Category Archives: editing

Two spaces and authority

Something I have to tell people about every so often, and would probably have gotten around to doing a blog post on, is that the rule so many people learned about putting two spaces after a period was a rule invented for typewriters and never appropriate for proportional type, such as we use now on computers. However, Farhad Manjoo of Slate has just given such a nice explication/rant on the topic (even if a little too harsh at times) that all I really need to do here is link to it. Which I have just done.

But if you’ll look at the comments, you’ll see not everyone agrees with him. And their reasons for disagreeing with him are for the most part not based on rational argumentation focusing on the points he’s made. They’re generally in the line of “You’re wrong because you’re wrong,” “Lots of people do it so you’re wrong,” “Who cares?” and “That’s not what we were taught, so you’re wrong.”

The first two kinds of response – “You’re wrong because you’re wrong” and “Lots of people do it so you’re wrong” – are easily waved off. Circularity is obvious and juvenile, and popularity is not always a proper basis for correctness. (In typography, the design aims for maximum readability and minimum unbidden distraction, and double spacing defeats that when the type was designed to have proper kerning after a period. So it’s not like language usage, which in the long run is decided by mass opinion.)

The third, which is exemplified by the comment “You know what’s even more outdated than using double spaces at the end of a sentence? Typographers,” is the argument from and for ignorance. The truth, of course, is that typographers are not outdated; perhaps that commenter thinks that God or magic makes everything look pretty and readable on the page, and that all letter forms are sent straight down from heaven. But if there were no typographers, he and others would discover the true meaning of text looking like shit.

It’s the final category of comment, though, that touches on a point that comes up quite often when language professionals talk with their clients and other people who might think they know what they’re talking about but don’t really. An exemplary comment is “Hey jackass. Us two spacers didn’t invent this practice. It was taught to us somewhere, more than likely in a typing class. So despite your assurances, I assure you that it is correct.”

Oh! It was taught to you somewhere! Ohhhh. I see. So it must be right then! Because teachers are always right. And yet there are other commenters in the same thread who say they were taught not to use two spaces. So they were taught somewhere that double-spacing was wrong! So that makes them both right! But they can’t both be right! Oh noooooooes! Mai hed hurtz.

So I’ll say it, just to be clear: Just because you were taught it doesn’t mean it’s right.

And here’s an even more important fact: School teachers are not subject matter experts. They teach what is in the curriculum, which has been determined by school boards and politicians, and most of the time it’s right, and of course in order to teach it they need to know enough about it to teach it. Certainly most of what they will teach you is true (whether you remember it correctly is another matter). But they are not always right about everything.

And some of the things you are taught in school are not entirely right, either. Usually this is because you aren’t quite at a level to understand the matter exactly correctly; you will find this in university, too – linguistics students are constantly being told that what they learned in a previous-level course was actually a bit oversimplified. Sometimes the school curriculum hasn’t caught up with reality. In some places, due to politics, the curricula are impervious to established reality on some important points. But also, students are sometimes taught things that aren’t in the curriculum but that the teacher just happens to believe. This is how many mistaken beliefs about grammar have been spread. (See When an “error” isn’t about those.)

But let’s just get this right down clear and straight: you probably know that your high school biology teacher knows less about the human body than a surgeon does. You may know that your high school physics teacher knows less about physics than one of the physics professors at MIT, Cal Tech, or Stanford, and less about engineering than a professional engineer who builds bridges for a living. So why do so many people believe that what their high school English teacher taught them about grammar and writing is the highest, most expert level of fact, handed down as though from God? Here, I’ll put it in bold so people can see it when skimming: Your high school English teacher was not an English language expert. He or she probably acted like one. But if you really want to understand English grammar and how it works and why it is the way it is, you’re going to need to get much farther than the rather basic understandings you came out of high school with.

