itself. (A fortified building is generally a fortress. 'Like a fortress' is also a cliche)"
Despite the prevelance of 'flaws' that almost any book on writing or self editing will advise against, I find the imagery vivid and the paragraph doesn't 'feel' amateur. Plus, the author has $18m net worth, and the book appears on many lists of 'best fantasy series'.
My point is not that we shouldn't strive for brilliant prose or high standards. I am more pointing out that there's a point between 'enthusiastic amateur writing' and 'sitting down to seriously try to learn how to write well' when absolutely everything you do naturally in your writing will seem to doom it as hopeless, and your efforts to improve will quite possibly make your writing look worse if anything. You will despair of ever 'getting it' or understanding how to banish cliche, 'telling', adverb addiction and repetition from your work. Then you will pick up your favourite book and see it with new eyes and realise 'perfect' prose is a myth. Good writing is ultimately writing that people want to read. Technically perfect writing is a bar even talented, experienced writers sometimes fall short of.
Poe can rhyme 'window lattice' with ' what there at is' and Hobb can write a 'fortified building that stood like a fortress' and still be widely read because they are presumably experienced enough and worked hard enough to have figured out which stylistic 'errors' held their writing back. They don't need to 'write by numbers' because they know how to tell a compelling story with a strong voice, in their own style. So, work at improving but don't get completely paralyzed by industry standards. There are more ways than one to skin a literary cat.

Is there a resource that can help nail down articles and noun forms based on the most frequently spoken words?
Let me tell you why I'm diving deep into articles and noun forms. While working on my always-on transcription tool, I noticed that speaking in standard English reduces errors in transcription. Plus, my tool's hooked up with Grammarly, which calls out my grammatical errors. It's through this integration that I've become more aware of the errors I make. So, I figure if I can nail down my article and noun usage, I'll improve my transcriptions. They say content words matter more than function words, but as a Grammar Nazi, I'll tell you: all words matter.
If there's already a method that works, I want to use it. And even if a resource doesn't check all the boxes but does some things well, I'm down to see how it could fit into a bigger solution I might put together.
Here's what I am looking for in a resource:

• Goal: To use the correct articles (definite, indefinite, or no article) and form of nouns (singular, plural) with 95% accuracy when speaking English.
  
• Approach: Cover 95% of the most frequently spoken nouns or noun meanings to achieve the goal.
  
• Data Source: Prefer spoken frequency data, but written frequency data can be used as a substitute if spoken data is not available.
  
• Data Format:
  
  • Noun, sorted by spoken frequency.
  • Test:
  • Phrase or sentence with the article and noun hidden for a fill-in-the-blank style question.
  • Keep determiners (like "some", "my", and "which") to a minimum in the test phrases, since they can mess with assessing if you understand countable and uncountable nouns. But determiners can be included if they're part of set expressions.
  • Minimize the use of adverbs and adjectives unless part of set expressions.
  • Short phrases are preferred over full sentences.
  • Basic, commonly understood verbs and nouns that get the point across.
  • Answer: The correct noun form and article to be filled in.
  • Explanation:
  • Identify the specific meaning of the noun used in the test.
  • Outline the grammatical rule determining the correct article and noun form.
  • Note if it is part of a set expression.
• Data Format Example:
  
  • Noun: time
  • Test: I lived in New York for ___.
  • Answer: a time
  • Explanation:
  • "Time" in this context refers to a phase, making "time" singular.
  • "For a time" is a set expression.
• Licensing: Open source or permissible for any purpose, including commercial use.
  

There are tons of resources that talk about this stuff, but these resources don't cut it for me.

• 'A' and 'The' Explained: It does a great job explaining the general principles of article usage, but it doesn't have that list of words covering 95% of spoken language.
  
• Oxford Advanced Learner's Dictionary:
  
  • Fill-in-the-Blank: It's got examples, but not in that fill-in-the-blank style.
  • Explanation: While it does tell you if a noun is countable or uncountable, it often lists multiple options without guidelines on when to use which one.
  • Determiners: Examples often have determiners like "some".
  • Modifiers: A lot of the examples are complex, with extra adjectives or adverbs.
  • Licensing: Using their data is a gray area, even if it's for educational purposes.

Hey everyone! I hope that this will be taken in the loving spirit in which it is intended. It's supposed to be a light-hearted poke at the posts we see regularly on Fantasy. If it's well received, I will come back with Volume 2: I need a book recommendation
In case you don't know how Mad-Libs work, this will start with a list of types of words, and your job is to provide specific examples of those words. For example I might list "adjective" and you could supply the word "smelly." Then you insert the words at the matching locations and you have your post ready for the good folks of this subreddit.
I'd love to see what people actually come up with posted here as replies.

1. Animal Body Part
2. Adjective
3. Cosmere Planet
4. Adjective
5. Movie Star
6. Profession
7. Adjective
8. Non-Sanderson Fantasy Location
9. Weather Event
10. Adjective
11. Adjective
12. Food
13. Noun
14. Noun
15. Famous Fantasy Author
16. Adjective
17. Emotion
18. Noun
19. Location
20. Cosmere character
21. Adjective
22. Character trait
23. Adverb
24. Another Famous Fantasy Author
25. Adjective
26. Noun
27. Adjective
28. Adjective
29. Noun
30. Noun
31. Verb
32. Adjective
33. Noun
34. Adjective
35. Iconic Fantasy Character
36. Iconic Fantasy Location

