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1. The Secret to Descriptive Writing

Either I’ve encountered a conspiracy to confound teachers of writing, or I’ve discovered an “obvious secret” of descriptive writing. To paraphrase a classic School House Rock Video, it appears that verbs are, indeed, “what’s happening.”

I heard about the power of compelling verbs first from Ralph Fletcher in a visit to the Garden State. He explained that well-intentioned teachers encourage their students to use numerous adjectives to create interesting prose, which leads to detail-sodden writing which drags under its own weight. Simply unnecessary. In Ralph’s own words, “Nouns make the pictures, verbs make the pictures move.” (See my enthusiastic endorsement of a recent book by this author at the bottom of this post).

Flash forward to the New York State Reading Association (NYSRA) Annual Conference held in Saratoga Springs, New York (one of the best conferences I’ve ever attended). During the Author’s Progressive Dinner I had the pleasure of sitting with Steven Swinburne, creator of several wonderful nonfiction picture books including Lots and Lots of Zebra Stripes: Patterns in Nature and Turtle Tide: The Ways Of Sea Turtles. As he spoke with his guests about the creative process, he mentioned the importance of verb selection.

When I asked why he had mentioned verbs rather than any other part of speech, he quickly replied, “The correct verbs are essential. Verbs are the motor which drives the sentence.” Now I’m thinking that I’m on to something.

The following day I enjoyed a conversation with Steven Krasner, author of Play Ball Like the Hall Of Famers: The Inside Scoop From 19 Baseball Greats and Play Ball Like the Pros: Tips for Kids from 20 Big League Stars. Through his Nudging the Imagination workshop, Steve explained, he creates stories with students on-the-spot in order to model the writing process. “A huge key,” he explained, “is helping them to find the verbs to really move the story.” Opening one of his picture books, he pointed out he crafted the precise, vivid verbs of the final draft during the revision process, replacing common verbs which served only as place holders in the early stages.

If three very different writers can agree on the importance of verb choice, then I think there are some lessons to be learned by teachers of young writers:
  • Encourage students to examine verb choice in novels, poems, picture books, and informational texts. I choose existing mentor texts and  rewrite excerpts using “common verbs” (or, as Krasner would call them, place holders). Students are then challenged to replace these with more precise or colorful verbs.

  • Direct your students to consider verb choice in their own writing, and work to find action words that are more exact. As a start, outlaw there is, there are, there were, there was phrases. A better alternative always exists. As do exceptions. Remember the first line of Holes?

  • Teach children how to use a print thesaurus or online reference source (such as the Merriam Webster dictionary or Wordnik) for assistance in locating more exact expressions.
Recommended Reading

If you're looking for a resource to take your students' writing to the next level, check out Ralph Fletcher's Pyrotechnics on the Page: Playful Craft that Sparks Writing. Ralph explains the book's title by saying:

I am defining pyrotechnics as deliberate playfulness with language used by writers to create a particular kind of effect as well as the specific tools used to create that that effect.

The term includes (but isn't limited to) puns, invented words, allusions, idioms, metaphors, similes, hyperbole, onomatopoeia, and alliteration. (A good deal of the text discusses sentence structure, which is key to complex and elaborated writing as defined by the Common Core standards).

While at first these devices might seem like window dressing, realize this: your best readers can recognize these devices (even if not by name) and understand them in texts, which leads to improved comprehension. Therefore, giving students practice with literary devices in writing will not only make them better writers, but better readers as well.

Among a ton of other issues in this book, Fletcher discusses the need for writing teachers and student writers to switch from the what (subject/meaning) to the how (language), and he follows up with many ways to make this important distinction. And to prove his point, the author provides this lovely extended metaphor:

The purpose of a dinner party isn't merely to sate your guests' hunger - they could easily go to the local greasy spoon for that - but rather to take them on a gastronomic journey. Certainly you want the food to taste good, but it's much more than that You plan, prepare, and cook the food so that it has the proper texture, crunch, visual and flavorful variety. The spices should be in harmonious balance with each other. Writers know the same thing. If you want to make your writing memorable to readers, you must give them an aesthetic experience.

In another section called Shimmering Sentences by Other Writers, he talks about how's he fascinated by writers who violate common ideas about usage, and get away with it. Not just get away with it, but produce stronger writing as a result! See Breaking All the Rules of Writing at my How to Teach a Novel site which discusses how author Andrew Clements does exactly that.

