Category Archives: miscellaneous

The best way is not always the shortest.

 

My wife called something to my attention  in the New York Times this morning. She had a problem with the second paragraph in the following story:

“On Eve of Trial, Discovery of Carlson Texts Set Off Crisis Atop Fox”

By Jim Rutenberg, Jeremy W. Peters, and Michael S. Schmidt

The New York Times

April 26, 2023

The second paragraph read:

Private messages sent by Mr. Carlson that had been redacted in legal filings showed him making highly offensive and crude remarks that went beyond the inflammatory, often racist comments of his prime-time show and anything disclosed in the lead-up to the trial.

I think I know why the sentence ended up the way it did. Because of newspaper-writing conventions regarding conciseness. The rule or standard is: Get rid of as many words as you can whenever and wherever they can be omitted (without omitting key facts or becoming unintelligible).

But there is a problem here.

comments OF HIS PRIME-TIME SHOW is vague and fuzzy. Were they comments that Carlson alone made (this is implied, but it could also include comments made by guests/interviewees)? Were they comments that he spoke or that were posted on the screen in bullet point fashion? In my mind it’s too vague. And awkwardly worded. It seems that comments ON his prime-time show would be better (sounds better to the ear). But then that’s not clear, because it could be anyone’s comments.

The best way to say it (undoubtedly) is comments made by Carlson on his prime-time show. This adds three words (the phrase made by Carlson on replaces the word of).

 

*****************************************************

My post

regarding Professor Strunk’s admonition, “Omit Needless Words.” (or, are long, complex sentences bad?)

regarding Professor Strunk’s admonition, “Omit Needless Words.” (or, are long, complex sentences bad?)

is pertinent here.

I quoted Professor Brooks Landon in his lecture ““Grammar and Rhetoric” (lecture 2, “Building Great Sentences: Exploring the Writer’s Craft”; The Great Courses/The Teaching Company).

Unless the situation demands otherwise, sentences that convey more information are more effective than those that convey less. Sentences that anticipate and answer more questions that a reader might have are better than those that answer fewer questions. Sentences that bring ideas and images into clearer focus by adding more useful details and explanation are generally more effective than those that are less clearly focused and that offer fewer details.

Many of us have been exposed over the years to the idea that effective writing is simple and direct, a term generally associated with Strunk and White’s legendary guidebook The Elements of Style, or we remember some of the slogans from that book, such as, “Omit needless words.” … [Stunk concluded] with this all important qualifier: “This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that he make every word tell.” … Strunk’s concern is specifically with words and phrases that do not add propositions to the sentence [e.g., “owing to the fact that” instead of “since”].” … “Omit needless words” is great advice, but not when it gets reduced to the belief that shorter is always better, or that “needless” means any word without which the sentence can still make sense.

*****************************************************

Addendum:

My journalism school instructor, New York Times city reporter Maurice (Mickey) Carroll, taught me to tighten up my stories. His editing was invaluable. Here is an example from one of my assignments.

 

So I understand and appreciate the need for conciseness in newspaper reporting. But I also think Professor Landon’s astute observations should be kept in mind.

 

— posted by Roger W. Smith

   April 27, 2023

how not to do footnotes

 

Scholars who visit this site may be interested in a post of mine on footnoting on my personal site, rogersgleanings.com, at

how NOT to do footnotes

I can’t understand why the topic does not engage more readers of scholarly works. Word processing software makes footnote and endnote formatting a breeze — so why can’t they be done to make consulting them less of a chore? — and, in the examples I have given, it is more than a chore, it’s enough to drive a scholar who wants to find a source mad with frustration.

 

— Roger W. Smith

  December 2022

Walt Whitman, ‘Slang in America”

 

Walt Whitman, ‘Slang in America’ – North American Review, November 1885

 

Posted here (PDF file above):

Walt Whitman, ‘Slang in America”

North American Review

November 1885

 

“Language, be it remembered, is not an abstract construction of the learned, of of dictionary-makers, but is something arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity. ….”

 

— posted by Roger W. Smith

  August 2022

 

 

the poverty of protest rhetoric

 

“These children that come at you with knives, they are your children. You taught them. I didn’t teach them. I just tried to help them stand up.”

