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Viewing: Blog Posts Tagged with: knowles, Most Recent at Top [Help]
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1. A day with Jo Knowles

What could be better than a day spent with Jo Knowles? A day spent with Jo and her son, E.

After touring them about town and making them throw coins atop Benjamin Franklin's grave (what? it's a Philly tradition and the cemetery can use the revenue), the three of us spent several hours at the Philadelphia Museum of Art, where we spent quite a bit of time in the armory (okay, it's not so much an armory as a collection of things that would be found in an armory - like, say, armor), quite a bit more in what I call "the rooms" - there are entire places that have been relocated inside the museum, like at 13th century French cloister (one of my favorite places in Philadelphia) and a Chinese reception room (ditto), and then time in the Modern Art section (Monet, Degas, Renoir, Cassat, Cezanne, Picasso, Warhol), and then time in the cafeteria, because hungry museum-goers gotta eat.

While there and then, later, back at their wicked cool B&B, we discussed things like Harry Potter and Lord of the Rings, giving me reason to use the icon you see flashing about up there. Two of my favorite fandoms combined. *grins* And we talked Tiffany Aching and writing and publishing and such as well. And! Jo and E gave me a copy of an Emma comic! *love*

Happy, happy day. Too bad that Vermont and New Jersey are so far apart that it can't be a more regular occurrence. (I've said that about Virginia and California and Scotland and Texas and Kansas and Wisconsin and more, too, based on the locations of various writer friends. It's lovely that internet goes 'most everywhere!)


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2. Words, words, words

We have lots of dictionaries here at Oxford. (Here are just a few.) Yet I had never given much thought to the word “dictionary” itself until I read Elizabeth Knowles new book How to Read a Word. In the following excerpt, Knowles offers a short history of the dictionary, with thoughts from logophiles like Samuel Johnson on the authority of these books of words.     –Hanna Oldsman, Publicity Intern

‘Is it in the dictionary?’ is a formulation suggesting that there is a single lexical authority: ‘The Dictionary’. As the British academic Rosamund Moon has commented, ‘The dictionary most cited in such cases is the UAD: the Unidentified Authorizing Dictionary, usually referred to as “the dictionary”, but very occasionally as “my dictionary”.’ The American scholar John Algeo has coined the term lexicographicolatry for a reverence for dictionary authority amounting to idolatry. As he explained:

English speakers have adopted two great icons of culture: the Bible and the dictionary. As the Bible is the sacred Book, so the dictionary has become the secular Book, the source of authority, the model of behavior, and the symbol of unity in language.

–John Algeo ‘Dictionaries as seen by the Educated Public in Great Britain and the USA’ in F.J. Hausmann et al. (eds.) An International Encyclopedia of Lexicography (1989) vol. 1, p. 29

While recognizing the respect for lexical authority illuminated by this passage, it is difficult to find less unquestioning perspectives. The notion of any dictionary representing a type of scriptural authority runs counter, for instance, to the view of the ‘Great Lexicographer’ Samuel Johnson that:

Dictionaries are like watches, the worst is better than none, and the best cannot be expected to go quite true.

–Samuel Johnson, letter to Francesco Sastres, 21 August 1984

A dictionary may also be highly derivative: twenty years before Johnson’s letter, the French writer and critic Voltaire had warned cynically in his Philosophical Dictionary that ‘All dictionaries are made from dictionaries.’ However, there is evidence that Johnson’s contemporary 0 Comments on Words, words, words as of 1/1/1900

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3. One Minute Word Histories

Historical lexicographer Elizabeth Knowles introduces her new book, How to Read a Word, which aims to introduce anyone with an interest in language to the pleasures of researching word histories. Previously I brought you an interview filmed by George Miller of Podularity, in which she suggested some ways to get started with word research. In the following three videos, Elizabeth gives us three one minute word histories. Click here to read more by Elizabeth Knowles.

On ‘avatar’:

Click here to view the embedded video.

On ‘Twitterati’:

Click here to view the embedded video.

On ’skulduggery’:

Click here to view the embedded video.

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4. Researching Words

Historical lexicographer Elizabeth Knowles introduces her new book, How to Read a Word, which aims to introduce anyone with an interest in language to the pleasures of researching word histories. In this interview filmed by George Miller of Podularity in the library here at Oxford University Press in the UK she suggests some resources and techniques to get you started. Click here to read more by Elizabeth Knowles, and check back tomorrow for some of her One Minute Word Histories.

Click here to view the embedded video.

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5. How to Read a Word

By Elizabeth Knowles


When I began working for Oxford Dictionaries over thirty years ago, it was as a library researcher for the Supplement to OED. Volume 3, O–Scz, was then in preparation, and the key part of my job was to find earlier examples of the words and phrases for which entries were being written. Armed with a degree in English (Old Norse and Old English a speciality) and a diploma in librarianship, I was one of a group of privileged people given access to the closed stacks of the Bodleian Library. For several years the morning began with an hour or so consulting the (large, leather-bound volumes of the) Bodleian catalogue, followed by descent several floors underground to track down individual titles, or explore shelves of books on particular topics. Inevitably, you ended up sitting on the floor leafing through pages, looking for that particular word. The hunt could sometimes be frustrating—occasionally you reached a point where it was clear that you had exhausted all the obvious routes, and only chance (or possibly six months’ reading) would take you further. But it was never dull, and the excitement of tracking down your quarry was only enhanced by the glimpses you had on the way of background information, or particular contexts in which a word had been used. Serendipity was never far removed.

The purpose, of course, was to supply the lexicographers working on the Supplement with the raw material on which the finished entry in its structured and polished form would be based. Not all the information you gained during the search, therefore, would appear in the finished entry, and some of the contextual information (for example, other names for the same thing at a particular period, or even the use of the word by a particular person) was not necessarily directly relevant. But that did not mean that it often wasn’t interesting and thought-provoking for the researcher.

At the time (the late 1970s) research of this kind was carried out in what we would now call hard copy. Entries in the library catalogue might lead to a three-volume eighteenth-century novel, or the yellowed pages of a nineteenth-century journal or newspaper. It followed, therefore, that someone who wanted to research words in this way needed what I had the luck to have: access to the shelves of a major library. At the end of the first decade of the twenty-first century, all that has changed. We still (of course, and thankfully) have excellent dictionaries which can be our first port of call, and we still have library catalogues to guide us. But these resources, and many others, are now online, allowing us to sit in our own homes and carry out the kind of searches for which I had to spend several hours a day underground. With more and more early printed sources becoming digitally available, we can hope to scan the columns of early newspapers, or search the texts of long-forgotten, once popular novels and memoirs. Specialist websites offer particular guidance in areas such as regional forms of English.

The processes for searching in print and online are at once similar, and crucially different. In both cases, we need to formulate our question precisely: what exactly do we want to know? What clues do we already have? A systematic search by traditional means might be compared with climbing a ladder towards an objective—and occasionally finding that the way up is blocked. There are no further direct steps. Online searching always has the possibility that a search will bring up the key term in association with something (a name, another expression), which can start you off down another path—perhaps the equivalent to stepping across to a parallel ladder which will then take you higher.

There has never been a time at which there have been richer resources for the would-be word hunter to explore, and there are no limits to the questions that can

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