If you still think that the books' about "play" and not about "practice," consider what not just Ralph Fletcher, but other experts, had to say:

...Language play carries the huge cognitive benefit of helping children become more efficient language users. Many educators have pointed this out, including Vygotsky, who famously described a child's language as "a head taller" during play. Jerome Bruner said that "language is most daring and most advanced when it is used in a playful setting."

And for those who prefer practice over theory, Fletcher includes a number of hands-on, ready-to-use-tomorrow resources here, including a Q and A section, craft lessons divided by grade level (K-5+), and a number of appendices which supply the teacher with loads of language exemplars, as well as recommended mentor texts.

I can't recommend this book too highly! Preview it in its entirety online at Stenhouse Publishers and see if you don't agree! But buy it on Amazon, save the shipping, and support this site!

    1 Comments on The Secret to Descriptive Writing, last added: 2/26/2013
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    2. Monthly Gleanings: February 2011

    By Anatoly Liberman


    USAGE

    Split infinitive soup: enjoy

    As I said, when I first broached this subject, discussing the merits and demerits of the split infinitive is an unprofitable occupation: all the arguments have been repeated many times.  But an ironic comment on my post made me return to splitting.  The differences between me and a huge segment of the world (a look at British newspapers shows that the infection is not limited to American usage) can be formulated so: my principle is “split if you must,” while many others seem to stick to the principle “split at all costs.”  Our correspondent asserted that nothing justifies keeping the particle to and the verbal form in close proximity.  Not quite so.  From a historical point of view, the particle is the same word as the preposition to.  In Old English, the infinitive could be declined, and, when it followed to, it stood in the dative.  In the most clear-cut cases, that dative expressed purpose, as does the substandard modern construction for to (“Simple Simon went a-fishing/ For to catch a whale:/ All the water he could find/ Was in his mother’s pail”).  In Old English, catch would have stood in the dative, and the preposition would have been to.  Consequently, there is good reason why the two words refuse to be separated.  But as time went on, English lost nearly all its endings and the word order became rigid.  Then the problem arose what to do with an adverb when one wanted to say something like promised to transform the country quickly but five or more words fought for the privilege of occupying the slot immediately after transform.  Those who did not want to restructure the phrase (promised a quick transformation of the country) found the solution in to quickly transform; poets endorsed this usage.  But in challenging my opponent to a duel, I would like to ask him what he thinks of the following sentences (which are unacceptable to me): “Minnesota Wild officials are warning fans to only buy tickets from authorized agents….”  Wouldn’t to buy tickets only from sound—let us put it—more elegant, even more natural?  “The military defended the caretaker government… but pledged to soon change it….”  What about to change it soon?  My problem remains the same as before: to be or to not be?  Tastes differ, and, like Dickens’s Miss Dartle, I am asking merely for information.

    No consensus on agreement

    1) Those who follow this blog with some regularity may remember that I have a rubric titled “The mood of the tales are gloomy.”  Most Americans write so, and I watch this syntax (which is rather old) with equanimity: if the verb is supposed to agree with the word next to it rather than with the subject of the sentence, so be it.  Still some sentences are uglier than the others.  Here is one of them: “The uprising shows that the fate of Palestinians, about 3 percent of the world’s Arab population, were not the foremost concern on most people’s minds, despite what the West was led to believe.”  Curiously, the closest word to the verb is population, but 3 percent overpowered it.  From Newsweek: “The next wave of leaders aren’t about to take risks….”  2) The correspondent who commented on my discussion of constructions like “What matters

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    3. Ode to a Prescriptivist

    Alexandra D’Arcy is a sociolinguist by training and specializes alexdin the study of language variation and change. She is an Assistant Professor in Linguistics and the Director of the newly formed Sociolinguistics Lab at the University of Victoria.  This is the first of what we hope will be a monthly column from D’Arcy so be sure to check back next month.

    Allow me to introduce myself: I am a language lover and a maverick.

