Archive for the ‘Language’ Category

The Terror of Suffix County

March 2, 2013

1-5

Annie’s destructful brother
Is a boogerypoopish mess.
Others have botherly brothers,
But Willie’s a vexsome pest.

Annie’s funtastic birthday
Was a jubilatious delight
Till Willie stealthed into her bedroom
Beneath the dimful light.

When the girls were finally sleepish
They detectified Willie’s disguise.
He was costumated in undies.
The girls were were horrorized.

Annie was fully rageistic.
Screamfully, she cried:
Abandonate this monster.
He must be porchified.”

Her parents wisefully noted
That though they were temptified,
They’d be keeping her boisterly brother.
Annie felt beastish inside.

Richard W. Bray

Under an Arch of the Railway: In Praise of W. H. Auden on his One Hundredth Birthday

February 21, 2013

railway arch

I’d like to read one of W. H. Auden’s best-known poems and one of the best-known poems, I suppose, modern poems of the last ten years. Probably someone will find that it was written in the last nine years, but it doesn’t matter…”As I walked Out One Evening.”

—Dylan Thomas (from the Caedmon Collection)

No poet consistently knocks me on my tailbone the way W.H. Auden does. Listening to Auden read Death’s Echo from the Voice of the Poet recordings makes me want to lie down in the fetal position and turn out all the lights.

As I Walked Out One Evening, depressing as it is, leaves me with some hope, however. At my lowest points, I try to remind myself that my life remains a blessing although I cannot bless.

Each stanza of “As I Walked out One Evening” is by itself a masterpiece, containing more literary merit than you will find on this entire blog.

The theme of the poem is certainly nothing new: Everything human beings do and feel is ephemeral. But a poet’s task is not to discover new themes. As Richard Wilbur notes, the “urge of poetry” is to bring its subject matter “into the felt world.”

The poem has many notable lines, but I’d like to focus on one that seems mundane at first reading, line seven:

“Under an arch of the railway”

There are, of course, many less lovely ways to express this particular image: Beneath the railroad line, below the arch which a train passes over, underneath the elevated train tracks, etc. But Auden’s construction magically sings itself off the page and into my brain where it will remain until such time as I am forced to surrender my smidge of nitrogen to the World Fund

Richard W. Bray

Some More Provocative Sentences

January 27, 2013

The power of grief to derange the mind has in fact been exhaustively noted.

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She did not use her poetry as prayer; she did not write to mollify God, to ward off evil; she wrote because she and she alone could find in religion the adventures of her utterly independent, endlessly speculative soul.

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The rich everyday exhort a part of their daily allowance from the poor not only by private fraud but by public law.

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The lesson in education was vital to these young men, who, within ten years, killed each other by scores in the act of testing their college conclusions.

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I conceive of poetry not so much as a matter of serene and disinterested choice but of action, and the very heat of choice, I think of the poem as a kind of action in which, if the poet can participate enough, other people cannot help participating as well.

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If you want to know what God thinks of money, just look at the people he gave it to.

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For, like every act man commits, the drama is a struggle against his mortality, and meaning is the ultimate reward for having lived.

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She hated her grandmother and had hidden it from herself all these years under a cloak of pity.

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The urge of poetry is not, of course, to whoop it up for the automobile, the plane, the computer, and the space-ship, but only to bring them and their like into the felt world, where they may be variously taken, and establish their names in the vocabulary of imagination.

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And I could cry for the time I’ve wasted, but that’s a waste of time and tears, and I know just what I’d change if went back in time somehow, but there’s nothing I can do about it now.

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In order for a ruling class to rule, there must be arbitrary prohibitions.

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We who are born into the world’s artificial system can never adequately know how little in our present state and circumstances is natural, and how much is merely the interpolation of the perverted mind and heart of man.