Title: I Just Don't Get Why Sanderson is So Popular!
Alright, let me preface this by saying I know I'm about to rustle some [1] here, but someone's got to say it: Brandon Sanderson is overrated. I know I’m breaking new ground here, but someone has to be [2] and say it like it is.
Don't get me wrong, I appreciate the Cosmere universe and the intricacy of the magic system on [3], but when it comes to prose and character development, he’s about as [4] as [5] trying their hand at [6].
Let’s dig into his prose. It's as [7] as [8] experiencing [9]. Even that complaint was better than his [10] and [11] descriptions of literally everything that run on longer than George R.R. Martin describing a feast serving [12] because at least that involves SOME kind of seasoning, you know?
I get it, Sanderson is more about [13] over [14], but compare him to [15]. They sweep you away with their [16] descriptions of literally everything that happens. I was overcome with [17] just reading a paragraph in which they described a [18] in a [19] - you know the scene I mean. THAT is how you keep a reader coming back for more. Sanderson needs to stop being so formulaic and look at how the real authors do it.
Even worse is his characterization. I mean, look at [20]. There is nothing there. Nobody behaves like that and the dialogue is just [21]. Who even talks like that? It’s like the only goal is to make sure the reader knows that they are [22] and Sanderson is going to [23] tell you instead of showing you with the nuance of [24].
Face it, his characters are about as [25] as [26] in a low-budget film. Sure, they might have [27] powers or [28] backstories, but they lack [29] and [30]. I want characters who [31] off the page and stay with me long after I've finished the book, not [32] cutouts going through the motions of a [33].
I know that the rest of Fantasy thinks that Sanderson is [34] and that I’m going to get downvoted like [35] in [36] for saying this, but someone had to speak truth to power.

Where are we recursing and what is happening there? I understand that we need multiple array list to store noun verbs and adverbs etc and then what?

I am currently elbow deep in the polishing phase of my latest WIP, and I just keep seeing the same things. Maybe you do these too, maybe you do other things. Let’s help each other out and list them!
Filter Words: Saw, smelled, tasted and felt can often be dropped in place of describing the thing itself. Doing so removes a ‘filter’ between the reader and character and makes the text that much more engaging.
Example Jane watched the eagles swoop overhead. becomes The eagles swooped overhead.
Was + Present Tense Verb: If you spot this word combination, check to see if you can’t swap it out for the past tense verb.
Example Kevin was running down the road. becomes Kevin ran down the road.
Verb + Adverb: Adverbs have a bad rap in the writing community, but that’s because they are seasonings. If you put too much salt on any meal, it will go bad. If you find a verb group, double check you can’t just use a more descriptive verb to kill two birds with one stone.
Example: Mary walked forcefully up to the altar. becomes Mary stomped up to the altar.
Redundant Phrases: If the key to good writing is brevity, cutting out unnecessary words is a large part of good writing. Stand up… can you stand any other way but up? Sit down… can you sit anywhere else but down? Nodded his head… can you nod anything else? Keep an eye out for things you can cut that have no impact on a sentence’s meaning.
Example: Peter stood up and crossed the room to hide out of sight. becomes Peter stood and crossed the room to hide.
Meaningless Filler: These are words that sneak in. I overuse the word just to a fault. Occasionally they warrant their place in a paragraph, but most of the time they’re just not necessary. You can get great lists of these filler words off Google and then just run a search on your manuscript during editing time.
Example: Most of the time they’re just not necessary. becomes Most of the time they’re not necessary
Names in Dialogue: I do this when I’m not confident in my character’s voice and worry the reader won’t know who is speaking. It is unnatural and breaks immersion. People rarely use the name of the person they are speaking to. Keep an eye out for it.
Example: “That’s enough nonsense, Sally. I’m taking the cat.” becomes “Thats enough nonsense. I’m taking the cat.”
Looked: This is another filter word, but it gets its own paragraph because of how often I overused this word in my first book. If the viewpoint character is the one doing the looking, this sentence (or clause) can almost always be dropped entirely as the narration already implies what they see.
Example: Lilly looked down the road. A black car stopped at the lights. becomes A black car stopped at the lights.
Repeated sentiments: In early drafts I hammer points home to no avail. Again, this is me not trusting the reader. Sometimes you want this (like in the climactic moment of your story) but if you do it for everything, you’ll sound like a broken record. Let your best descriptions carry the weight and cut everything else.
Example: George was furious. Crimson fury bubbled inside him, searing hot and full of rage. becomes Crimson fury bubbled in George’s chest.
How about you? What are your best tips, or unfortunate tendencies when doing that final polish?