    Here’s the thing. My grandmother was the family matriarch. An educator and a philanthropist, she was among the first women to graduate from the University of British Columbia, held a Master of Library Sciences from the University of Washington, and articled at Stanford. She was fiercely independent at a time when such proclivities were less than the norm and she was a firm advocate of correctness. For all things in life there was a right way and a wrong way, so she taught her grandchildren the proper way to do things: build a fire, drink tea, address elders. Perhaps my strongest remembrance of her, though, was her almost reverent love of language and her strict belief in how it was properly used. The rules were the rules. Even as a toddler Grandmother was always Grandmother, never Grandma or Nana. Still, summers at Grandmother’s evoke bucolic memories: a musty-smelling bunk room, purple starfish stranded in tidal pools, snake dens uncovered in the underbrush, sun-drenched blackberries smothered in buttermilk and … grammar lessons over breakfast! Now, I can appreciate that few children enjoy lectures on the redundancy of at this point in time or the reason why she could be excused and yet still may not leave the table. Nor is any eight-year-old particularly enthralled by the dissection of further and farther over her morning bowl of cereal. However, such fond recollections are indelibly etched in my memories of Grandmother.

    In the proud tradition of language purists, Grandmother found anything other than ‘the standard’ objectionable. But it was not only ‘bad’ grammar that bothered her. Slang, jargon, and meanings with which she was unfamiliar were also irksome. This is because, true to her prescriptivist heart, she firmly believed that any linguistic change was a bad thing. When my History of the English Language professor observed that the distinction between lay and lie was being lost among younger speakers (good luck asking a twenty-year-old to run the paradigms), I had the poor enough judgment to share this insight with Grandmother. Since I could never keep straight what was laying and who was lying, this was a lesson that resonated with me. I might as well have told her that going out in public without a bra had become the vogue. She was outraged. She demanded the name of my professor and vowed to phone the head of the department to extract an explanation: How could such as esteemed establishment, her own alma mater no less, employ such a reckless (and feckless) individual? Surely this professor was no academic!

    (I don’t know if Grandmother ever followed through on that promise, but if she did, I sincerely apologize to the recipient of that particular call!)

    Now, the fact that Grandmother influenced me to become a student of the English language is perhaps unremarkable in and of itself. But I didn’t actually stop there. I am not only a linguist but a sociolinguist (of all things!). I describe language as actually used and I revel in the differences and variations of langua

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    4. Monthly Gleanings: December 2009

    anatoly.jpg

    By Anatoly Liberman

    USAGE
    Spelling pronunciation and analogy. Why do some people mispronounce fungi (that is, say it with -ji instead of -gi)? They do so because the letter group gi is ambiguous in English. Compare gin and be-gin. Only those can pronounce such words correctly who know them. But fungus is Latin (or Italian). The Latin plural fungi poses no problems (Latin had no j-sound), while the Italian plural funghi tells a foreigner that “hard” -g, rather than -j, is meant. However, not every English-speaker has studied Latin or Italian. It should be added that in some such cases tradition is more important than etymology, and many words are pronounced differently from what one expects. Consider Gillespie, the name of the jazz player, let alone Gilbert, with g-, and be grateful for the spelling Ghirlandaio. Forte. This is a favorite question of many. The “classic” pronunciation requires two syllables in forte “loud(ly)” and one syllable (just fort) in forte “strong point,” because the first word is Italian and the second French. But not enough people are aware of this nicety, and the uniform pronunciation in two syllables has almost won out. If sounding more educated than your neighbor does not frighten you, keep the distinction but expect ridicule behind your back. Being too smart is usually considered snobbish or even worse, elitist. Patronize. Here the “classic” pronunciation of the first syllable requires pat-, not pate-, but the influence of patron is so strong that the variant with a long vowel has become common. However, the old variant does not stigmatize the speaker as a highbrow. Bored of versus bored with. Obviously, one can bore someone only with inane talk, but in the passive bored comes perilously close to tired, and we are tired of something. Analogy makes some people say bored of, like tired of. This usage has nothing to recommend it but will probably spread.

    Spelling. Is alright acceptable? This is another favorite of talk shows and word columns. From a historical point of view, alright is unobjectionable. No one winces at also, almost, although, always, already, and altogether, all of them with one l. Whether forever and today should be spelled as one word, separately, or with a hyphen, is a matter of agreement. The same holds for alright. But I will repeat my favorite dictum: “Language is not only a means of communication but also a product of culture.” Despite the passionate love of the modern wealthy “elite” for prefabricated torn jeans, the culture of the educated tends to be conservative. For this reason, alright is still frowned upon by editors. However, its ultimate acceptance need not be doubted.