Compiled by Richard W. Bray

The Vaster Economy of Desire: Richard Wilbur on the Sumptuous Destitution of Emily Dickinson

November 16, 2012

brook

Philosophers are bound to paradigms and past pronouncements. But no paradigm comes close to capturing our multifarious world. That’s why my favorite philosophers are mostly poets. Poets are less likely to get boxed in by theory or even worry too much about what they were saying a week ago.

Richard Wilbur notes that Emily Dickinson (“not a philosopher”) was “consistent in her concerns but inconsistent in her attitudes” (10; 5). One of Miss Dickinson’s major concerns is the limited capacity of human beings to absorb even a fraction of what we crave. Our gargantuan appetites are ill-fitted to our frail, finite, and terminable bodies. But instead of lamenting this unsuitable arrangement, Emily Dickinson celebrates privation for its own sake:

Heaven is what I cannot reach!

In his 1959 article “Sumptuous Destitution,” Wilbur explores Dickinson’s “huge world of delectable distances,” where desire trumps actual possession (11). As Wilbur explains Dickinson (“Linnaeus to the phenomena of her own consciousness”) the poetess finds anticipation far more enticing than actual possession because “once an object has been magnified by desire, it cannot be wholly possessed by appetite” (4; 8). Employing physical hunger as a metaphor for all human desire, Dickinson explains in “I had been Hungry All the Years” how she “found”

That hunger was a way
Of persons outside windows,
The entering takes away.

Frustration is the inevitable consequence in Dickinson’s world of perpetual want where itching vanquishes scratching. The vigor of Dickinson’s yearnings are “magnified” by elusive wants:

[N]ot only are the objects of her desire distant; they are also very often moving away, their sweetness increasing in proportion to their remoteness. “To disappear enhances” one of the poems begins (11-12).

When Dickinson asserts that

Success is counted sweetest
By those that ne’er succeed

she is “arguing the superiority of defeat to victory, of frustration to satisfaction, and of anguished comprehension to mere possession” (9). Wilbur posits convincingly that, for Dickinson, the dead soldier in “Success is Counted Sweetest” made “the better bargain” than his compatriots who survived the victorious battle because his “defeat and death are attended by an increase of awareness, and material loss has led to a spiritual gain” (10).

Emily Dickinson chose her seclusion, and “At times it seems that there is nothing in her world but her own soul, with its attendant abstractions, and, at a vast remove, the inscrutable Heaven” (12). The God of Emily Dickinson’s capacious consciousness is immense and mysterious. We can spend our lives contemplating Him, but He can only be ingested in small bites.

The creature of appetite (whether insect or human) pursues satisfaction, and strives to possess the object in itself; it cannot imagine the vaster economy of desire, in which the pain of abstinence is justified by moments of infinite joy, and the object is spiritually possessed, not merely for itself, but more truly as an index of the All (11).

In his poem “Hamlen Brook,” Richard Wilbur discovers sumptuous destitution when he is nonplussed by overwhelming natural beauty.

How shall I drink all this?

Joy’s trick is to supply
Dry lips with what can cool and slake,
Leaving them dumbstruck also with an ache
Nothing can satisfy.

by Richard W. Bray

Idioms

October 13, 2012

Idioms-Examples-Colloqiuallisms

My dad was moving boxes
He said, “Give me a hand”
I really need them both
What a curious demand

My boyfriend’s disappointed
Says his team got creamed
What were they doing at the dairy?
I guess that’s why he screamed

A person on the sidewalk
Asked me for some bread
But if I give him money
He could buy a meal instead

My neighbor said her brother
Gets all bent out of shape
He needs a chiropractor
Or perhaps some ankle tape

My friend got dressed up fancy
Said she’s gonna paint the town
Wouldn’t it make more sense
To wear a dusty gown?

I took my sister to the beach
She said, “Let’s catch some rays”
I didn’t buy this bikini
For fishing on the bay

Sometimes folks are careless
And their brains aren’t very keen
People talk so silly
Like they don’t know what words mean

by Richard W. Bray

An Effective Title-Writing Strategy for Academic Papers

September 28, 2012

Research-Title-750x300

Here’s a fun and simple exercise to help students compose effective titles for academic papers.