As a separate question,

1. The doctor tried hard to save him, sick with a severe headache
2. On my way home, I witnessed them doing that
3. Being on my way home, I witnessed them doing that
4. On the way home, I found my wallet I had lost.
5. I learned the world the way he taught me
6. I learned the world in the way he taught me
7. There is nothing broken with you that needs to be fixed
8. Back in formation!
9. Get back in formation!
10. It's so sad this happened to you.
11. It's so sad that happened to you.
12. He studied algebra in relation to geometry from a unique perspective by applying geometry to algebra
13. It was Tom that I met to volunteer.
14. It was them that I met just a while ago.
15. It was them that I met just before.
16. It was they that wanted to meet you.
17. It was them that wanted to meet you.
18. Don’t you roll your eyes at me about the extra cost
19. Don’t you roll your eyes at me over the extra cost
20. Tom gazed at the completed puzzle on the table, a complex image of a starry night sky. He had spent hours fitting the pieces together, and now it was complete. With a satisfied nod, he murmured to himself, “It was as this,” appreciating the perfect alignment of every single piece.
21. It was like this.
22. Smoke hung in the air above the city
23. She slept in her room, on the bed, under the stars
24. Here are the questions you may want to study before the test
25. Running to the store quickly, John forgot his wallet suddenly
26. While running to the store quickly, John forgot his wallet suddenly.
27. While John was running to the store quickly, John forgot his wallet suddenly.
28. I am not this way.
29. I am this way.
30. They made us this way.
31. I am the way I am
32. I was not in the house.
33. I was not there.
34. I was in the house.
35. I was there.
36. He played it the way I did.
37. He played it the same way I did.
38. He played it the same I did.
39. He sang the way I did.
40. He sang the same way I did.
41. He sang the same I did.
42. The sentence would still be correct even if the word is put at the front of the sentence from where it originally modified the phrase.
43. The sentence would be still correct even if the word is put at the front of the sentence from where it originally modified the phrase.
44. The sentence would be wrong if the word is put at the front of the sentence from where it should have modified the phrase.
45. He is not smart.
46. I enjoy reading books studiously.
47. Injured severely, I can't move.
48. Sick severely, I can't wake up
49. Severely sick, I can't wake up.
50. Being injured severely, I can't move.
51. Being sick severely, I can't wake up
52. Being severely sick, I can't wake up.
53. As I am injured severely, I can't move.
54. As I am sick severely, I can't wake up
55. As I am severely sick, I can't wake up.
56. Severely injured, I can't move.
57. Being severely injured, I can't move.
58. Severely being injured, I can't move.
59. As I am severely injured, I can't move.
60. The weather was terrible. It ruined our picnic plans.
61. Even though it was small, the car was powerful
62. He was clasping the vase tightly, terrified of dropping it.
63. The movie was so captivating that it held everyone’s attention until the very end
64. It was the cats that scrathced me.
65. I saw him studying for himself
66. I do not want it.
67. I have not seen him.
68. That is worth it.
69. In my house, I did not see it.
70. Important to note is that the Family Health Study did not use standard IQ tests to measure intelligence.
71. Attractive individuals were more intelligent by 9.5 IQ points
72. She has never said about it.
73. She never said about it.
74. He said never a word about it
75. He was caught lacking.
76. He was found dead.
77. He was found sleeping in the car in sunlight
78. He was never smart
79. He was never in the house.
80. He was never here.
81. You are never even a man.
82. He never was smart
83. He never was in the house.
84. He never was here.
85. You never are even a man.
86. Never, he was smart
87. Never, he was in the house.
88. Never, he was here.
89. Never, you are even a man.
90. Everybody eats liver but not Teresa.
91. Everybody eats liver, not Teresa.
92. He usually eats sweets but not when someone is looking.
93. He usually eats sweets, not when someone is looking
94. I fought him, but not because of you.
95. I fought him, not because of you.
96. I stole them, but never because I wanted them for myself.
97. I stole them, never because I wanted them for myself.
98. I stole them, but never for myself.
99. I stole them, never for myself.
100. Even aside from his extensive volunteer work, his academic achievements alone are impressive.
101. Even provided that the weather remains clear, we should still prepare for potential delays during the hike.
102. Aside from the chilly weather, the marathon was a success.
103. Provided that you return home by midnight, you may attend the concert
104. Contrary to orders, he set out alone
105. Not knowing whether it could fly, the young bird jumped out of the nest for the first time.
106. Not influenced by the criticism, she continued her research with determination
107. Not sick with a headache anymore, I went outside
108. I’m referring to the pencil not on the table.
109. I’m referring to the pencil that is not on the table
110. I’m referring to the pencil not broken
111. I’m referring to the pencil that is not broken
112. I’m referring to the boy not sick with a headache
113. I’m referring to the boy who is not sick with a headache.
114. Seriously, I did not think about it.
115. I did not think about it seriously.
116. Quickly, I did not run to the bus stop.
117. I didn't run to the bus stop quickly.
118. Seriously, I thought about it.
119. I thought about it seriously.
120. Quickly, I ran to the bus stop.
121. I ran to the bus stop quickly.
122. Under the previous version of the Act, the seller could take possession of the goods and retain them until payment was made.
123. Are three analyses possible?
124. Are these three analyses possible?
125. All all analyses possible?
126. All the three cars
127. All three cars
128. All of the three cars
129. Three of all the cars
130. Three of all cars
131. The three of all the cars
132. The three of all cars
133. I was there to the bus stop
134. Sorry for asking such a lot of questions.
135. With his dog, he slept on the bed.
136. Being with his dog, he slept on the bed
137. While he was with his dog, he slept on the bed.
138. With Jennifer on the floor, he slept on the bed.
139. With Jennifer being on the floor, he slept on the bed.
140. While Jeniffer was on the floor, he slept on the bed.
141. I was not there.
142. I was there.
143. The letter is to my father.
144. He talked about the letter to my father.
145. That is a letter to my father.