— Charles Manson, trial testimony, November 17, 1970

 

*****************************************************

“The museum’s exhibition about the statue was partly a response to the defacing of it by protesters, who in 2017 splashed red liquid representing blood over the statue’s base. The protesters, who identified themselves as members of the Monument Removal Brigade, later published a statement on the internet calling for its removal as an emblem of ‘patriarchy, white supremacy and settler-colonialism.’

“ ‘Now the statue is bleeding,” the statement said. “We did not make it bleed. It is bloody at its very foundation.’ .” [italics added]

— “Roosevelt Statue to Be Removed From Museum of Natural History,” by Robin Pogrebin, The New York Times, June 21, 2020

 

*****************************************************

This is impoverished rhetoric (by the so-called Monument Removal Brigade). Which is actually inane.

It shows the impoverishment of their ideas, mental and moral vacuity on the part of so-called revolutionary reformers, and the emptiness of vandalism (excuse me, protest actions).

I could have done better in the third grade.

 

Roger W. Smith

   June 2020

a writer’s writerly morning musings

 

Something occurred to me when I was half awake this morning.

You may say it’s self evident or trivial.

I was reading something in the newspaper and a sentence or two came into my mind.

(Sort of like one is driving and sees a sign ahead.)

 

He is dead.

His writing lives on.

 

My brain works like a writer’s. I think in sentences and paragraphs and very literally– like I’m always writing an English paper.

How do you punctuate that, I thought.

1. He is dead, his writing lives on.

2. He is dead; his writing lives on.

3. He is dead. His writing lives on.

Option 1 – No. Maybe okay for a fiction writer, but a comma splice.

Option 2 – I like to use a semicolon, but not here.

Option 3 – The best choice. Keep as two short, independent sentences. Reads best and is clearest.

 

Sentences are indeed the building blocks of expository writing. Short or long.

 

— Roger W. Smith

   May 21, 2020

The infinitve is infinite.

 

In a text I bought for my German course, Basic German: A Grammar and Workbook, 2nd Edition, by Heiner Schenke, Anna Miell, and Karen Seago, pg. 7, it says:

A verb with a personal ending — e.g., Woher kommst du? Ich wohne in Frankfurt, Woher kommst du? — is called a finite verb. This is in contrast to the infinitive form of verbs.

I never knew.

In other words, a verb when used with a subject and tense — we speak, they spoke, English is spoken — is finite, determinate; there is definite action, occurrence.

But, yes, Shakespeare can write to be or not to be, but to be is timeless, so to speak. But, I was satisfied — this refers to the past and an actual point on time, whether specified or not.

 

*****************************************************

I love learning new things. In the category of learning “I never knew that.” Something simple that should have been obvious, but that for me represents a discovery.

When you learn it, some fundamental that increases overall understanding is now part of your mental repertoire.

 

— Roger W. Smith

    February 2020

“a red cord thing”

 

Waiting for an elevator with me at 826 Broadway on February 13 last week there were two women who were chatting.

We were all going to a concert of medieval music in the Strand Bookstore’s rare book room. I had entered at the Strand’s main entrance next door, at 826 Broadway. I had bought a book that looked very interesting: Wordsworth’s Classical Undersong: Education, Rhetoric and Poetic Truth by Richard W. Clancey. The subject matter fits right in with the focus of this blog. I often find interesting books at the Strand by serendipity.

One of the women said to the other that (as I had experienced) she could not get to the Strand rare book room by entering at the store’s main entrance and walking up or taking the elevator from there to the third floor, as I had tried to do. (The nonfiction books on literature are in the basement, a usual first stop form  me.) She said to her interlocutor: “They have a red cord thing” blocking passage to the rare book room from the main store and that therefore she had recognized you had to take the elevator (as we were doing at that moment) next door.

That’s a redundancy, I thought to myself. I am always “proofreading” and “editing” people’s speech (including broadcasters’ and newspaper reporters’) whenever I detect what I am sure is a grammar error or infelicity of style.

Or is it redundant? I thought.

She could have said, as an English teacher would probably so correct a student’s sentence to: There was a red cord blocking the door. Or, A red cord was blocking the door.