1. Group students in threes.

2. Instruct each group to create a list of eight Type A or Type B titles (see below) for popular motion pictures.

Examples:

Balloons: I’m not Leaving this House

Imaginary Friend: No Club for Wimps

Switcheroo: Freaky Mother/Daughter Situation

High Quality H2O: From the Bench to the Starting Lineup

He Nose Who’s Lying: A Man and his Puppet

3. Students turn in lists.

4. Instructor reads titles to entire class and has students guess which movies they refer to.

The title of an academic paper should inform the reader of the paper’s main argument.

Which of the following four titles best announces its paper’s argument?

Cars: Who Needs Them?

Automobiles: An Expensive Waste of Energy

Driving Down your Freeway

Why Automobiles are a Bad Investment

The first title, Cars: Who Needs Them?, tells us the what but not the why of the argument.

The third title, Driving Down your Freeway, might score a few points with old hippy teachers like me by cleverly referencing a Doors lyric, but it doesn’t provide any clues about the paper’s contents.

The fourth title, Why Automobiles are a Bad Investment, doesn’t reveal why cars are a bad investment.

Only the second title, Automobiles: An Expensive Waste of Energy, clearly expresses the paper’s topic and its main argument.

My two favorite strategies for wring a titles for academic papers are:

a) General Idea/Colon/Specific Topic (Argument)

b) Clever Quotation/Colon/Specific Topic (Argument)

Here are some type A titles from this blog:

Listening to the Whirlwind: Theodicy for Deists

The Perils of Bardolatry: Harold Bloom’s Limited Perception of Hamlet

THE ROOT OF MUCH EVIL: MORALITY AND THE LUST FOR MONEY IN ARNOLD BENNETT’S ANNA OF THE FIVE TOWNS AND RICEYMAN STEPS

Silent Murmurs: A Funny Teacher Story

Here’s one title where I did it backwards (oops):

An Amusing Teacher Story: Tammy’s Puppy

Here are three titles where I used a dash instead of a colon:

Cheese-Eating Surrender Monkeys—Some Thoughts on Courage and Freedom

What’s the Matter with Kids these Days?, Part 473—It’s all about the Music, Man

Holden Caulfield—Whimpering Little Phony

Here are some type B titles from this blog:

All the Suffering the World Can Feel: The Pain and the Glory of Graham Greene’s Catholicism

Genius Knows Itself: The Wonderful Words of Emily Dickinson

Not Only by Private Fraud but by Public Law: Thomas More’s Utopia and the Imperfectability of Human Nature

Ghosts of all my Lovely Sins: Some Thoughts on the Complete Poems of Dorothy Parker

The “Oriental Mind”: E. M. Forster’s Fatuous Caricatures of Indians in A Passage to India

Innocence: A Famed American Virtue Demolished in a Wicked Novella by Herman Melville

Faith Might be Stupid, but it Gets us Through: The Syncretic Collision in Love Medicine by Louise Erdrich

VIRTUE IS “A PERPETUAL CLOG TO PUBLICK BUSINESS”: THE UBIQUITY OF CORRUPTION IN HUMAN INSTITUTIONS IN JONATHAN SWIFT’S GULLIVER’S TRAVELS

Of course, this is a blog, so I don’t always feel compelled to devise titles which are suitable for academia.

Here are some titles which include a clever quotation but no specific topic:

The Steaming Complaint of the Resting Beast

Natural if not Normal

This Business of Saving Souls

We Think by Feeling

Take it Decently

The Hemingway Defense

Famed American Virtue

For All They Care

Here are some clever titles that don’t inform the reader specifically what the paper is about:

Application #2

Hundred Dollar Rip-Off

In Praise of Clever

William Faulkner and the English Language

Men and Sports

Application #6

The Three Types of Irony and an Amusing Teacher Story

Celebrating the Violent Death of a Wicked Man

New Yorker Magazine Buries the Lede in Puff Piece on Education Secretary Duncan

nuh-NUH, nuh-NUH, nuh-NUH, nuh-NUH

The Island of Misused and Abused Words

What’s a War Junkie? Che v Zapata

Why am I so Goofy for Burn Notice?

