Book week: Collins dictionary & Punctuation

I missed a couple of my promised 'post a day for Book Week' posts because I was running a fantabulous event (if I do say so myself) called Doing Public Linguistics. The event was about linguists doing things like I do here with the blog—engaging non-academics in the work we do as academic linguists. One of the best bits of the day was when Geoff Pullum (speaking about his involvement in Language Log) gave us their motto for how to deal with media stories about language: "We can fact-check your ass". It's what I do, but I'm glad now to have a motto to go along with the doing.

Now back to books!

Free book 7: Collins English Dictionary, 12th edition

I'm grateful to the Collins people for sending me a copy of the latest edition of their beautiful dictionary. Collins is one of the dictionaries I regularly use for checking BrE facts. It's also now the basis for the  Official Scrabble Words used in the UK and most of the rest of the world, so I know its two- and three-letter words intimately.  (Scrabble is owned by a different company in North America, so it's been hard to standardi{s/z}e our ways of playing.)

It claims to be the most inclusive single-volume dictionary of English (any English? I'm not sure). One of the marketing points for this edition is that it includes more words without making the dictionary bigger. Looking at the pages, you see why. It is crammed with print. It's also, as they go, a fairly encyclop(a)edic dictionary—including a lot of proper names of places and people. (Don't try playing them in Scrabble.)

I think the binding is beautiful, but the truth of the matter is that despite their gift, I still mostly use the online version. Since I'm mostly on the computer when I need to use a dictionary, it just makes sense. I also haven't found that this paper dictionary is particularly easy to find one's letter-place in.

I will be using the print edition when I get a bit further into the research I'm doing on American and British Dictionary Cultures, and I look forward to doing so!

Free book 8: Punctuation..?

User Design sent me this book after asking if I might like to review their new book. I said 'okay', received the book. Three weeks later, they emailed me to see how the review was coming along—and that was part of what inspired me to do Book Week and try to salve my conscience about all these free books. But instead of reviewing theirs immediately, I wrote back with a question: why was I told this was a new book, when it was published in 2012 (as an improved second edition)? A week later, I still don't have an answer to that one. The other mystery is why the title of this book has been punctuated with a combination of marks that's not found in the book itself.

The book introduces each of the punctuation marks with little cartoons that illustrate  examples of the marks' "correct" use. And when I say 'each of the punctuation marks', I mean above and beyond the usual expectation. They've got guillemets (the «  » you might see surrounding quotations in French texts), the interpunct · and the pilcrow ¶. Still, they don't have my fave, the swung dash:

I'm not 100% sure who the book is for. It claims to be age-non-specific, and suggests it be given as a gift. I suspect it would be best given to designers, as they need to know a bit about punctuation, including things like interpuncts and pilcrows, but they don't need to know a lot. A telling quotation is:
"An almost identical character to the forward slash is the fraction or division slash (/) but with more of an angle, it is used to make fractions" (p. 20)
Who but a typesetter would need to know the difference between a forward slash and a division slash? Where do I find a division slash on my keyboard? And, most importantly, why are these two sentences separated by a comma, rather than a full stop or a semi-colon?

It's definitely a pretty little book, but from this blog's point-of-view, it commits a major sin: it claims to give "the correct uses" of these marks, but never acknowledges that these are only the correct uses in certain places and in certain styles. You could say that the hints are very strong that this is about British punctuation, since it talks about full stops (not periods) and exclamation marks (not exclamation points). But I'd say that's not enough. Readers may be able to identify that the American names aren't there, but they won't (unless they're well versed in these things) necessarily know that what's been claimed as "correct" is only correct so far as some stylesheets in Britain are concerned. (General ignorance that there is a transatlantic difference was what allowed Eats, Shoots and Leaves to be a US best-seller.) Without qualification, the book tells us that you don't put a full stop after Mr or Dr or within an acronym like USA. The one place I noticed such a much-needed qualification was in the discussion of quotation marks, where there is an "In the UK," qualification. That's something, at least, but we're not told what happens elsewhere. (You might say: "that's ok because it's a book for British people". But then I'd ask: then why did we need to know the difference between French and German practice in the guillemet section?) At the back of the book, we are told that initial reference for the text content was the Oxford English Mini Dictionary, 5th edition. Oddly, the book neither uses nor mentions the Oxford comma.