    Back formation. Does the verb flabbergast exist? It does, if you heard it. The past participle flabbergasted was recorded before the verb and remains the only common form. The verb may be an example of back formation (like beg from beggar). It sounds odd (“Don’t flabbergast me.” “He flabbergasted his parents.” Will anyone say so, except for fun?). Countable versus uncountable

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    5. Garner’s Usage Tip Of The Day: Nouveau Riche

    Bryan A. Garner is an award-winning author and editor of more than 20 books, including Garner’s Modern American Usage: The Authority on Grammar, Usage, And Style 3rd edition. Below we have posted one of his daily usage tips about the phrase “nouveau riche”. To subscribe 9780195382754to his daily tips click here.

    nouveau riche (1).

    Today: Generally.

    “Nouveau riche” (= [1] a newly rich person; or [2] newly rich people collectively) is sometimes misspelled *”nouveau rich” — e.g.: “It will be for Deng’s heirs to deal with problems such as the widening gap between China’s nouveau rich [read 'nouveau riche'] and rural poor.” James Cox, “Deng Xiaoping: 1904-1997,” USA Today, 20 Feb. 1997, at A1.

    The phrase keeps the French plural “nouveaux riches.” But some mistakenly write *”nouveau riches” or even (as a pl.) *”nouveau rich” — e.g.: “Even for those nouveau rich [read 'nouveaux riches'] with the spare change and audacity to have their own personal guard posted at the entrance, it still takes a moment.” “Back Porch,” S.F. Examiner, 22 Dec. 1996, at E3.

    Some writers seem to believe that the phrase refers not to people but to newfound wealth — e.g.: “The Victorians couldn’t blow their bucks on big-screen TVs. Instead, their nouveau riches [read 'newfound wealth,' or merely 'wealth'] went toward embellishing their houses.” M.J. McAteer, “A Touch of Class,” Wash. Post, 16 Apr. 1997, at D9.

    The singular and plural forms are pronounced /noo-voh REESH/.

    Language-Change Index
    1. *”nouveau rich” for “nouveau riche”: Stage 1.
    2. *”nouveau riches” as a plural for “nouveaux riches”: Stage 1.
    3. “nouveau riche” in reference to newfound wealth: Stage 1

    *Invariably inferior forms.

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    6. Hopefully...

    I woke up this morning and thought, "I really need good ammunition against people who say that 'hopefully' can't be used to mean 'I hope'," because that's the sort of thing I tend to wake up thinking (yes, my paranoias are often about being mugged by style goons). I fired up my ol' computer machine and plugged into the intertubes and went immediately to Language Log, where I got a concise explanation of what I needed:

    Speaker-oriented (or "stance") adverbial hopefully has been taking abuse pretty steadily for 30 or more years (see MWDEU). Linguists are mostly just baffled by this disparagement; see the discussion in the American Heritage Book of English Usage, where it's noted that "hopefully seems to have taken on a life of its own as a shibboleth." But the word fits right into long-standing patterns of the language -- cf. frankly in "Frankly, this soup stinks" and surprisingly in "Surprisingly, this soup is delicious" -- and it provides a way of expressing the speaker's attitude towards a proposition which is both (a) brief and (b) subordinate: "I hope that S", "I have a hope that S", "It is to be hoped that S", and the like are wordier, and have the hoping expressed in a main clause (as the apparent main assertion), while what writers want is to assert the proposition provisionally, adding a modifier expressing their attitude towards it. So speaker-oriented hopefully is a GOOD thing, and it's no surprise that it's spread so fast.
    That's followed by some excellent, concise insight about very, which everybody who's been told to never use that word should read as well.

    For more on hopefully and ambiguity, see this and this.

    Oh, it's a good day when it begins with sane information about style and usage!

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    7. One Story: Respect for Tradition

    One Story is a marvelous magazine (and not just because they published me -- that should, perhaps, be held against them...) and I can testify that it makes a great gift for people who like to read but generally feel too busy to do so, because receiving a nicely-produced story every three weeks or so in the mail is great fun.

    One Story now and then asks for donations, because the magazine is a non-profit and doesn't run ads. Clifford Garstang pointed out that a recent solicitation included this description of the "Editor" donation level:

    Editor: $100 – I’ll pay one author for their story
    Mr. Garstang notes that there is, according to certain interpretations of English usage, a problem with agreement between the one author and the plural pronoun their.