I Wanna Hear

Me and Michael Medved

Confessions of a not-so-Old Curmudgeon

Negatory on the Neg

Poets at the Microphone

Teacher Knows Best–Not

Fantasy Christians

Seinfeld and Gilligan’s Island

Some Friendly Advice for Young Teachers in a World Poisoned by Power-Mad Bureaucrats and Clueless Billionaires

And my Thoughts on articles are book reports and other musings which do not necessarily contain thesis statements and thus do not require academic titles:

Some Thoughts on Joseph Sugarman’s Adweek Copywriting Handbook

Some Thoughts on Lyrics on Several Occasions

Some Thoughts on Where I Was From

Some Thoughts on The Spooky Art

Some Thoughts on Alfred Kazin’s America

Some Thoughts on Slaughterhouse-Five

Some Thoughts on Washington Rules

Some Thoughts on The Glass House

Some Thoughts on Primates and Philosophers

Some Thoughts on American on Purpose

Some Thoughts on The New American Militarism

Some Thoughts on The Death and Life of the Great American School System

More Thoughts on The Death and Life of the Great American School System

Some Thoughts on On Writing

Some Thoughts on the Efficacy of DARE-Type Programs and a Funny Teacher Story

Some Thoughts on The God Delusion

Some Thoughts on Streetball

On Redundancy, Oxymorons, and Grammatical Correctness

by Richard W. Bray

A Lesson Plan on Strong Verbs

September 15, 2012

Which statement is more likely to infuriate Dad?

Sorry Dad, but I wrecked your car.

or

Sorry Dad, but I demolished your car.

Which declaration evinces greater passion?

I enjoy fish tacos.

or

I crave fish tacos.

Which complaint expresses stronger indignation?

That slimy salesman confused me.

or

That slimy salesman bamboozled me.

In each of the above the examples, of course, the second sentence contains the stronger verb. But why?

Like Supreme Court Justice Potter Stewart’s famous observation about pornography, I don’t have a concise definition for what constitutes a strong verb, but I know one when I see it. Strong verbs can contain one or more syllable. Strong verbs can be Latin, Greek, Germanic, French, etc. in origin. There is no particular phonology for strong verbs—they can sound rugged or mellifluous.

An imprecise working definition of strong verbs is words that arouse a vivid image and/or a visceral emotional response.

A note on word choice

Effective writing is largely a matter of choosing cogent nouns and verbs. It is important to remember that adjectives and adverbs are weak instruments, not suitable for heavy lifting. Or, to switch metaphors, think of adjectives and adverbs respectively as spice and garnish added to improve flavor and presentation rather than to provide essential nourishment.

When you select ideal nouns, you can sprinkle on adjectives as necessary. (This rule does not apply to William Faulkner.)

Adverbs should be allocated even less frequently than adjectives. Strong verbs obviate the extensive utilization of adverbs. Stephen King admonishes: “The adverb is not your friend” because adverbs “seem to have been created with the timid writer in mind” (On Writing 124).

An exercise for recognizing strong verbs

1. Present the three examples of sentences with strong and weak verbs from this blog post to students.
2. Discuss the importance of strong verbs and the distinction between strong and weak verbs with the entire class.
3. Group students in threes.
4. Provide each group with a different nonfiction article between 500 and 750 words long.
5. Instruct each group to:
a) List all the verbs from the essay. (There should be at least one in     every sentence.)
b) Select by consensus the ten strongest verbs from the essay.
6. Each group shares their list of ten strong verbs with the whole class.

by Richard W. Bray

Some Things to Avoid in an Essay

August 28, 2012

New data in conclusion

A clever or pithy quotation can provide your conclusion with a nice kick, but data belongs in the body of your essay.