So, if you know a British designer who needs a handy reference for the difference between en-dashes and em-dashes, this might be a cute little gift. But for people who need more practical information beyond what you learned in primary school (e.g. which lists of prenominal adjectives get commas and which don't? how many spaces after a full stop? should you ever capitali{s/z}e the first word after a colon?) and global outlook (e.g. how do Americans use quotation marks?), you probably need to look for something else.
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Book week: One language, two grammars?

Book Week continues...

Free book 6: One language, two grammars? differences between British and American English

A lot of the interesting work about British and American English these days is not coming from Britain or America, but from the home countries of other Germanic languages. This collection, edited by Günter Rohdenburg and Julia Schlüter is a case in point; German, Swiss, and Swedish universities are better represented in the table of contents than the US or UK. The 19 chapters cover a range of topics--many of which I've not got(ten) (a)round to posting about here, with a few exceptions (like this one). 

I won't try to go through all of the chapters here--you can read the table of contents at the publisher's (Cambridge University Press) site. The book tests the sociolinguistic aphorism that "accent divides, syntax unites" by taking a much closer look at the patterns of language use and grammatical change in these two major varieties of English and questioning whether there are more differences than first meet the eye. In summing up the findings, the editors note that generalizations about grammatical differences "remain confined to system-internal, intrinsic tendencies" (p. 5). The four generalizations they make are:
  • AmE has "greater tolerance and inclination" (p. 5) toward(s) the structures of colloquial speech, with California setting trends, while the east coast is more conservative. BrE is comparatively more formal (in writing--most of the work here is on written corpora. That they find these differences in writing is interesting because in general there's a pull toward similarity in writing, difference in spoken forms). 
  • AmE exhibits a pull towards(s) regularization of patterns in both morphology (e.g. how past tenses or plurals are made) but also in syntax--for example, using more comparatives (which can be applied to any adjective) where -er ones might be possible (in Britta Mondorf's chapter).
  • AmE tends more toward(s) explicitness. While the same things are grammatical in both varieties, AmE users often choose forms that put a lighter cognitive load on the hearer/reader or they add clarifying information, where BrE users tend to leave more implicit. (I have to say, I found the evidence for this a bit too mixed to be totally convinced by, but I often feel it true when reading British writing--things like leaving off that in relative clauses and lower use of commas seem to make the reading harder going, requiring more sentence restarts. But I can't know whether that's just me. A colleague and I once discussed doing an eye-tracking study on this, but then our eye-tracking contact moved away. Anyone want to eye-track with us?)
  • AmE "shows a more marked tendency to dispense with function words that are semantically redundant and grammatically omissible". This is kind of funny considering how many complaints I listen to about Americans having of in things like off of the sofa or how big of a catastrophe, not to mention the greater British tendency to leave off that in relative clauses (e.g. The sofa (that) I sat on). But the evidence here comes from lesser use of reflexive pronouns (e.g. acclimate/acclimati{s/z}e (oneself) to) and not using prepositions after certain verbs (e.g. protest), both of which are discussed in chapters by Rohdenburg.  
Another general theme of the book is discerning the evidence for colonial lag, the idea that language changes slower and older forms remain preserved in colonial-type offshoots of a language. There's not much evidence for that lag here--but it's also not the case that AmE is always the innovator.

This is a book for academics, really. If you're an editor wanting more insight on which prepositions to put with which verbs, you want Algeo's book in the same series.

This is another book that I've had for an embarrassingly long time (published 2009) before reviewing it. The main reason for this lag: my god, this book is heavy. They sent me the hardcover, and it is shockingly heavy for 461 pages. I tend to do book-review reading on plane or train journeys, and when there's a heavy book to do, I often photocopy a chapter at a time to take on the journeys, so I don't break my back. I couldn't stand to do that for this book because it saves its bibliography for the very end, rather than at each separately-authored chapter, and I hate reading chapters without bibliographies. The other little complaint that I have to Cambridge University Press (publisher of many fine books!) is the re-starting of section numbering in each chapter. Yes, this is really (BrE) anorak-ish/(orig. AmE) nerdy and minor, but if a book has lots of section 5s when I'm looking for section 5 of chapter 12, it would be so much easier if it were marked as section 12.5.