    What he doesn't say, though, is that One Story is simply showing their respect for the history of English literature and the language itself. According to the indispensible Merriam-Webster Dictionary of English Usage, here are some of the writers who have used this construction:
    Chaucer: "And whoso fyndeth hym out of swich blame,/They wol come up..." ("The Pardoner's Prologue")

    Shakespeare: "And every one to rest themselves betake" ("The Rape of Lucrece")

    The King James Bible: "...if ye from your hearts forgive not every one his brother their trespasses"

    Jane Austen: "I would have everybody marry if they can do it properly" (Mansfield Park)

    Thackeray: "A person can't help their birth" (Vanity Fair)

    W.H. Auden: "...it is too hideous for anyone in their senses to buy" (Encounter, Feb. 1955)
    For further exploration of this fine tradition, click here.

    5 Comments on One Story: Respect for Tradition, last added: 10/29/2008
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    8. To Be Or To Not Be, Or, The Causes of Language Change

    Historians are always born too late: Alexander the Great is dead, and so is Charlemagne, so that descriptions of past events have to be reconstructed from chance remarks, unreliable accounts, deliberate lies, and semi-obliterated traces. Language historians are in a similar situation. All of a sudden (always all of a sudden) texts begin to suggest odd pronunciations, new auxiliaries, loss of endings, or previously unheard-of syntax. Why did people in 1324 or 1657 change the norm (the dates are, of course, imaginary) and why did the innovation spread? If we could be there and observe! Alas and alack: too late. But every now and then we are allowed to witness such shifts. Curiously, it turns out that phenomena happening before our eyes are often as hard to explain as those of epochs past.

    Several years ago, I read the following sentence in a student newspaper: “Pedestrians are warned to not cross the street, etc.” I am sure I missed the “birth” of this process, but I do not think that to not cross the street was so common, let alone universal, in the seventies and even in the eighties. Few questions about grammar are less exciting than the use of the split infinitive. The topic was made famous by H.W. Fowler (A Dictionary of Modern English Usage, 1926), who divided the English speaking world into five categories: 1) those who neither know nor care what a split infinitive is; 2) those who do not know but care very much; 3) those who know and condemn; 4) those who know and approve; and 5) those who know and distinguish. He addressed mainly the second group. What followed that discussion has been a long and trivial anticlimax, though Fowler’s joke about people who would as soon be caught putting their knives in their mouths as splitting an infinitive has made several generations of language lovers smile. Since 1926 variations on Fowler’s entry have been repeated in every book with the words English usage in their titles, and every author arrived at approximately the same conclusions: split if you must, but do it with understanding. The essence of the change that has occurred in American English and that constitutes the subject of this post can be captured in the formula: “Split, split, split.” Splitting has become gratuitous.

    There is, apparently, no gain in substituting to not cross the street for not to cross the street. From a theoretical point of view, it would be easy to justify either variant, for measurements proving that the particle to is attached more closely to the verb than to the negation do not exist. A phrase like to not cross suggests a great cohesiveness of not cross, whereas not to cross points in the opposite direction. At one time, to (now a formal marker of the infinitive) was the same to that we know today as a preposition. The infinitive could be declined, and originally its dative preceded by to indicated purpose (“in order to”), but quite early this construction began to be used more or less mechanically in contexts in which reference to purpose could not be detected. No words ever stood between the preposition to and the dative infinitive. Splitting became necessary after English had lost most of its endings and the rigid word order deprived the language of its former flexibility. However, with regard to infinitives, tradition remained stable and favored not to be over to not be, unless special emphasis and a particularly artificial mode of expression were required (“How sad it is to not be when flowers bloom and all around make love!”). Needless to say, the new usage (to not cross the street) does not imply emphasis. Here is an ad: “The military is experimenting with a program that uses meditation and yoga to not only treat stress, but helps troops prepare for the rigors of combat.” Why to not only treat instead of not only to treat? The entire text is awkward. The editor knew little about the rigors of writing good English but unwittingly, almost instinctively (a common case in language change) imitated what had become the most recent norm.

    The split infinitive creeps in (unless the writer is ready to restructure the whole sentence) when the choice is between delaying an adverb too long and thrusting it between to and the verb (for example, to fully understand the use of such an intricate rule in a few days is impossible). But in the following sentence it would have been easy not to split. “All we expect them to do is to quietly withdraw from regions [where] they have never been before…” To withdraw quietly from regions would have served its purpose equally well and not made the period bulky. “As president of the United States I would order the secretary of the Treasury to immediately buy up the bad home loan mortgages in America…” The speaker (John McCain) wanted to say immediately together with buy, not after America, and I would immediately order to buy up is not quite the same as I would order to immediately buy up, but to immediately do something can now be seen everywhere. It has become a stock phrase (compare: they wanted us to immediately discontinue the experiment). In most cases switching the adverb would have been easy, as in: “It is common to relocate or remove buildings that have proven to frequently be in the wake of storms, flooding or other disasters” (= that have frequently proven). Splitting to be strikes me as especially ugly. From students’ papers: “…again allowing French words to easily be borrowed at will” (= to be easily borrowed); “This made them more likely to also be very familiar with… Latin” (= this also made them). I have a rich collection of similar sentences.