Now, those who read this blog regularly will know I take a pragmatic approach, and generally dislike inflexible thou-shalt-not rules. So what’s with me saying thou shalt not use two spaces after a period? Well, it’s like this: you can use two spaces if you want to, but it’s probably not going to look as good. The type was not designed for it. If you submit it for publication, the designer will convert double spaces to single spaces pretty much immediately, and in fact will probably run that replacement without even looking to see if there are any to replace. So you’re making either a little extra work or not really any extra work at all for the designer, but you are wasting your energy with every unneeded space. Hey, it’s your energy…

But if you double-space, at least don’t insist that single-spacing after periods is wrong. It’s not. It’s actually preferable in proportional type. And it doesn’t matter that you learned it in school. The fact that you learned it in school doesn’t mean it’s right. You have a brain, right? I’m sure you’ve questioned other things you were taught. Well, question this too! Find out!

Are you editor material?

Editing is not a glamour career. If you want to be famous, it’s not what you can do to get there (though you can be an editor and be famous for something else; I know of examples). Nor is it a career that will make you rich. (In fact, freelance editing is hard to survive at if you’re not married to someone with a good salary. In-house editing jobs can, but don’t always, pay better, but they’re not so easy to find.) Nonetheless, there are many people who want to be editors, including some who offer their editing services to friends or colleagues, sometimes without being asked. So what are the characteristics of a person who could become a good editor?

Well, first of all, if you have a burning desire to fix other people’s prose, if the very sight of a minor grammatical error puts you into a rage, if anytime you see something written you know you could have written it better, if you are often heard to counsel your friends (without being asked) on how to improve their grammar or expressions, if you perhaps carry a marker with which to correct signs in grocery stores, DO NOT BECOME AN EDITOR. At least not until you’ve grown up and changed your personality.

If, on the other hand, you love language and think it’s fun, and you love communication and understand that what’s most important in communication is bringing minds together, and that the results dictate the means, you could become an editor.

If you always have to have things your way, STAY OUT OF EDITING. If making other people happy makes you happy, you may be editor material.

If you are often heard to say things like “That doesn’t matter” and “Why should I care about that?” and “I don’t know about that; it’s not important to me” and “Why do you know all these dumb, useless things,” you will never make any sort of decent editor. On the other hand, if other people often say things like that to you, you very well may! Certainly, if you are more likely to say “I wonder” and “Let’s find out” and “Let me look that up,” and if reading reference works and looking random things up out of sheer interest is something you have always done for fun, you have the right disposition to become an editor.

If you see something that you don’t recognize and don’t know the function of, and you conclude it’s useless, stay out of editing. If you see something that you don’t recognize and don’t know the function of, and it provokes in you an excited desire to find out what it is and what it does, you’re editor material.

Are this sentence’s needs being met?

A colleague just asked about a sentence similar to the following:

Provided that each member of the faculty club’s basic needs is met along with a comfortable free wine allotment, each professor will remain suitably compliant to expectations.

He question was whether it should be is met or are met; she was leaning towards is because it’s each member.

How do you sort out questions of conjugation? Find the head of the noun phrase that’s the subject of the sentence. What’s the head noun here? Is it member? Only if the faculty club’s basic needs is what it’s a member of. But I rather suspect that it’s actually talking about the basic needs of each member of the human family – in other words, the ‘s on club’s actually applies to the whole phrase each member of the faculty club… which makes that phrase a modifier of needs. And so “needs” is the head noun, the one that the verb conjugates to. (Anything that has a possessive, and anything that is the complement of a preposition – e.g., of the faculty club – is a modifier.)

The skeleton is in fact Provided that … needs … are met …, each … will remain … compliant. The rest is modifiers. And yes, it’s are: it’s the needs that are being met, not each member that is being met.

disinterested

This word demonstrates a phenomenon that everyone who uses language (especially English) should be interested it – because they are all interested in it; that is, they should take an interest in it, as they all have an interest in it. What I mean is that they should not be uninterested, as they are not disinterested.

OK, clearly, before I address the phenomenon, I need to address a matter of interest that might otherwise come between form and sense. It is, of course, the various related meanings of interest – the meanings that allow for the joke, “What’s the difference between a bank account and a politician? With a bank account, the more principal you have, the more interest you get; with a politician, the fewer principles you have, the more interest you get.”