But “red cord thing” actually conveys her meaning very well. For she wasn’t certain whether it was a cord (a piece of rope), a string, tape, or whatever. But something resembling a cord such as one sees in a rope line or tape blocking access to accident and crime scenes, something red, was blocking access.

Young women whom one constantly hears chatting on their cell phones often get made fun of by grammar snobs such as myself for using like constantly as an intensifier or qualifier. He seemed like about to go crazy; or, I saw a guy who was like riding a bike with no hands.

English is a marvelously fertile and flexible language, rich in nuance. New ways of saying things in non-formal speech are always being come up with. Such as the use (perhaps overuse) of the all-purpose like as an adverb, and many expressions that convey the meaning exactly, but who would of thought of them before they were invented, e.g., couch potato and soccer mom.

 

–Roger W. Smith

  February 2020

I am continually instructed in writing by the example as well as the writings of Samuel Johnson.

 

THE TELLING EXAMPLE

The kind partiality with which every man looks upon his own fraternity, is generally discovered in his acts of munificence. The merchant seldom founds hospitals for the soldier; nor the sailor endow colleges for the student. [italics added] Every man has had most opportunities of knowing the calamities incident to his own course of life: And who can blame him for pitying those miseries which he has most observed?

It is with the same kind of propension that I have always rejoiced to see the theatres made instrumental to the relief of literature in distress; and though I would not willingly oppose any act of charity, I cannot but confess a higher degree of pleasure, in contributing to the support of those, who have themselves contributed to the advancement of learning; and therefore take, with uncommon satisfaction, this opportunity of informing the town, that next Tuesday will be acted, at Covent Garden, The Way of the World, for the benefit of an unfortunate bookseller [James Crokatt]; a person, who, in his happier state, was little guilty of refusing his assistance to men of letters; whose purse often relieved them, and whose fertility of schemes often supplied them with opportunities of relieving themselves.

 

PARALLELISM

Many of the most voluminous and important works, which the industry of learning has lately produced, were projected by his [Crokatt’s] invention, undertaken by his persuasion, and encouraged by his liberality. The time is now come when he calls, in his turn, for assistance; and it is surely the duty of the publick to reward, by uncommon generosity, the benefits which he has conferred upon them, without the usual advantage to himself. (italics added) — Samuel Johnson, Letter to the Daily Advertiser Concerning James Crokatt (1751), IN Johnson on Demand: Reviews, Prefaces, and Ghost-Writings, edited by O M Brack, Jr., and Robert DeMaria, Jr. (The Yale Edition of the Works of Samuel Johnson, Volume XX; Yale University Press, 2019), pg. 221

This letter was written by on behalf of the London book trade entrepreneur James Crokatt, who having experienced business and financial difficulties, was in debtors’ prison.

 

*****************************************************

From immersion in the works of a writer of Johnson’s stature, I would be inclined to say that:

Anecdotes from the early chapters of Boswell’s Life of Johnson show that Johnson at a very young age was what we would today call a gifted child and that he was intellectually precocious.

It is also apparent from Johnson’s own accounts (and those of schoolmates) that his grammar school instruction was very rigorous in the area of rhetoric, including instruction in Latin. (I believe that his fluency in Latin along with his mastery of the king’s English contributed to, and in fact resulted in, his knowledge of and proficiency in rhetoric and mastery of the rules of exposition and grammar, whereby the “operating principles,” so to speak, of verbal expression were ingrained in him — at his command.) *

Ergo, Johnson wrote as well as he did because he was a born writer and also because he worked so hard at achieving mastery.

* The following quote is apropos. I can relate it to my own experience of foreign language study.

“Wer fremde Sprachen nicht kennt, weiß nichts von seiner eigenen.” (He who is ignorant of foreign languages, knows not his own.)