    Little can be added to what Fowler and others have said about the split infinitive. When used reasonably, it need not irritate anyone, though the commonsense rule (do not split if you can help it) has lost none of its value. In …a nationalism that allowed the English language to once again outlive the language of a foreign conqueror (from a paper), that once again allowed would, to my mind, have been preferable, but let her rip. As an observer, I find it interesting that someone somewhere began to incautiously split infinitives, and now everybody splits them, as though they were firewood. No other shifts in syntax, morphology, or phonetics seem to have triggered the new fashion. Did some celebrity speak so and the public follow the splitter? Do videogames promote this usage? Language historians are always on the lookout for causes. Does anyone know the cause of this change?


    Anatoly_libermanAnatoly Liberman is the author of Word Origins…And How We Know Them as well as An Analytic Dictionary of English Etymology: An Introduction. His column on word origins, The Oxford Etymologist, appears here, each Wednesday. Send your etymology question to [email protected]; he’ll do his best to avoid responding with “origin unknown.”

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    9. Uppity-up

    Ammon Shea recently spent a year of his life reading the OED from start to finish. Over the next few months he will be posting weekly blogs about the insights, gems, and thoughts on language that came from this experience. His book, Reading the OED, has been published by Perigee, so go check it out in your local bookstore. In the post below Ammon looks at the word “uppity”.

    Last week a member of the House of Representatives, Lynn Westmoreland of Georgia, created a stir when he used the word uppity in conjunction with Michelle and Barack Obama. As reported in The Hill, a Capitol Hill newspaper, Westmoreland said “Just from what little I’ve seen of her and Mr. Obama, Sen. Obama, they’re a member of an elitist-class individual that thinks they’re uppity.”

    The remark has drawn wide-spread coverage, and no small amount of condemnation from people who are of the opinion that uppity is what has been delicately termed ‘a racially-tinged’ word. Westmoreland himself has staked out the rather bold position that it is possible to have lived in the South for some five decades and not be aware of the potentially offensive meaning of this word, and offers his own ostensible ignorance as proof of this.

    The question of whether the Representative from Georgia is or is not lying has been written about in many other places, as has the question of what would be the appropriate response from the Senator from Illinois or his wife; so have all the other questions of propriety of social discourse, and I’ll not mention them further. What I find interesting is just how difficult it is to really capture the nuance and breadth of a word such as uppity in the dictionary.

    It appears to be widely acknowledged that the word has connotations of racism, at least as it was applied to the Obamas. Indeed, much of the commentary has focused on the fact that it would be surprising (or hard to believe) that Westmoreland did not know that he was using a racist turn of phrase. And yet a brief check of several contemporary general dictionaries (the OED, Merriam-Webster, the Encarta) and we find that none of them include this information in their definitions, or in a usage note.

    So how should a dictionary address such an issue? It seems like an unwieldy solution to suggest that it could specify that such a word should be used with caution under some narrowly defined set of circumstances (such as ‘may be perceived as insensitive or racist when used in a disparaging sense by a Caucasian speaker referring to a non-Caucasian person or group’). And yet it also seems undeniable that it is in fact used this way, if not by Westmoreland than definitely by others.

    One way to address this would be to show the connotations of the word through its use in citations, as the OED does with so much of our vocabulary. But although the OED provides nine examples of uppity being used, from 1880 through 1982, only one of them shows the word being used in an obviously racist sense. And some other dictionaries do not provide such examples at all (such as the American Heritage online dictionary, which has a citation taken from a New York Times article from 1981, which says that some members of Ronald Reagan’s cabinet thought that Alexander Haig “was getting a little uppity and needed to be slapped down” – no one will read that as being racially tinged).

    I wonder if there is a limit on how well a dictionary can really capture the nuance of a language in such circumstances. Especially when one bears in mind that Senator Obama’s running mate, Senator Biden, was similarly taken to task for his use of the words clean and articulate some months ago. I don’t know whether they were intended as implicit slights (what reason is there to think that a well-respected senator would be anything but clean or articulate?), but I can see how it would be possible – and yet I’ve not found a dictionary that documents that these specific words are sometimes used thusly.