Interest is, in the first place, something that pertains to a relationship. And by that, I don’t exactly mean the “OK, is there something between you two?” kind of relationship – except I do, too. It’s first of all a business relationship, indeed, and there is a legal claim between two parties or between a party and a property; there’s something between them – Latin inter, “between”, plus essere, “be”, makes interessere, a verb that became an English noun interess and from that an English verb interess, and those ended up morphing to interest (possibly from the past tense of the verb, interessed, but perhaps just from the epenthetic /t/ that sometimes shows up after a final /s/).

So if you have an interest in something, you have a share in it, something to gain or lose. If it gets you money, then you are gaining interest. From that comes the non-business sense we use when we say “Interesting!” And both are still used, but unquestionably the psychological sense is the more common.

And now we get to the interesting phenomenon. It has to do with a rule that guides commerce and also applies in vocabulary: in general, rarity increases valuation. Words that aren’t often used can tend to gain a certain added value from their rarity – a certain impressiveness factor. They also have a greater novelty effect. In short, they are like shiny, pricey little toys. These words are typically called low-frequency words by linguists.

Now, one possible effect of this is that such words get pressed into service to mean something that already has a word – a word that doesn’t mean exactly the same thing – just because they have a nice, ornamental effect. And who can be surprised? This is why people get shiny oak desks and brass nameplates, it’s why people buy expensive Swiss watches that can’t keep time as well as cheap quartz ones, it’s why people drive Ferraris on city streets, it’s what accounts for most of the annual revenues of Hammacher Schlemmer. Ayn Rand made a variety of mistakes in Atlas Shrugged, but one thing she pretty much got right was the part where the fantastic new alloy Rearden Metal, once made available for general use, is put to use for a wide variety of silly things that really don’t need it at all.

Oh, yes, sometimes people use their shiny new toys inappropriately. This is especially true in language. I find that unusual (foreign) punctuation marks and diacritics are especially often put to ornamental use. The umlaut is a favourite, as manifested in music – Blue Öyster Cult and Mötley Crüe being notable examples, and Spinal Tap (with an umlaut on the n which I can’t here reproduce due to character set limitations) parodying them – and elsewhere (a wine and art event in eastern Ontario calls itself ArteVïno, for instance).

Features of pronunciation are also subject to status-oriented fads. This is, for instance, how “r-dropping” came into New York and Boston English: it was at first a Britishism that was a mark of higher status; once it had been taken on by the lower classes, it was subject to becoming déclassé for the upper classes (moreso in New York than in Boston).

And, of course, words are subject to faddism of this sort too, and are at times pressed into service to mean things that are other from their established (dictionary) senses and that already have words that mean them. And here is where we get to the main point of interest.

If something holds no intellectual appeal for you, it is uninteresting, and you are uninterested in it. If you have no stake in something – you are in a position of impartiality to it; such financial holdings as you may have had have been divested, or such personal ties as you may have had have been released, or perhaps you never had any – you are disinterested. This is a nice distinction; it allows a person to be one and not the other, for instance (impartial but fascinated, or involved but uncaring).

Now, I will confess that disinterested has about as long a history of being used to mean “uninterested” as it has of being used to mean, well, “disinterested”, and uninterested was even at some past times occasionally used to mean “disinterested”, but over time the useful distinction has become well established, such that if a person sets out to learn the “proper” meanings of the words, the distinction is learned. But of course that’s not what always happens. Often people will see the word and make a guess at what it means.

And it just happens that “uninterested” – often itself no more than a long way to say “bored” – is a rather more common thing to speak of, and less nuanced, than “impartial due to lack of a stake in the matter”. It also just happens that disinterested is – or used to be; this is gradually changing due to the shift in use that I’m talking about here – a somewhat lower-frequency word than uninterested. It also is seen in more formal or technical or “important” contexts, and words are known by the company they keep. So it has come to be used for the same denotation as uninterested, but with the connotation “higher value” or “more impressive” or “more erudite” or similar: “I am disinterested” equals “This is uninteresting, and I’m smart.” (Always remember that when you say anything about anything, you are also saying something about yourself, about the context, and about the person or people you’re talking to through the way you choose to say it.)