In conclusion

This expression is always redundant in a written essay because the reader can see that the paper is coming to an end.  Ditto, in closing and finally.  In a spoken address, however, such expressions are admissible.  They can even single blesséd relief when an ill-received palaverous speech is presented to a bored and restroom-ready audience.

As previously stated

You are padding your paper and then bragging about it—a double Bozo no-no.

Most/many

Only use the expression most when you can support your assertion with data that confirms that the phenomenon to which you are referring occurs with a frequency of at least 50.1%.   If you write in your paper that most Americans hate broccoli, then you must provide polling data from the American Association of Vegetable Eaters that backs up your claim.  It is otherwise preferable to say that many people dislike the highly nutritious flower head.  Even if only three percent of Americans actually detest the vegetable, nine million broccoli-haters are still a lot of people.

Some Commonly abused expressions

Try to instead of try and

This solecism is so commonly uttered in English that it has practically become the standard usage in all but the most refined settings.  When writing an essay, however, it is still necessary to use the expression try to do something instead of try and do something.  But I expect the linguistic police to throw in the towel on this one some time during the next half century or so.

By and large instead of buy in large

By and large means generally.  However, the expression buy in large is correct when followed by the word quantities.

Cut and dried instead of cut and dry

I once heard Executive Assistant District Attorney Mike Cutter use this common faux pas on the long-running NBC drama Law and OrderCut and dried means done according to a set and planned procedure. When I lived in Mount Baldy and firewood was my only source of heat, my neighbors warned me that if I burned green wood—wood that had not been allowed at least one year to dry out after being cleaved from its roots—I risked clogging my chimney with creosote and burning down the entire neighborhood.

For all intents and purposes instead of for all intensive purposes

For all intents and purposes means effectively, practically, or essentially.  I used to have a boss who would routinely use the common blunder for all intensive purposes during staff meetings.  I wisely rejected the near-overwhelming temptation to correct him on several occasions.

Whether they are correctly utilized or not or not, the following phrases do not strengthen your argument:

It is widely known that…
The population agrees that…
The fact is that…
It is common knowledge that…

So save your instructor some time, energy, and red ink by excising them before you turn in your final draft.

It is widely known that drunk driving is dangerous.
The population agrees that America is the greatest country ever.
The fact is that there are seven days in a week.
It is common knowledge that Donatello is the coolest Teenage Mutant Ninja Turtle.

by Richard W. Bray

Genius Knows Itself: The Wonderful Words of Emily Dickinson

August 11, 2012

Emily Dickinson

There is no professionalism, in the worst sense, here; and it is interesting to note that, although she sought out Higginson’s advice and named herself his “scholar,” she never altered a poem of hers according to any suggestion of his. She had, at one time, perhaps been willing to be published, but, later, she could do without print.

Louise Bogan on the “pleasure” of reading the poetry of Emily Dickinson “from beginning to end” from Twentieth Century Views: Emily Dickinson (141)

I have a notion that genius knows itself; that Dickinson chose her seclusion, knowing she was exceptional and knowing what she needed.

Adrienne Rich from On Lies, Secrets, and Silence (160)

Emily Dickinson’s idiosyncratic relationship to words enables her to find the perfect phrase to many thoughts.

At first reading, Miss Dickinson’s word choices can jar the reader’s expectations. Her unconventional grammatical constructions often feel like typos and many of her word choices seem bizarre. But there is much sense in her method; she wrote the poems she wanted to write.

Consider the following lines:

To fight aloud is very brave—
But gallanter, I know,
Who charge within the bosom
The Cavalry of Woe—

She’s saying, of course, that active, probing reflection and contemplation are a far greater indication of courage than boisterous displays of belligerence. And the words “very brave” are delivered with verbal irony that cuts deeply into our preferred notions of “gallantry.”

But I am also interested in her choice of the word “who” at the beginning of the third line. Grammatically speaking, the word “to” is the more obvious choice. However, because “who” stands for “all those who would,” the compacted might of this syllable is delivered with considerable heft.