    It is interesting to me that, Westmoreland’s protestations aside, uppity falls into the category of words of which we can say that we “just know” what they mean, without their being defined in a reference work. It exists with an unwritten social definition, and I cannot help but imagine what other words have come and gone through the last few hundred years, unremarked upon by dictionaries past, yet implicitly understood by the speakers of the language.

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    10. Garner’s Usage Tip of the Day: Jingoist v. Jingo

    The Olympics can bring out the Jingoist (or is it Jingo) in just about anyone.  All that competition, all that pride bubbling to the surface. To learn how to properly use these words keep reading. If you liked this usage tip check out Garner’s Modern American Usage. To subscribe to his daily tips click here.

    jingoist; jingo.

    The former has come to displace the latter as the agent noun corresponding to “jingoism.” A “jingoist” is a belligerent patriot and nationalist who favors an aggressive foreign policy. The word almost always carries pejorative connotations — e.g.:

    - “You want every loser white supremacist, every mean-spirited neo-Nazi, every jerk jingoist out there?” James Coates, “Bait-and-Switch Works on the Web,” Sun-Sentinel (Ft. Lauderdale), 8 Sept. 1996, at G4.

    - “The Duma’s jingoists seem to care little that the obligations of START-2 are finely balanced.” “Russia’s Surly Answer to NATO,” Economist (U.S. ed.), 1 Feb. 1997, at 47.

    - “Many Serbs . . . escaped the war of the jingoists by fleeing or deserting.” Peter Schneider, “The Writer Takes a Hike,” New Republic, 3 Mar. 1997, at 34.

    “Jingo” has pretty much been driven out, unless a pun is needed — e.g.: “Jingo bells, jingo bells, jingoism all the way on MTV this season.” “The Best of Cable & Satellite,” Independent, 21 Dec. 1996, at 57. Otherwise, it appears mostly in the phrase “by jingo,” a mild oath expressing affirmation or surprise {I’ll do it, by jingo!}.

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    0 Comments on Garner’s Usage Tip of the Day: Jingoist v. Jingo as of 8/7/2008 11:28:00 AM
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    11. Alright Already!

    Loath as I am to disagree with John Scalzi, I must note a difference of opinion with regard to the word "alright", which John proclaims is not even a word. And he thinks it's ugly.

    Whether it is ugly is a matter of taste, and I shan't argue that. Whether it is a word, though ... well, it's definitely a word, since it has boundaries and is used to convey meaning, though I will grant that most American dictionaries of English do not accept it as part of formal, standard English yet.

    I will also say here that I use the word "alright" much more often than I use the words "all right", and when an occasional copyeditor changes my alrights to all rights, I change 'em right back whenever possible. (Usually my sometimes-British/ sometimes-American punctuation distracts copyeditors from my other idiosyncracies, but not always.)

    In terms of grammar, usage, style, orthography, etc., I am a radical liberal. I teach my students standard English, but also encourage them to make innovations whenever possible. I tell them they must learn standard English not because it is inherently better than anything else, but because pedants will yap at them, and they need to be able to defend their choices. Few things make people more pedantic than grammar, style, and usage, and most of the yaps of pedants are nothing more than pet peeves. We're all welcome to our pet peeves, and I certainly have some ("loathe" for "loath" annoys me, as does "disinterested" for "uninterested" -- the latter I can justify as a useful distinction, though), but I try to let my desire for a lively and vivid language overcome my occasional desire to battle the barbarians. And I have little problem with people deviating from standard English by choice. I wish more people did so, in fact.

    Thus, I am stating here and now, in a public forum, that when I use "alright" I mean "alright" and not "all right". Sometimes, in fact, I use both, because I like the distinction that can be made between them, as pointed out by a commenter at this post who says:

    The prosodic pattern of the two differs. In alright they are written as one word because they are articulated as one word, initial stress on ‘all’ while ‘right’ is unstressed. In all right the ‘right’ element gets stressed instead as it is the head of the constituent -- an adjective phrase, with ‘all’ as its specifier.
    (I first decided to use both forms when I was writing plays, because I hear the two quite differently, and I wanted actors to be able to make a distinction.)

