Tag Archives: Joseph M. Williams

Writing Rules

Executive summary: I have had enough of misrepresentation by experts of what other experts have to say about grammar. (Added July 16, 2018)

The current concern of this blog is still the subject taught in school called grammar. Every aspect of school would seem to cause anxiety in somebody. Decades after they have left school, how many persons have nightmares of missing an examination? My mother was such a person, and I think her brother too. I seem not to be such a person, though I once dreamt of missing a plane.

How much support of current US President Donald Trump is due to memories of belittlement by teachers at school? A similar question may be raised about UK government minister Michael Gove’s saying, “people in this country have had enough of experts…”; and about the rise in Turkey of Recep Tayyip Erdoğan, who has perceived a special threat from the Peace Academics.
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Writing and Inversion

Executive summary: The “voice” of a transitive verb may be active or passive. A piece of writing may be vigorous or torpid. There is not an exact correspondence between passive verbs and torpid writing. However, a passive verb is used to effect inversion of subject and object. One may also invert subject and auxiliary verb, subject and predicate, or two clauses, always adding new words. Each inversion may lead to torpid writing. This is what Strunk warned about in The Elements of Style, by issuing the command, “Use the active voice.” The command must be followed with discretion. Williams makes the same case, more elaborately, in Style: Towards Clarity and Grace. There is no foolproof executive summary of how to write well.

When E. B. White revised William Strunk’s original Elements of Style, he did not retain Strunk’s “Introductory,” whose first paragraph said of the book,

The experience of its writer has been that once past the essentials, students profit most by individual instruction based on the problems of their own work, and that each instructor has his own body of theory, which he may prefer to that offered by any textbook.

Perhaps many students today cannot receive individual instruction. They are just given textbooks that try to spell out everything. I have sensed this in mathematics, where new calculus books seem a lot bigger than those of 1950 and earlier. Continue reading