Apostro-plectic

Punctuation has limited material or spiritual benefits, except perhaps for editors, lawyers and some mechanically-inclined English teachers. Yet it seems to rise to cosmic importance occasionally in my Facebook community and even in the world news. I draw the line at apostrophes, however.

A grammar-obsessed vigilante — dubbed the “Banksy of punctuation” — is on a mission to put a full stop on rogue apostrophes in the UK, according to a report. The anonymous crusader risks doing jail time to roam the street at night, scrubbing grammatical miscues from businesses around Bristol, he told the BBC. “It’s more of a crime to have the apostrophes wrong in the first place,” he said.

What can you say about a crusader who defends the honor of apostrophes?  So gallant to protect the small and vulnerable? So selfless to edit without reward? So civil-minded to remove offense from the view of editors and proofreaders?  Do we all sleep better, knowing that apostrophes have found their place before or after the “s” or have been dislodged from their obscene pluralization’s [sic]?  Does this crusade touch our deep anguish for distasteful signage? Or is this obsessive-compulsive disorder under the veneer of cultivation?

This is a mark of punctuation that can be mistaken for a fleck on the page. A mark that hangs in space, swaying between letters that seem to disown it. An ambiguous mark that could mean a contraction, a plural, a possession, a plural possession, or, in its absence, a case of pronoun possession:

“It’s hard to know when ‘it’s’ loses its apostrophe.”

(In this example of a contraction (it is) and a pronoun possessive (its), the single quotation marks around “it’s” look suspiciously like apostrophes, adding to our despair.)

Some people find this exercise entertaining. They are variously called grammarians, linguists, grammar- Nazis, lawyers or obsessive proofreaders. They should be allowed their harmless recreations unless they inflict them on the casual and the carefree, the contented abusers of hanging commas. Then their obsession becomes our neurosis. We find apostrophes flitting through our prose with alarming inconsistency. We are haunted by the plural possessives and the plurals disguised as contractions. We pause, we parse, we puzzle, we perspire with perplexity.

And when these apostro-plectic crusaders afflict us with their preoccupation, I am driven to my own crusade: the banishment of apostrophes from English. After decades of circling “its” and “it’s” on student writing at every level of secondary and tertiary education, I am convinced the world would be a better place without apostrophes.

There are many languages which seem well-off without apostrophes. There are many devoted students of the English language who are still befuddled by them. There are many pluralized nouns that have been contaminated by them. There are many more cases of overuse than underuse of the annoying specks. There are many flecks on white paper that have been mistaken for them.

I cannot imagine how the absence of an apostrophe would confound my interpretation of a writer’s message. If I wrote “writers message,” I would have no trouble recognizing that phrase as a possessive, rather than a plural.  It only looks wrong, because we are conditioned to expect apostrophes. If I wanted multiple writers to have a message, I would say “writers messages” or the “message of many writers.” Without the apostrophe, plurals and possessives are identified by their context, the same way a programmed spell-checker recognizes and corrects them. The presence or absence of an apostrophe will never change how we pronounce words or interpret their intended use. How do we know that a word pronounced as “writers” in conversation is a plural or possessive? By its context in the sentence, not its spelling.

As for contractions, we know that “didnt” means “did not”, whether we acknowledge the absent “o” or not. If we abbreviate a word, for example as “Mr,” we don’t have to place an apostrophe to note the absence of four letters. We accept that the word can be abbreviated and pronounce it as if the letters were present. Contractions are nothing more than a special case of abbreviation.  The apostrophe is symbolic, but unnecessary.

The abolition of the apostrophe would save numerous characters in a manuscript, would acknowledge in written language what is already true in spoken language, would end the confusion of millions of writers of English, would relieve the wearisome labor of English teachers and editors, would save a week of language instruction in every academic year, and eliminate three pages of every stylebook for the end-users of English. The efficiency of the move is so mind-boggling, it is unfathomable what would prevent it.