Q1) Are 1-145 above all correct English or at least acceptable English?
As for 10 and 11, there is not "that", which should be written as "It's so sad that this/that happened to you", but even so, are 10 and 11 correct English?
Q2) As for 1, grammtically, can the bold part be analyzed as modifying either "The doctor" or "him" since it is set off by a comma? Are both analyses all possible?
Q3) But as for 1, according to context, can the bold part only be analyzed as modifying "him"?
Q4) As for 1, although it's clear to write the bold part as "who was sick with a severe headache" if the bold part can clearly be seen as modifying "him", is it possible and done by native English speakers to write and say the bold part to modify "him" like that?
Q4-1) As for 1, are your answers to Q1, Q2, Q3, Q4 still the same even when the real name "Tom is used instead of "him" in sentence 1 and in all the questions Q1, Q2, Q3, Q4?
Q5) As for 2 and 3, can the bold part in 2 be analyzed as being short for the bold part in 3, since "being" is omitted?
Q6) As for 2, can the bold part also be analzyed just as modifying either the verb "witnessed" or the entire clause "I witnessed them doing that"? Are both analyses all possible?
Q7) As for 3, can the bold part be analyzed as modifying either the subject "I" or the verb "found" or the entire clause ""I witnessed them doing that"? Are these three analyses all possible?
Q8) As for 4, does the bold part modify either "found" or the entire clause "I found my wallet I had lost"? Are both analyses all possible?
Q9) As for 5 and 6, do the bold parts all modify either "learned" or the entire clause "I learned the world"? Are both analyses all possible?
Q10) Do 5 and 6 mean the same thing?
Q11) As for 5 and 6, is "the way" the object of the verb "taught" like "he taught me the way"?
Q12) As for 7, does the bold part modify "nothing"?
Q13) As for 7, can the bold part also be analyzed as modifying "nothing broken with you"?
Q14) As for 7, does "broken" modify "nothing"?
Q15) As for 7, does "with you" modify "broken"?
Q16) As for 8, is "Back" used as an adverb?
Q17) Can 8 be analyzed as a fragement of sentence 9?
Q18) As for 10 and 11, does "It" refer to the bold parts?
Q19) As you see, 8, 10, 11, and even aside from such examples, can any word or any words, whether the word or words, is or are adverb, nouns, adjectives, phrases, or clauses, be omitted if it or they can be understood? and is it often done by native English speakers?
Q20) Do 18 and 19 mean the same thing?
Q21) As for 18 and 19, do the bold parts all modify the verb "roll"?
Q22) As for 18 and 19 , do the bold parts mean the same as "regarding the extra cost" ? and do "about" and "over" mean "regarding" in 18 and 19?
Q23) As for 18 and 19 , does even "at me" also modify the same verb "roll"?
Q24) As for 9, does "back" as an adverb modify the verb "Get"?
Q25) As for 9, is "Get" used as a verb?
Q26) As for 9, does the prepositional phrase "in formation" also modify the verb "Get"?
Q27) In what context, can 8 and 9 be used?
Q28) As for 12, do the three prepositional phrases "in relation to geometry", "from a unique perspective", and "by applying geometry to algebra" all modify the same verb "studied"?
Q29) As for 12, can "from a unique perspective" be analyzed as modifying the entire clause "He studied algebra in relation to geometry"?
Q30) As for 12, can "by applying geometry to algebra" be analzyed as modifying the entire clause "He studied algebra in relation to geometry from a unique perspective"?
Q31) As for 13, 14, 15, 16, 17, do the bold parts all modify and describe "Tom", "them", "they"?
Q32) As for 13, 14, 15, 16, 17, what does "It" refer to?
Q33) As for 14, 15, 16, 17, are they really correct English even though "It" refers to a singluar thing, but "them" and "they" refer to several things?
Q34) As for 14, 15, 16, 17, maybe can even "It" refer to several things?
Q35) As for 20, in the bold part, does "as this" modify and describe "It"?
Q36) As for 20, what does the bold part mean in other words? and does the bold part fit in the context? and can "as this" be used in such a context?
Q37) As for 20, is the bold part the same in meaning as "It was like this"?
Q38) As for 21, what does the bold part mean?
Q39) As for 21, does "like this" modify and describe "It"?
Q40) As for 20 and 21, in the bold parts, can "like this" also be analyzed as modifying the verb "was"?
Q41) As for 22, can the bold part be analzyed as modifying either "hung" or "the air" or the entire clause "Smoke hung in the air"? Are these three analyses all possible?
If so, can the meaning of sentence 22 be different according to what the bold part modifies?
Q42) As for 23, do the three prepositional phrases "in her room", "on the bed", and "under the stars" all modify the same verb "slept"?
Q43) As for 23, can "on the bed" be analyzed as modifying the entire clause "She slept in her room"?
Q44) As for 23, can "under the starts" be analyzed as modifying the entire clause "She slept in her room, on the bed"?
Q45) Even if a word or words or a phrase or a clause is put at the front of a sentence or anywhere in a sentence, from it was or they were, whether it is or they are set off by a comma or by commas, if its or their relasionship to what it originally modified or they originally modified is still clear, can it or they still be analyzed as modifying what it originally modified or they originally modified?
For example, even if "under the starts" is put at the front of 23, "under the starts" can still be analyzed as modifying "slept"
Q46) Even if "under the starts" is put at the front of 23, "under the stars", whether "under the stars" is set off by a comma or commas, can still be analyzed as modifying either "slept" or the entire clause "She slept in her room, on the bed"? Is either analysis possible?
Q47) As for 24, can the bold part be analyzed as modifying either "want" or "study"? Are both analyses possible?
If so, can the meaning of 24 be different according to what the bold part modifies?
Q48) As for 25, 26, 27, does "quickly" modify "Running" and "running"?
Q49) As for 25, 26, 27, does "suddenly" modify "forgot"?
Q50) As for 24, does "before the test" grammatically and structurally belong to this clause "you may want to study"?
Q51) As for 24, is "the questions" the object of "study" ? So, does "to study" modify "the questions"?
Q52) Can a word or words or a phrase or a clause or a sentence be analyzed as modifying multiple things according to how it or they can be analyzed? I think so because the parts of English sentences can be analyzed in different ways.
Q53) Like in 25, 26, 27, can an adverb like "quickly" be used to modify a participle phrase "Running to the store" or a reduced subordinate clause "While running to the store" or a subdordinate clause "While John was running to the store"?
Q54) Like in 25, 26, 27, can an adverb like "suddenly" be used to modify a main clause "John forgot his wallter" or a main verb "forgot" even when there is a participle phrase or a reduced subordinate phrase or a subordinate clause?
Q55) As for 28 and 29, can "this way" be grammatically analyzed as an adverbial phrase or as an adjectival phrase? Is either analysis possible?
Q55-1) By the way, do you know what is adverbial phrase and adjectival phrase?
I ask this since you might have never heard of them. Adverbial phrase means that a phrase that consists of one word or multiple words is used as adverb, and adjectival phrase means that a phrase that consists of one word or multiple words is used as adjective. Of course, even an article like the, a, an is considered as a word, so "a man" can be considered as a noun phrase.
So, so far answering my questions, have you known that even an article is considered as a word, and even a single word "water" or an article and a noun combination like "a man" can be considerd as a phrase?
And maybe have you already known what is phrase and clause so far, answering even my questions? I'm sure you have, considering your answers, but just to check, I'm asking.
Q56) As for 28 and 29, can "this way" be grammatically analyzed as an adverbial phrase that modifies "am" or as an adjective phrase that modifies "I"?
Q57) What do 28 and 29 mean in other words?
Q58) As for 30, can "this way" be grammatically analyzed as an adverbial phrase that modifies "made" or as an adjectival phrase that modifies and describes "us"? Which analysis is correct?
Q59) When I ask whether something can be analyzed, do you think that means that I want to get a grammatical analysis of something even though I haven't written "Something can be grammatically analyzed"?
Q60) As for 31, is the bold part used as an adjective phrase that modifies and describes the subject "I"?
Q61) As for 32,33,34,35, do the bold parts all modify the verb "was"?
Q62) As for 32 and 34, are the bold parts used as prepositional phrases?
Q63) As for 33 and 35, are the bold parts used as adverbs?
Q64) As for 36-41, are the bold parts used as adverbial phrases?
Q65) As for 36-41, do the bold parts modify the verbs "played" and "sang"?
Q66) As for 42 and 43, is "still" used as an adverb?
Q67) As for 42, does "still" modify the verb "be"?
Q68) As for 43, does "still" modify the adjective "correct"?
Q69) As for 28, 32, 33, does "not" modify and negate the verb "am" and "was"?
Q70) As for 28, 32, 33, 45, can "not" be analyzed as modifying and negating "this way", "in the house", "there", and "smart"?
Q71) As for 31, 36-41, are "this way" ,"the way", "the same way", and "the same" used as conjunctions?
Q72) Maybe have you also known about subordinate clause, conjunction, infinitive, and participle phrase, past participle, present participle phrase, adverb, adjective, dangling particple, present participle, past participle, gerund ,and so on? Or do you know quiet well about grammar terms and their functions, having answered my questions so far? I'm asking this again since if there is something you are not used to, I should tell you, but I'm pretty sure that you at least know all of their functions and what they are. Maybe might you have told me if you don't have any knowledge of such grammar terms?