    And here's a quote I'm stealing outright from this excellent overview of the controversy -- the quote comes from The Cambridge Guide to English Usage:
    The spelling alright is controversial for emotional rather than linguistic or logical reasons. It was condemned by Fowler in a 1924 tract for the Society for Pure English, despite recognition in the Oxford Dictionary (1884-1298) as increasingly current. But the fury rather than the facts of usage seem to have prevailed with most usage commentators since. [...] Dictionaries which simply crossreference alright to all right (as the “proper” form) typically underrepresent its various shades of meaning as a discourse symbol. It may be concessive, as in Alright, I’ll come with you—or diffident, as in How’re things? Oh alright—or impatient as in Alright, alright!. None of these senses are helpfully written as all right, which injects the distracting sense of “all correct.” Those who would do away with alright prefer to ignore its various analogues, such as almost, already, also, although, altogether, always, which have all over the centuries merged into single words. Objections to alright are rarely justified, as Webster’s English Usage (1989) notes, and Burchfield (1996) only makes a shibboleth of it. [...] At the turn of the millennium, alright is there to be used without any second thoughts.
    I'm a devoted reader of The Merriam-Webster Dictionary of English Usage, and the entry for alright, all right takes up nearly two double-columned pages. Here are some tidbits: the first OED citation of the word in a context that seems similar to current use is Chaucer's "Criseyde was this lady name al right". Moving beyond Middle English we have a long gap where any form of the word(s) is unrecorded with its current sense until Percy Shelley in 1822 (where it is "That was all right, my friend"). "Alright" doesn't appear until 1893 (in the Durham University Journal). The Dictionary notes:
    Alright did not appear in a Merriam-Webster dictionary until 1934, but several dictionary users had spotted its omission earlier and had written to us to urge its inclusion.
    They cite a letter from "a New York businessman named William E. Scott" from September 25, 1913:
    I wish you would submit to your experts the feasibility of putting the word alright into use. As a matter of fact it is used quite extensively without the authority of dictionaries because it is the quick common-sense way of doing. The cable and telegraph companies are the ones who profit by the lack of an authoritative ruling that alright is synonymous with all right
    The Dictionary points out the argument for the different emphasis when speaking "alright" and "all right" and notes that that may explain why, when it is found in books, it is most often found in printed dialogue. Finally, they note that it seems to be more accepted by the British than the Yanks -- it is, they note, "the standard spelling in Punch, and the King's Printer at Ottawa officially sanctioned its use as far back as 1928. The OED Supplement calls it simply 'a frequent spelling of all right" They conclude: "It is clearly standard in general prose, but is widely condemned nonetheless by writers on usage."

    Finally, two writers I don't mind having as predecessors:
    ...however alright well seen then let him go to her...
    --James Joyce, Ulysses, 1922

    A success, a success is alright when there are there rooms and no vacancies, a success is alright when there is a package, success is alright anyway and any curtain is wholesale.
    --Gertrude Stein, Tender Buttons, 1914

    9 Comments on Alright Already!, last added: 4/12/2008
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    12. She Is: The Translator

    Translation! How come we never talk about it? We're always jib-jabbering on about editors and authors and the like. When do translators of children's books get their due? How come there isn't an award for Best Translation of a given year? Yes yes, we all know about the Mildred L. Batchelder Award. But that goes to the book, not the translator. If you were to ask me to name my favorites, the only person to come to mind would have to be Anthea Bell, best known for her work with Cornelia Funke.

    Fortunately for us all, Criticas Magazine recently published an interview entitled Yanitzia Canetti - The Silent Task of the Good Translator.

    Wouldn't "The Good Translator" make a great film title? Sorry. I'm easily distracted.

    Anywho, this is an interview with the aforementioned Ms. Canetti. She's considered quite the "get" as she has the ability to translate Seuss. No easy task, I'm sure.

    The interview is a fabulous look at the challenges facing translators. This exchange particularly caught my ear:

    I have received some translations and bilingual books that are awful: they have grammatical errors, strange syntax, and typos. Why do you think that is?

    Unfortunately, many English-speaking publishers or editors who outsource translations cannot judge the quality of the final product. More times than not, they hire a Spanish proofreader, but they are not able to judge that person’s work either. They tend to go with someone who has a decent résumé. Some even think that if someone speaks Spanish, that’s good enough. This underestimation of a foreign language only results in terrible translations.

    Give it a glance.

    2 Comments on She Is: The Translator, last added: 6/12/2007
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