Now, being a linguist, I am of course duty bound to be first of all a descriptivist, but being an editor and, after all, a user of English, I feel that I have not only a right but a duty to take an active interest in language usage, because, after all, I unavoidably have an active interest in it. And I like the use of disinterested to mean “free of any stake”; it’s a useful distinction. So I will continue to maintain and promote it, even in the face of what looks like an inevitable trend. But I will say this to thee: if thou usest disinterested as a synonym for uninterested, thou interrest the word in the crypt of redundancy, and thou interrest its sense in the crypt of meanings that no longer have words.

But now ’tis late, and I’m into resting. So I leave this in trust to you, and explicit est scriptum.

Is she more knowledgeable than him?

A fellow editor and email columnist has been upbraided by a reader for using the form “smaller than me” rather than “smaller than I”. She reminded him that she was taught that both nouns must always be subjects, and it aggrieves her greatly whenever she sees it done “wrong,” as she so often does. He asked me for backup. Here’s what I sent him.

Continue reading

Are this kind of sentences wrong?

A colleague was puzzling over a “correct” example in Words into Type (page 358): “This kind of cats are native to Egypt, but they are common in America.”

Does that sound odd to you? It rubs my ear just a bit. But why?

One colleague averred that the problem was that this and cats don’t match. Ah, this question of matching parts.

Not “these question of matching parts”!

Anything after of modifies the word before of. What’s the word before it? Kind. What is kind? Singular. It’s the head of the noun phrase, and the specifier – which agrees with the head – is this. This kind. This box of cakes, this quintessence of dusts, this kind of cats.

So why does it sound odd? Well, to start with, if kind is singular, why is it “are native”? Shouldn’t it be “is native”?

In fact, there’s a very good argument to be made for sticking with the singular, and many people will do it without being wrong. But it also happens that kind is often used as a collective, an indefinite plural, like bunch and lot and percentage. As in “a very large percentage of people find this sentence odd,” or “a lot of people think it’s strange,” or “a bunch of people said it must be ungrammatical.” Wait – which bunch are saying it’s ungrammatical? Oh, this bunch are. This bunch right here are saying it’s ungrammatical. This…X…are.

But kind feels a bit off in that role, because it’s not a group per se as we usually see it, but rather a class identifier. Like style: “This style of coat is popular.” Who would say “This style of coat are popular”? Well, actually, in other times and places that would count as not only acceptable but in fact expected English. It’s a difference in construal of properties.

In fact, many of us wouldn’t say “This kind of cats is native”; we would more likely say “These kind of cats are native.” Oh, yes, you know you’ve heard it, and perhaps even used it: “These kind.” So we have evidence that in Canadian English “kind” has a quality of a plural.

Still, I find the sentence sounds odd too. And when something sounds odd, that’s because in the version of English you know so well, it’s just not done that way. So in Canadian English, while we may get away with treating kind as a plural (“these kind are”) and as a singular (“this kind is”), we can’t always get away with it as a collective without its sounding odd. Caveat editor.

Commas before quotes

Does quoted material always need a comma before it? Not necessarily. When the quoted material is within a narrative frame – even if it’s the only thing in the narrative frame – and we’re being taken to the scene, as it were, a comma is generally used. But when the quoted material is being treated as an instance of an utterance of that phrase, and the verb is the main thing rather than being an entrance point to dialogue (in other words, when the quoted material is truly the complement of the verb rather than an act of locution introduced), a comma is not called for. Some comparisons:

These are the sort of people who say “Sure thing” and then don’t do anything. [no comma there – it’s not bringing in an actual dialogue situation]

The pepper jar broke. Mary sneezed. John said “Aw, nuts.” The cat fled. [what John said is being treated as another action like Mary’s sneeze]

The pepper jar broke. Mary sneezed. John said, “Aw, nuts.” The cat fled. [you’re expecting further dialogue here – at the very least, the instance is framed as one of a dialogue situation]

Don’t shout “No, don’t do it!” at an actor in a play. [don’t use a comma here – this is a general comment, not an entry into a specific situation]

John stood, horrified. He shouted, “No, don’t do it!” at the actor. [this is an entry to a dialogue situation, even if no further speech is said]

John is a fool. Last night at the play he shouted “No, don’t do it!” at an actor. You can’t take him anywhere. [this is not entering a narrative]