Q73) Like in 42 and 44, is it grammatically correct to use the past tense "modified" and "should have modified" even if the sentences just refer to a conditional situation?
Q74) As for 42 and 43, is there any difference in meaning because of the placement of "still"?
Q75) As for 45, is "smart" used as an adjective that modifies the subject "He"?
Q76) As for 46, does the bold part "studiously" modify the gerund "reading books"?
Q77) As for 47-59, is "severely" used as an adverb?
Q78) As for 47-59, does "severely" modify "Injured" and "sick"?
Q79) As for 47-59, are these parts "Injured severely", "Sick severely, "Severely sick" just the same in meaning and in structure as these parts "Being injured severely", "Being sick severely, "Being severely sick" and "As I am injured severely", "As I am sick severely, "As I am severely sick"? So, is "Being" or "As I am" just omitted from and implied in "Severely injured" and "Severely sick"?
Q80) As for 60, does "It" refer "The weather"?
Q81) As for 61, does "it" refer to "the car"?
Q82) As for 62, does "it" refer to "the vase"?
Q83) As for 62, can "tight" be used instead of "tightly"? And if "tight" is used, is "tight" an adverb?
Q84) As for 63, does "it" refer to "The movie"?
Q85) As for 64, what does "It" refer to? Is "It" used just as a cleft function for emphasis on the subject "the cats"? Can't "It" actually refer to the cats? but just used to convey an emphatic effect on the cats? If so, does "It" not refer to anything?
Q86) As for 65, does "studying for himself" modify and describe "him"?
Q87) As for 66, can "not" be analyzed as modifying and negating either "want" or "do"?
Is either analysis possible?
Q88) As for 67, can "not" be analyzed as modifying and negating either "seen" or "have"?
Is either analysis possible?
Q89) As for 68, can "it" be analyzed as referring to "That"?
Q90) As for 69, can the prepositional phrase be analyzed as modifying either "did" or "see"?
Is either analysis possible?
Q91) As for 70, is "important" used as an adjective?
Q92) As for 70, does "important to note" modify and describe the bold part?
Q93) As for 70, is the bold part the real subject of sentence 70? And is the sentence order reversed since "Important to note" is not the subject of sentence 70?
Q94) As for 70, is the object of "to note" the bold part?
Q95) As for 71, is "more intelligent" used as an adjectival phrase that modifies and describes "Attractive individuals"?
Q96) As for 71, can the bold part be analyzed as modifying either "intelligent" or "were" or the entire clause "Attractive individuals were more intelligent"? Are these three analyses all possible?
Q97) Is 71 still correct English and the same in meaning even if the bold part is put at the front of sentene 71 and anywhere in sentence 71?
Q98) As for 72, can "never" be analyzed as modifying and negating either "said" or "has"? Are both analyses all possible?
Q99) As for 73, can "never" be analyzed as modifying and negating "said"?
Q100) As for 74, can "never" be analyzed as modifying and negating either "said" or "a word"? Are both analyses all possible?
Q101) As for 78,79,80,81, can "never" be analyzed as modifying either "smart", "in the house", "here", and "even a man" or "here"? Are both analyses all possible?
Q102) As for 81, does "even" modify "a man"?
Q103) Afor 78,79,80,81, is "never" used as an adverb? and is "even" used as an adverb?
Q104) As for 82, 83, 84, 85, does "never" modify and negate "was" and "are"?
By the way, so far, have you accepted the meaning of "modify" and "modifying" as chainging the meaning of something or adding a meaning to something or grammatically affecting something?
Q104) As for can "Never" be analyzed as modifying either "was" and "are" or the entire clauses "He was in the house", "He was here", and "You are even a man"?
Q105) Do 86, 87, 88, 89 and 82, 83, 84, 85 all mean the same as 78,79,80,81?
Q106) As for 75, 76, 77, do the bold parts all modify and describe "He"?
Q107) As for 75, is the sentence the same as "Somone caught him lacking"?
Q108) What do 75, 76, 77 mean in other words?
Q109) Is it possible and quite arbitary and often done by native English speakers to put a word or words or a phrase or a clause or a sentence from their common positions, whether it's by a mistake or to give an effect or not, aside from the strict grammar rules?
And do you know that a clause is a part of a sentence and the clause consists of a verb and a subject, and so the clause is grammatically different from the sentence
Q110) Is it possible and quite arbitary and often done by native English speakers to omit a word or words or a phrase or a clause or a sentence and or to add a word or words or a phrase or a clause or a sentence, aside from the strict grammar rules?
Q111) As for 90-97, do 90, 92, 94, 96 all mean the same as 91, 93, 95, 97?
Q112) As for 90,91,92,93, does "not" modify and negate "Teresa" and "when someone is looking"?
Q113) As for 94 and 95, does "not" modify and negate "because of you"?
Q114) As for 96, 97, 98, 99, does "never" modify and negate "because I wanted them for myself" and "for myself"?
Q115) Like in 60, can "It", "this", "that", "those", "them", "these", "he", "him", "she", "her" be used to refer to either something or things that previously mentioned in another sentence or will be mentioned in another sentence? Is either analysis possible?
Q116) Like in 61, 62, 63, 64, can "It", "this", "that", "those", "them", "these", "he", "him", "she", "her" all be used to refer to something or things that is or are previously mentioned in the same sentence or will be mentioned in the same sentence?
Q117) Like in 91, 93, 95, 97, 99, can "but" be omitted in such a sentence construction?
Q118) As for 90-99, can "not" and "never" also be analyzed as modifying "eats", "fought", and "stole" if "not" and "never" is thought of as the reduced versions of "(does) not (eat/fought/stole) "?
Q119) As for 100, is the bold part used as an adverb that modifies either the entire sentence or the verb "are"? Are both analyses all possible?
Q120) As for 101, is the bold part used as an adverb that modifies either the entire sentence or the verbial phrase "should still prepare" or the verb "prepare"? Are these three analyses all possible?
Q122) As for 103, is the bold part used as an adverb that modifies either the entire sentence or "may attend" or "attend"? Are these three analyses all possible?
Q123) In English, does it make the meaning of a sentence entirely different to move a word or words or a phrase or a clause or a sentence from its or their original placement since the placement decides on what it modifies or they modify?
Q124) As for 100 and 101, is "Even" used as an adverb that modifies "aside" and "provided"?
Q125) As for 104, does the bold part modify either "set" or the entire sentence?
Q126) As for 100 and 102, although 'aside" is an adverb, has it been now treated as a preposition in such a sentence?
Q127) As for 101 and 103, although "provided" is an adjecive as a past participle phrase, has it been used as a conjunction in such a sentence?
Q128) As for 104, although "Contrary" is an adjective, has it been used as a preposition in such a sentence?
Q129) As for 105, 106, 107, does "Not" modify and negate the bold parts?
Q130) As for 105, 106, 107, do the bold parts all modify the subjects either "the young bird", "she", and "I" or the verbs "jumped", "continued", and "went" or the entire sentences 105, 106, 107? Are these three analyses all possible?
Q131) As for 108-113, do the bold parts all modify and describe "the pencil" and "the boy"?
Q132) Can 109, 111, 113 be reduced to 108, 110, 112?
Q133) Actually, are 109,111,113 the same in meaning and in structure as 108,110,112?
Q134) As for 108-113, does "not" modify "on the table", "broken", and "sick with a headache"?
Q135) As for 122, can the bold part be analyzed as modifying either "could take" or "take" or the entire sentence? Are these three analyses all possible?
Q136) Do 114, 116, 118, 120 all mean the same as 116, 117, 119, 121? Maybe is there any difference in meaning because of the placement of the bold parts?
Q137) As for 115, 117, 119, 121, do the bold parts all modify "think", "run", "thought", and "ran"?
Q138) As for 114, 116, 118, 120, do the bold parts all modify either "did not think", "did not run", "did not think", "thought", and "ran", or "did", "thought" and "ran" or the entire sentences 114, 116, 118, 120? Are these three analyses all possible?
Q139) As for 114-121, are the bold parts all used as adverbs?
Q140) Are the meanings of 115 and 117 different from 115 and 117 because the adverbs in bold does not belong to the negative scope of "not" by being placed before "not"?
Q141) Are the meanings of 115 and 117 different from 114 and 116 since the adverbs in bold belong to the negative scope of "not"?
Q142) Maybe can even the meanings of 115, 117, 119, 121 be the same as 114, 116, 118, 120 if the adverbs in bold in sentences 115, 117, 119, 121 are set off by a comma or commas?
Q143) Even if the adverbs in bold in 114 and 116 are placed between "I" and "did", the adverbs are still outside of the negative scope of "not", and so even with the different placements of the adverbs in 114 and 116, would 114 and 116 still mean the same?
Q144) But actually, is it possible and done by native English speakers to use 114, 116, 118, 120 as the same in meaing as 115, 117, 119, 121, regardless of whether the adverbs are in the negative scope of "not" or the adverbs are set off by a comma or commas?
Q145) As for 123 and 124, is this explanation below for 123 and 124 perfectly correct? If so, in my questions like Q7 and Q41, it is right to add "these" and is it wrong not to add "these" since I have already mentioned three analysess?Are three analyses all possible?
Explanation for 123 and 124