But never mind the physical flaws, it's a really interesting book!


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A post-script: I've just discovered that I've double-reviewed one of this week's books! Re-inventing my own wheels. No wonder my to-do list doesn't get any shorter...
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Book week: English - meaning and culture

(For more about Book Week, see the first post of the week.)

Free book 5:  English: meaning and culture

I do believe that this was the first book I ever received as a blogger. Yes, it is 10 years old. Yes, I am only just writing about it. Yes, I am contrite.

What's kept me from writing about it is that I haven't read it cover to cover. This is very common with me and academic books. I get a sense of the argument, a sense of the contents and then I know where to go when I need more specifics on that kind of content. When I read books for review in academic journals, I do read cover-to-cover (except for reference books, for which I set up a sampling scheme). What's got(ten) Book Week going is that I've relieved myself of the duties of print book reviews. I am freeing myself to say things about books that I'm reasonably familiar with.

English: meaning and culture is by the mind-bogglingly productive Anna Wierzbicka, and like most of her books it uses elements of her particular approach to language, Natural Semantic Metalanguage (NSM). I'm going to suggest right now that you let your eyes glaze over a bit at the NSM explications (unless you're a super linguist nerd). That to me is not the fun part.

The fun part is watching how Wierzbicka's (I'm just going to type W from now on, please excuse), mind works in shaping an argument--particularly in the wide range of linguistic and cultural evidence she brings to bear on the argument.

Essentially, she takes an opposite position to that of this blog. While I'm here saying "look at how different American and British language/culture are", W is saying "those differences are piddling; the important difference is between how Anglos [her term for English speakers of the "inner circle"] think and how other cultures think. She is, of course, more correct than I am. I'm looking at what's easy to look at--the more similar things are, the more easy it is to specify their differences. She's looking at a much bigger picture, and she (as a Polish immigrant to Australia) has a great outsider-insider vantage point. The book starts with a chapter that's really stayed with me: "Anglo cultural scripts seen through middle-eastern eyes". In it W examines the experience of Abraham Rihbany, a Syrian theologian who immigrated to the US, and discovered how becoming enculturated there affected his ways of perceiving his home culture. Though Rihbany was writing about these things in 1920, the observations are fundamental enough that they ring true today--about the valuing of accuracy in English speech. Accuracy trumps other possible values like positivity or effusiveness, which Rihbany found to be more important in his homeland.

The 'meaning and culture' of this book mostly has to do with how Anglo epistemology--what we count as knowledge and truth and how we use those things--pervades the language and vice versa. The rationalism of Anglo culture, essentially. The desire for accuracy. The need to say I think  or I suppose when we're not 100% sure of something, the belief that the world can be divided (by us) into right and wrong or correct and incorrect, the need to be "reasonable". She shows how many of these concepts don't map exactly to the "equivalents" that are offered in bilingual dictionaries.  These concepts are the kinds of thing that we take so much for granted in our culture that it takes a lot of pointing out--a lot of evidence--for us to get it through our English-thinking heads that this is not a natural way to be. This is a cultural way to be.

A more recent book of W's is called Imprisoned in English: The Hazards of English As a Default Language, which gives the hint that she sees English lingua-francaism as a potential problem. This is the theme of the conclusion of English, and W looks at some case studies of problems for international English. For example, harking back to chapter 5, about the concept of "fairness", W questions whether fair-use copyright laws can be interpreted in the same way in different cultures. Non-"Anglo", i.e.  "outer circle" Englishes--things like Singaporean English or Nigerian English-- are a different matter. Their differences from Anglo English indicate to W that the language had to meet their home cultures part-way. But where English is used as a lingua franca, it's supposed by many to be "neutral", and W is having none of that.

There's just too much in this book to do it full justice here--so order it from your library and see what you think.

The book (like most of W's books) is published by Oxford University Press. Unfortunately, their website is not working well tonight, so I have not been able to link directly to a "buy" page. But I'm sure you're resourceful enough to find it...

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Abbr.

AmE = American English
BrE = British English
OED = Oxford English Dictionary (online)