— Johann Wolfgang von Goethe,   Maximen und Reflexionen (1833)

 

Roger W. Smith

    January 2020

he used to think the fault lay in himself

 

“[Joseph] Fowke prided himself on a friendship that allowed him to be a reservoir of anecdotes about [Samuel] Johnson: ‘I remember Samuel Johnson remarking that in the early part of his studies he used always to think the fault lay in himself when he did not understand a passage, but at length, after many discouragements, he discovered that his author did not understand himself.’ ” [italics added]

— Joseph Fowke, letter to Philip Francis, 7 September 1789, quoted in Thomas M. Curley: Sir Robert Chambers: Law Literature and Empire in the Age of Johnson (The University of Wisconsin Press, 1998). pg. 375

 

*****************************************************

This quote calls something to mind about my experience in reading and writing.

I tend to read serious, weighty works of both nonfiction and fiction. I read slowly and deliberately. I often find myself reading passages and pages over again, often several times. The effort is usually worth it. It’s not necessarily that the author didn’t say it well, but the ideas or thoughts are deep and invite reflection. Or that the thought — the point being made — is embedded in a “dense,” intricate grammatical structure, which does not necessarily mean it was poorly written.

If something seems new or striking to me, I often make note of the passage — copy and save it.

(In general — this comment pertains not to reading per se but to cogitation engaged in in daily life, ongoing mental activity and the ordinary process of rumination — I tend to be a somewhat plodding thinker and to be very reflective. I run things through my mind over and over again, often something I can’t quite explain to myself to my satisfaction. Later — sometimes weeks later or longer — it will occur at times that a new way of seeing something I have been mulling over comes to me.)

 

*****************************************************

Samuel Johnson’s comment pertains to reading. It can be inferred from the above quote that he was a diligent reader. Everything I have read by him and about him supports this inference. He devoured books, read closely, with an active, engaged mind.

This is very true of me. I am the opposite of a “passive” reader. I am continually asking myself, do I agree with the author; is something well said or not; what kind of corroborative or evidentiary support is provided; and so on. What do I think? Is this a good book, in my opinion, or not, and if so, why or why not?

Books for me are nutritive. They are a source of ideas and a stimulus to mental activity. I do not read for “relaxation” (as, it seems, is often the case with TV). Yet reading is invigorating. Also pleasurable. And usually exciting.

An anecdote worth repeating by way of illustration is the following. I came across a review by the English historian J. H. Plumb in the 1980s in The New York Times Book Review. He mentioned among the great historical works of all time those of Francis Parkman.

I had heard of Parkman, but was not acquainted with and had not read his works. The mention of Parkman made me want to read him. Before starting to do so (once I had resolved to) and getting ahold of his books (not readily available), I experienced a frisson within me (akin to pleasurable feelings of anticipation in other spheres of human activity) at the thought of beginning an “excursion” into his works, which I knew meant reading not just one of them.

Over the course of months, I read all seven volumes of Parkman’s France and England in North America. It was an experience one might compare to a keenly anticipated prolonged overseas trip. As I told my therapist, who found the comment telling, it wasn’t just picking up a book. The excitement I felt showed how much reading meant to me.

I read books eagerly. I “devour” them. (Continually reflecting upon and critiquing what I read.) And extract every bit of wisdom and knowledge I can.

 

*****************************************************

According to Johnson, the fault often lies with the writer, not the reader. So true.

There have been innumerable instances in my own experience of reading writers who don’t take pains to be clear. Who don’t seem to feel it is worth the bother. Or — it seems to often be the case — never bothered, in the first place, to learn how to write. My own training and experience in writing began early, and I was also aware of the importance not just of having something to say, but of being able to write well. I worked very hard, from an early age, at writing, labored at it, at getting my ideas down on paper and polishing and improving a composition.

 

*****************************************************

I have read quite a few books over the years which were by authors supposedly learned and well informed, and highly regarded — often experts in their field — who turned out to be very poor writers. Who confound the reader and leave you more confused than enlightened. I have often found myself giving up and laying the supposedly authoritative and masterful work aside.

This sort or experience is also true of some epistolary and other communications and even conversations that I have had with persons I was closely acquainted with, who, rather than clarifying things, tended to obscure them with (sometimes) pomposity or thoughts and observations not made clearly that they are fond of expounding upon.

 

*****************************************************

Apropos clarity, as it pertains to writing, I have been accused of pomposity in my own writing. Such criticisms are utterly unfounded. My writings do display erudition, which, unaccountably, makes some readers uncomfortable. (It occurs to me: Erudition, learning, in the minds of persons such as my detractors, makes you a snob.)