• 123. Are three analyses all possible?” - This sentence queries the possibility of all three analyses without specifying any particular analyses.
• 124. “Are these three analyses all possible?” - This sentence is more specific, referring to a particular set of three analyses that have likely been mentioned or are known to the speaker and listener.

Q146) Can "both" be used as an asnswer to a question that uses "either"? For example, "Is either A or B possible?" "Both are possible"
Q147) Do 126-132 all mean the same?
Q148) When it comes to me asking including "either" or several options so far, even aside from this post, I seem to have sometimes written "Are all analyses all possible?" or "Are three analyses all possible?" when asking questions, so I'm somehow worrying if you have misunderstood my questions because there is not "the" or "these", which should have been written, since without "the" or "these", they're maybe understood as referring to unspecific things, but when I asked such questions, I had already listed the options. But might you have understood what I'm asking even with the errors?
Or anyway, so far you have answered my questions, including the questions in this post, and the others you
Q149) As for 133, does "to the bus stop" modify "there"?
Q150) As for 133, is "there" used as an adverb?
Q151) As for 134, does "such" modify "a lot of questions" ?
Q151) How is the meaning of 134 different from "Sorry for asking so many questions"?
Q152) As for 135, 136, 137, 138, 140, can the bold parts be analyzed as modifying and describing either "he" or "slept" or "he slept on the bed" ? Are all these three analyses possible?
Q153) Can 135 be analyzed as just a reduced version of sentences 136 and 137?
Q154) Can 138 be analzyed as just a reduced version of sentencese 139 and 140?
Q155) As for 141 and 142, is "there" used as an adverb?
Q156) As for 141 and 142, can "there" be analzyed as modifying either "was" or the entire clauses "I was not there" and "I was there"? Are both analyses possible?
Q157) Is it best to think that there are not any strict rules when native English speakers use English? I mean since native English speakers don't stick to rules strictly and they can even make a lot of mistakes, is it better just to understand English with context?
Q158) As for 143, 144, 145, does the bold parts all modify and describe "The letter"?
Q159) But as for 144, can the sentence 144 “He talked about the letter to my father” be ambiguous? It could mean that “he” discussed the letter with your father, or it could mean that “he” talked about a letter that is addressed to your father. The ambiguity arises from the prepositional phrase “to my father,” which can be interpreted as either indicating the addressee of the letter or the person with whom “he” was speaking.
Either way, can sentence 144 be considered as correct?
Q160) As for 144, can "to my letter" be analyzed as modifying either "talked" or "the letter"? Which is why 144 is ambiguous?
Q160) When I refer to a sentence, are both "sentence 144" and "the sentence 144" correct English? Is there any difference in meaning according to whether "the" is added or not?
Q161) Do even native English speakers sometimes make mistakes when speaking and writing?
Thank you very much for answering all the questions!