Oh, yes, I forgot about the “Banksy of punctuation,” the ranters bereft of a reliable rant, the editors and lawyers whose work might be de-mystified, and the purists who declare wholesale change in English as moral depravity or, at best, sheer laziness. If this is the full catalogue of victims of the apostrophic rebellion, then I consider them collateral damage.

Its a pleasure to lay their troubled spirits to rest.

 

 

 

 

 

Why Teaching English Should Not Be Legislated

To require a course in “grammar, punctuation and usage” for the preparation of teachers is like requiring legislators to master the Michigan State Penal Code in order to legislate.  There’s probably a lot of important information there, but it will not make you a better legislator.  On the other hand, you will probably have to refer to the Penal Code before drafting certain legislation.  In teaching the English language the  analogous reference book would be a style book for composition.

Requiring courses is the task of universities, guided by professional standards. It is offensive for legislators to usurp this responsibility, as though they were the experts in language study. If they would keep their hands off the teacher education curriculum, I would promise not to send their legislation back to them edited for clarity and style.

Beyond this issue of authority I challenge those who think that the teaching of grammar and style can be improved by a theoretical course of study.  You only need to study the style of a bill “enacting” a mandatory course in “English Language Grammar, Punctuation and Usage” to see that grammar is contextual, and your prescriptive knowledge of it should be adapted to the circumstances of the writing. For example, the following bill is proposed in the Michigan House: HB 5728 of 2012

A bill to amend 1976 PA 451, entitled
“The revised school code,”
MCL 380.1 to 380.1852) by adding section 1531j.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
SEC. 1531J. ( 1) BEGINNING JANUARY 1, 2013, BOTH OF THE
FOLLOWING APPLY:    repetitious: verbs “enact” and “apply” can be combined in one action
(A) THE SUPERINTENDENT OF PUBLIC INSTRUCTION SHALL NOT ISSUE
AN INITIAL ELEMENTARY LEVEL TEACHING CERTIFICATE TO A PERSON UNLESS
THE PERSON PRESENTS EVIDENCE SATISFACTORY TO THE SUPERINTENDENT

 OF
PUBLIC INSTRUCTION
 Delete: redundant

THAT HE OR SHE HAS SUCCESSFULLY COMPLETEDambiguous: passed or attended?

A
COURSE APPROVED BY THE DEPARTMENT  ambiguous reference: which department?

IN ENGLISH LANGUAGE GRAMMAR,PUNCTUATION, AND USAGE.

Reading this with the eye of an English teacher, who has “successfully completed a course of English, Grammar, Punctuation and Usage,” I found a number of stylistic faults that I would circle in any high school student’s writing.  In the text of the House bill above I found instances of repetition, redundancy and ambiguity that confound the understanding of the bill.  Of course, I am not a legislator who is privy to the jargon of legislation.

But that is precisely the point.  Michigan legislators understand this writing, even if their constituents don’t.  Although I am annoyed by the style, I would not argue that it is not functional for its purpose: to propose a law for consideration by the Michigan House.  Personally if I had to consume this convoluted prose on a regular basis, I would wash it down with alcohol.

Fortunately I don’t have to read it, unless I am personally involved in its consequences. Unfortunately I am an English educator, so I am involved. Fortunately I am conversant in more than one dialect, so I can interpret the intent of the bill, even if I quibble about its meaning. No doubt the Michigan House knows what it means to “successfully complete” a course, even if I have some questions.

Understanding that grammar is contextual is more important than knowing any single grammatical rule.  The Michigan High School Content Expectations state that students will “Understand how languages and dialects are used to communicate effectively in different roles, under different circumstances, and among speakers of different speech communities (ethnic communities, social groups, professional organizations” (CE 4.2.1) This is what we teach about grammar in language arts methods classes, and this is what enables us to appreciate legislator-speak, along with education-speak, poetic diction, and vernacular language.

Before enacting legislation requiring a static knowledge of prescriptive English, I suggest that members of the Michigan House of Representatives consider the existing High School Content Expectations for English Language.  They could learn something about teaching language contextually before presuming to tell Michigan teachers what professional knowledge they should have.