I myself, as a reader, humble myself before a display of erudition, and am eager to be instructed and enlightened. But I find that often inferior writers are “showing off,” as it were, want to impress the reader without taking pains to be clear.

It should be apparent to anyone who reads my writings what pains I take to be clear. (My wife will tell you that.) The opposite of arcane. This is true of my “scholarly” writings (sometimes based on extensive research) and other pieces of mine that are on topics of general interest and often reflect personal opinions.

There are no examples in my writings of pretentiousness. And erudition (I am not an academic or renowned or well known scholar) is not a sin.

Samuel Johnson, by the way, expressed his opinions forcefully (for which he was often accused, I think unfairly, of arrogance) and brought great, indeed prodigious, learning to bear. He had a distinctive, elevated style which some commentators (not a few) have found pretentious and old fashioned, like eighteenth-century dress would now be. This bothers me not a whit.

 

— Roger W. Smith

   October 2019

some thoughts about writing as it relates to IQ

 

I was a freelance writer and editor for a few years, interrupted my career to pursue a graduate degree, but spent most of my work life working in offices. My last office job, which lasted over twelve years, was as a business writer with a consulting firm in Manhattan.

Only a few days after I had joined the firm, I attended a company conference on the West Coast which was devoted to mainly to sharing of best practices with colleagues from various offices. That was the first time I became aware of a high-ranking employee, Mr. ________. We were employed in the same office.

The first time I saw him, he was in a corridor of our hotel prior to the beginning of the day’s proceedings. He looked like he had just woken up, and he was carrying a copy of The New York Times which he had purchased at the hotel magazine shop. He appeared lost in thought and somewhat disheveled and looked like a prototypical New York intellectual.

That’s _______ _______,” someone said. “He’s brilliant!”

It turned out that almost everyone in our office held Mr. _______ in awe. Mostly because of his reputedly large stable of devoted clients and his mesmerizing hold on everyone as an absolute authority on employee benefits.

But — I found out over time — he was no Einstein. Not a genius. His reputation for intellectual prowess, such as it was, was not deserved. (Which is not to say that he wasn’t intelligent.)

Mr. _______’s secretary showed up at my desk one day and dropped a seven page long, double spaced, typed draft on my desktop. “_______ wants you to edit it,” she said. I did not work for Mr. _______’s department, but it was assumed that I would do it immediately with no further discussion. It turned out that what he wanted me to do was edit the draft of remarks, or a speech, he was planning to give to some office, company division, or professional association.

It is actually the kind of work I like to do. I dove right in. Soon I was scratching my hair. The content of the speech may have been okay, but his thoughts were expressed horribly.

However, I have always fancied that I can wordsmith and make read decently just about any piece of English prose — on any subject, technical or nontechnical — written by an adult with a modicum of education and a knowledge of English as a first or second language.

Among the awkward phrases  of Mr.  _______ that I recall — he kept failing miserably at getting his thoughts across, at crafting phrases and sentences — was “Russian red tape expert,” used in the following sentence about employee benefit laws: “A Russian red tape expert would be proud to issue 49 pages of closely printed regulations. ….” I changed “Russian red tape expert” to “Communist apparatchik.” (Upon reflection, I think that “Soviet apparatchik” might have been better.)

I labored over the speech for about two hours and returned it to  Mr. _______’s secretary. It was received without a word. I never heard anything from him by way of follow up or got any thanks. I was proud of my work. I still have a copy of his draft with my edits.

It is true that a lot of so-called geniuses — this includes true geniuses — cannot write well. Many academics who became world renowned (the Shakespeare scholar A. L. Rowse comes to mind) were horrible writers, and many professors — including many (it seems a preponderance of them) in the humanities — write poorly and pay little heed to style and the craft of writing. It also seems that many of the greatest writers of all time, while showing obvious intelligence, let alone brilliance, in certain respects — did not possess IQ’s that would make them eligible for Mensa.

Just what the relationship between a genius for writing and being in the “gifted” class (as early childhood educators would term it) with respect to intelligence is, is not obvious and raises potentially interesting lines of inquiry.

 

— Roger W. Smith

   August 2019