John is a fool. Last night at the play, he shouted, “No, don’t do it!” at an actor. I had to grab him and drag him back into his seat. An usher ran over and glared at him uselessly. [this is entering a narrative]

In the end, the General said “Nuts.” [there was something he said at the end, and we’re just establishing what it was]

In the end, the General said, “Nuts.” [it’s taking us there to the instance of utterance]

There was the time Mary came home and found Debbie Travis in her living room. She ran out of the house shrieking “It’s her! It’s her!” and the camera crew had to sprint after her. [this is a more anecdotal, broad-view description]

Mary walked into her living room and saw a large number of people she knew. In the midst of them was Debbie Travis. Mary’s eyes popped. She ran out of the house shrieking, “It’s her! It’s her!” as the camera crew sprinted after her. [involved narrative]

There’s a certain amount of wiggle room and, yes, some variation in opinion on this. It can be a slight but important variation in tone in some cases; in other cases, the wrong punctuation will make it jarring.

One or two things about numbers

A colleague has encountered a sentence of the type “This will happen in one-to-two months.” She’s wondering about those hyphens.

And well she should be. They have to go. It’s not optional. Otherwise it’s presenting a type of month with the quality of “one-to-two” in the same way as “two-by-four boards” are boards with the quality of being two inches by four inches. A “moderate-to-severe infection” is “an infection that is moderate to severe”; “one to two months” is not “months that are one to two”.

In cases like this, some people are confused by the use of hyphens in something like “a two-month decline”. But this is not that. In a case like that, the head noun is “decline”, and “two-month” is hyphenated because it is part of a compound modifier. In the case of “one to two months”, “months” is the head noun and the numbers are quantifying it – they are not adjectives, they are quantifiers. That’s another point of confusion some people get into: treating numbers as though they were adjectives. (It doesn’t help that CP Style, presumably for reasons of readability in newspaper columns, prescribes, for instance, “two-million” rather than the standard “two million”.)

“One to two months” is not a set of months with the quality “one to two”; it is “one month to two months” with the first “month” removed. (A similar deletion, but of the final “months”, is seen in “a month or two”, which we don’t write “a- month -or-two”.) We can use a dash to replace “to” in, for instance, “1–2”, but we don’t use dashes (or hyphens) and “to” with number ranges.

Tag-teaming without coordination

I read the following in a New York Times article, “Scientists and Soldiers Solve a Bee Mystery“: “A fungus tag-teaming with a virus have apparently interacted to cause the problem.”

Does that sentence read a bit funny to you? It should. The fact that there are two things acting together does not automatically make them a compound subject – don’t mistake semantics for syntax. The phrase tag-teaming with is not a syntactic equivalent of and. It is not a conjunction; it is a non-finite verb phrase headed by a present participle. It has as a complement a prepositional phrase headed by with, and the complement of that prepositional phrase is the noun phrase a virus:

[NP A fungus {VP tag-teaming [PP with {NP a virus}]}]

The structure is the same as, for instance, An archbishop speaking to an actress or A dog barking at a car. Everything after the first noun is modifying the first noun, not coordinating with it. (Here’s a big tip: any time you see a preposition before a noun, you know that the noun and preposition modify what’s before them – meaning that they are not the main noun in town!)

Would you write An archbishop speaking to an actress have fallen down the stairs, or A dog barking at a car have run into a hydrant? Nope. So you don’t write A fungus tag-teaming with a virus have interacted. The fact that the fungus and the virus are working together doesn’t change the syntactic structure, which, at its core, is subject fungus and verb has interacted. I’ll say it again: never confuse semantics with syntax.

(And never look to newspapers for grammatical guidance. They make all sorts of silly mistakes. Sometimes it’s because they’re on tight timelines and sometimes it’s because they’re inappropriately applying rules they haven’t thought through well enough.)

Why the second comma?

The Editors’ Association of Canada email list has lately had a discussion on the topic of sentences such as “Victoria, BC is a pretty place” – or should that be “Victoria, BC, is a pretty place”?

It’s quite common not to use the second comma. And in fact in most cases one is not too likely to misunderstand the sentence without it. But does it belong there, strictly speaking? And if so, why? Continue reading