Dickinson’s poem If I Should Die is about the silliness of human cupidity and acquisitiveness contemplated against the backdrop of eternity:

’Tis sweet to know that stocks will stand
When we with Daisies lie—

Here’s some more caustic verbal irony: There’s nothing “sweet,” or comforting about this knowledge; it doesn’t render anyone any less dead; it doesn’t tell us that we shall be remembered fondly by loved ones.

(Note: Like many poems by Dickinson, If I Should Die is in common meter, which means it consists of alternating iambic lines of four and three feet. Here’s a quick common meter test: try singing the poem to the tune of Amazing Grace.)

The conventional metaphor about time “marching” conditions us to think of it as an unalterable, deliberate, rhythmic force, which is why the word “gurgle” in line three flusters the reader’s expectations. The poetess is reminding us that time will continue to proceed in a soft, unpredictable, melodious fashion no matter what we do.

Dickinson’s employment of the word “usual” in line six is also compelling.

Adjectives aren’t supposed to modify verbs, that’s an adverb’s job. (Of course, this is putting it rather crudely. A word is not a part of speech, a word acts as a part of speech, and usual usually acts as an adjective.) Curiously, the poem would not have suffered metrically if she had used the word usually because both usual and usually can be pronounced as trochees (two-syllable words with an accented first syllable.) Usually can be enunciated as a two-, three- or four-syllable word. However, using the word usual suggests that beaming is the sun’s quotidian task whereas usually would have implied that beaming was the sun’s normal condition. Great art is the result of such apparently minor distinctions.

The meaning-per-syllable metric is one tool for assessing a poet’s endowment; Emily Dickinson extracts riches from words with an efficacy that the greatest prospectors should envy.

If I Should Die

If I should die,
And you should live—
And time should gurgle on—
And morn should beam—
And noon should burn—
As it has usual done—
If Birds should build as early
And Bees as bustling go—
One might depart at option
From enterprise below!
’Tis sweet to know that stocks will stand
When we with Daisies lie—
That Commerce will continue—
And Trades as briskly fly—
It makes the parting tranquil
And keeps the soul serene—
That gentlemen so sprightly
Conduct the pleasing scene!

by Richard W. Bray

Hundred Dollar Rip-Off

June 6, 2012

images

It was advertised as a chance to have our poetry critiqued by a real live published children’s poet.

We were instructed to bring samples of our work.

So I paid $100 dollars to attend a half-day “poetry workshop” at a lovely private school located in lovely Pacific Palisades, California put on by the SCBWI (the Society of Children’s Book Writers and Illustrators).

Like the several women and one other man who showed up at eight AM that morning, I was percolating with the hope of discovery.  This would be my Dear Mr. Henshaw moment when an authentic published children’s author was going to tell me that I had what it takes to succeed.

But the real live children’s poet who ran this seminar had no intention of soiling her fine artistic temperament by actually reading any our work herself. Instead, we were put into groups and instructed to pass our poems around and leave comments on each other’s work. I got this gem of a comment on my poem My Funny Farm: “Why don’t you try rewriting it without using rhyme?”

In order to kill the last half hour of the seminar without having to engage in a direct one on one conversation with any of us, the Poetess in Charge instructed everyone to place one of her belongings on our respective tables and then each of us was to write a poem about something someone else had supplied.  We were given fifteen minutes to complete this task.

When the woman leading the seminar asked if anyone wanted to read, the women at my table insisted that I share mine. It got a raucous round of laughter, which did not please our instructor one bit. Here’s the poem I wrote that day:

Ode to a Homeopathic PMS Remedy

Cranky, puffy, angry days
Aren’t relieved too many ways
But a homeopathic remedy
Might be what it takes to see
That PMS won’t ruin my day
Now it’s time to go and play

Then I had a nice lunch on the beach in Malibu and went home.

by Richard W. Bray