Hello all,
I have recently taken up poetry in the form of Haiku (I'm a beginner). I've been taking a class and writing them on and off for a few months now. I enjoy the art! But I've recently been stuck...it feels like what I write is all the same. I am having a hard time with how to write an effective Haiku with all the rules that make a good Haiku what it is. For reference, here is a list of rules from the class I am talking: 1. Use concise, simple and clear language 2. Write in two sections, using a fragment and a phrase 3. Use sense images, in particular what you see or hear 4. Write in the present tense 5. Compare or contrast two different images as juxtapositions 6. Try to include a seasonal reference 7. Write in 17 syllables or less, preferably between 8-12 8. Use minimal (if any) punctuation 9. Try to make your haiku open-ended and evocative 10. Try not make judgments or express your opinions 11. Limit your use of adjectives and try not to use adverbs 12. Do not use rhyme, simile, metaphor or personification 13. There is no need for capital letters, except for proper nouns
After some time in the class I can see why most of the rules are here. But I find it very hard to express myself (the point of any art) with so many restrictions. Yet I know that working with the rules to prompt being creative will be the key to good Haiku. Additionally, I find that I most often want to write about my presence of mind when I observe nature. But Haiku doesn't seem like a great form for that. I just...don't know what to do. Here are some sample Haiku of mine:
a Torri gate - many people offering springtime payers
through all seasons the cricket's singing - February moon
another's day drive - but this summer walk has taken me farther

so i've swiched to arch linux 2 months becouse i don't like the fact that windows isn't very privacy friendly, so knowing that there is a lot of support from valve with proton i installed all my games that we're supported on linux and they all worked, until yesterday when i wanted do play cs:s and l4d1 and they didn't launch.
this is the log that i recived every time i tried to launch these games:

steam.sh[12690]: STEAM_RUNTIME is enabled automatically setup.sh[12763]: Steam runtime environment up-to-date! steam.sh[12690]: Steam client's requirements are satisfied tid(12816) burning pthread_key_t == 0 so we never use it WARNING: setlocale('en_US.UTF-8') failed, using locale: 'C'. International characters may not work. [2024-04-01 17:25:26] Startup - updater built Mar 6 2024 20:27:25 [2024-04-01 17:25:26] Startup - Steam Client launched with: '/home/gattino093/.local/share/Steam/ubuntu12_32/steam' minidumps folder is set to /tmp/dumps 04/01 17:25:26 Init: Installing breakpad exception handler for appid(steam)/version(1709846872)/tid(12816) [2024-04-01 17:25:26] Loading cached metrics from disk (/home/gattino093/.local/share/Steam/package/steam_client_metrics.bin) [2024-04-01 17:25:26] Using the following download hosts for Public, Realm steamglobal [2024-04-01 17:25:26] 1. https://client-update.akamai.steamstatic.com, /, Realm 'steamglobal', weight was 1000, source = 'update_hosts_cached.vdf' [2024-04-01 17:25:26] 2. https://cdn.cloudflare.steamstatic.com, /client/, Realm 'steamglobal', weight was 1, source = 'update_hosts_cached.vdf' [2024-04-01 17:25:26] 3. https://cdn.steamstatic.com, /client/, Realm 'steamglobal', weight was 1, source = 'baked in' [2024-04-01 17:25:26] Verifica dell'installazione... [2024-04-01 17:25:26] Verification complete UpdateUI: skip show logo Steam logging initialized: directory: /home/gattino093/.local/share/Steam/logs XRRGetOutputInfo Workaround: initialized with override: 0 real: 0xe5190dc0 XRRGetCrtcInfo Workaround: initialized with override: 0 real: 0xe518f500 /usshare/themes/Breeze-Dark/gtk-2.0/widgets/entry:70: error: unexpected identifier 'direction', expected character '}' /usshare/themes/Breeze-Dark/gtk-2.0/widgets/styles:36: error: invalid string constant "combobox_entry", expected valid string constant steamwebhelper.sh[12846]: === lun 1 apr 2024, 17:25:26, CEST === steamwebhelper.sh[12846]: Starting steamwebhelper under bootstrap sniper steam runtime at /home/gattino093/.local/share/Steam/ubuntu12_64/steam-runtime-sniper CAppInfoCacheReadFromDiskThread took 41 milliseconds to initialize Steam Runtime Launch Service: starting steam-runtime-launcher-service Steam Runtime Launch Service: steam-runtime-launcher-service is running pid 12948 bus_name=com.steampowered.PressureVessel.LaunchAlongsideSteam vkCreateInstance failed with error -9 BInit - Unable to initialize Vulkan! BRefreshApplicationsInLibrary 1: 1ms BuildCompleteAppOverviewChange: 221 apps RegisterForAppOverview 1: 30ms RegisterForAppOverview 2: 31ms /bin/sh\0-c\0/home/gattino093/.local/share/Steam/ubuntu12_32/reaper SteamLaunch AppId=240 -- /home/gattino093/.local/share/Steam/ubuntu12_32/steam-launch-wrapper -- '/home/gattino093/.local/share/Steam/steamapps/common/SteamLinuxRuntime_soldier'/_v2-entry-point --verb=waitforexitandrun -- '/home/gattino093/.local/share/Steam/steamapps/common/Proton 7.0'/proton waitforexitandrun '/home/gattino093/.local/share/Steam/steamapps/common/Counter-Strike Source/hl2.exe' -steam -game cstrike\0 chdir "/home/gattino093/.local/share/Steam/steamapps/common/Counter-Strike Source" ERROR: ld.so: object '/home/gattino093/.local/share/Steam/ubuntu12_32/gameoverlayrenderer.so' from LD_PRELOAD cannot be preloaded (wrong ELF class: ELFCLASS32): ignored. ERROR: ld.so: object '/home/gattino093/.local/share/Steam/ubuntu12_64/gameoverlayrenderer.so' from LD_PRELOAD cannot be preloaded (wrong ELF class: ELFCLASS64): ignored. ERROR: ld.so: object '/home/gattino093/.local/share/Steam/ubuntu12_32/gameoverlayrenderer.so' from LD_PRELOAD cannot be preloaded (wrong ELF class: ELFCLASS32): ignored. ERROR: ld.so: object '/home/gattino093/.local/share/Steam/ubuntu12_32/gameoverlayrenderer.so' from LD_PRELOAD cannot be preloaded (wrong ELF class: ELFCLASS32): ignored. ERROR: ld.so: object '/home/gattino093/.local/share/Steam/ubuntu12_32/gameoverlayrenderer.so' from LD_PRELOAD cannot be preloaded (wrong ELF class: ELFCLASS32): ignored. setlocale "en_US.UTF-8": No such file or directory pressure-vessel-locale-gen: Missing locale en_US.UTF-8 pressure-vessel-locale-gen: Generating locale it_IT.UTF-8... pressure-vessel-locale-gen: Generated locale it_IT.UTF-8 successfully pressure-vessel-locale-gen: Generating locale en_US.UTF-8... pressure-vessel-locale-gen: Generated locale en_US.UTF-8 successfully pressure-vessel-adverb[13394]: W: Container startup will be faster if missing locales are created at OS level fsync: up and running. wine: RLIMIT_NICE is <= 20, unable to use setpriority safely Setting breakpad minidump AppID = 240 Steam_SetMinidumpSteamID: Caching Steam ID: 76561199570459636 [API loaded no] terminate called after throwing an instance of 'dxvk::DxvkError' abnormal program termination pid 13445 != 13444, skipping destruction (fork without exec?) Game 240 created interface STEAMAPPLIST_INTERFACE_VERSION001 / AppList Game 240 created interface STEAMAPPS_INTERFACE_VERSION008 / Apps Game 240 created interface STEAMHTMLSURFACE_INTERFACE_VERSION_004 / HTMLSurface Game 240 created interface STEAMHTTP_INTERFACE_VERSION002 / HTTP Game 240 created interface STEAMINVENTORY_INTERFACE_V002 / Inventory Game 240 created interface STEAMMUSICREMOTE_INTERFACE_VERSION001 / MusicRemote Game 240 created interface STEAMMUSIC_INTERFACE_VERSION001 / Music Game 240 created interface STEAMPARENTALSETTINGS_INTERFACE_VERSION001 / ParentalSettings Game 240 created interface STEAMREMOTESTORAGE_INTERFACE_VERSION014 / RemoteStorage Game 240 created interface STEAMSCREENSHOTS_INTERFACE_VERSION003 / Screenshots Game 240 created interface STEAMUGC_INTERFACE_VERSION010 / UGC Game 240 created interface STEAMUSERSTATS_INTERFACE_VERSION011 / UserStats Game 240 created interface STEAMVIDEO_INTERFACE_V002 / Video Game 240 created interface SteamController006 / Controller Game 240 created interface SteamFriends015 / Friends Game 240 created interface SteamMatchMaking009 / Matchmaking Game 240 created interface SteamMatchMakingServers002 / MatchmakingServers Game 240 created interface SteamNetworking005 / Networking Game 240 created interface SteamUser019 / User Game 240 created interface SteamUtils009 / Utils Game 240 method call count for IClientAppManager::GetAppInstallState : 2 Game 240 method call count for IClientUtils::RecordSteamInterfaceCreation : 22 Game 240 method call count for IClientUtils::GetSteamUILanguage : 1 Game 240 method call count for IClientUtils::GetAppID : 24 Game 240 method call count for IClientUser::GetSteamID : 1 Uploaded AppInterfaceStats to Steam 

and i also noticed that i recive the error:

WARNING: discarding _NET_WM_PID 2 as invalid for X11 window - use specialized XCB_X11_TO_PID function! 

i would appricied any help, thanks.
(if i spelled something wrong it's becouse english isn't my native language)