academic culture – Richmond Writing

Word of the Week! Paginate

Students delight me when they ask the meaning of a word I use. I do not dumb down my vocabulary for them, though I also do not employ arcane jargon best left to fellow specialists in my field. Asking mentors provides one good method for learning new words. Reading, of course, works even better.

But when I was asked what “paginated” means, for a moment I got taken aback. Not in contempt for my undergraduate questioner but for an increasingly digital world we inhabit, a world that terrifies me because like universities, I see a culture of bookishness as a shield against a Dark Age that might be as close as a few more tragic national elections.

The word “paginate” comes from a post-Classical Latin root, paginare, dating to the end of the last Dark and Middle Ages in the 15th Century.

Modern usage in English for “paginate” dates to the middle of the 19th. That’s not a long time, historically. To paginate means to put a text in order by pages. Nothing more nor less. The OED entry comes across as simply and elegantly as a well designed book.

Now, with real concern I don’t know if the Enlightenment that followed pagination, sparked by printed books, has run its course. Some of my students are anxious about this, understandably, and that brings some comfort. They will have to fix it, as with climate change, racism, and other evils of our era.

As a reader who knows me can attest, I am a person of the book. Personal and public libraries likewise bring comfort in uncertain times and remind me, a first-generation college student, how tenuous and precious a life of books can be, as well as hard-won. Please do not call me a Luddite–I code poorly and manage a Web server–but what Howard Rheingold called the Amish: a techno-selective.

Like shifting my own gears and working a clutch, a now-arcane art I mastered at age 60, buying, reading, and collecting printed texts puts me close to a technology. Two, really: bookmaking and the language we use to communicate.

While I do read some scholarly and journalistic work on a screen, most all reading for pleasure gets done using paper texts that have page numbers. One odd exception: Rowling’s Harry Potter novels, since I began them that way on my iPad in 20`14 when traveling in Scotland (I’m going to read the fourth installment next summer).

My students, on the other hand, inhabit a different world, a mostly unpaginated world. Even back in 2011, as I reported here, blogs like this one were being read and written less by young people. Incidentally and coincidentally, first-recorded use of “pagination” dates to 200 years before that blog post, a bit earlier than the verb form. One wonders how long a run it will enjoy, now.

So be it. What students do with their free time is their choice. I’m delighted when they read this blog, but faculty, staff, and visitors have long been my audience here. Yet for everyone, the world of ideas demands long-form narrative in many fields and books remain a remarkable technology for delivering these narratives.

How to fight this? When my students do bibliographic word, I make them delve into a few print-only resources, citing their work with page references. Yes, I check every one of those.

More hangs in the balance than we might imagine, retaining even faintly a culture of paginated books. I’m worried enough about paginated media that I’m going to start a new category of posts here for endangered words.

Image source: Duke Humfrey’s Library, Bodleian Library, Oxford University, via Wikipedia.

Word of the Week! Hagiography

I just finished One Minute to Midnight, Michael Dobbs’ definitive and minute-by-minute account of the Cuban Missile Crisis. The book is so well written and uses sources so fairly that I want to consider parts of it for a first-year writing textbook I’ll be writing in the coming year.

In any case, I came across this sentence by Dobbs, that “[Kennedy’s friend and aide] Dave Powers makes no mention of Meyer or any other presidential girlfriend in his hagiographic memoir of JFK.”

JFK was no saint; any reading of honest biographies would discover his many very human flaws, including a number of adulterous affairs. Yet some works about his life, ended too soon and so tragically, fall into the realm of our Word of the Week. At its root, as the OED tells us, a hagiography was a biography of a saint. I trudged through these as a Catholic teen in mandatory Church-history classes. Being a teen, I zoned out, though the martyrdoms stuck with me longest. “Grilled on a griddle! Cool.” Thus the brain of teenaged boy.

The Saints, of course, led faultless lives and were models of piety and restraint.

That brings us to works such as the Powers memoir and others that cast a person’s life as perfect; it’s the second OED definition and often how we use our word today. A hagiography is suspect and looked down upon by serious scholars.

Students, learn to smell hagiography when it turns up under your shoe. Then find better sources. That’s as it should be. We can still admire what two imperfect men, John F. Kennedy and his rival Nikita Khrushchev, did to back the world away from the precipice of nuclear war, after the Soviet leader tried to sneak weapons into Cuba and got caught, Red (so to speak) handed.

Praise is one thing. Hagiography another, and it has little role in academic reasoning and writing.

As Summer races along I’ll post most weeks. Do you have a word or metaphor for this blog? Send them to me by e-mail (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Public Domain image of our Cold War rivals courtesy of Pingnews at Flickr.

Word of the Week! Obscurantism

Tip of the hat to my student Gabriel, who used this word well in class. We agreed that in a century, given the tendency of English to Guillotine syllables from certain words, it may be “obscurism,” and so be it.

That’s a feature of English I like. Look for that variant to appear soon; a lazy Google search turned it up in several online dictionaries. There may be a related concept called “obscurism” in visual art, but my focus is on what The OED defines as “opposition to inquiry, enlightenment, or reform.”

The practice of obscurantism is all around us, our crowded rooms filled with obscurantists.

Rather than rant about life during the pandemic, I’d rather consider a definition Gabriel and I agreed can occur in academic prose by professionals and students alike. I call it “laying a smokescreen,” where a profession uses deliberately opaque language and syntax to confound potential critics or even, as students too often too, to sound important and lofty.

In my classes, I know BS when I smell it, so it gets cleaned up. We have other devices to add intellectual heft to hefty ideas, such as metaphor and appropriate jargon, but the use of big words by themselves or overly complex sentences do not good thinking make.

Obscurantism does not only occur in the Academy. Consider a failed attempt to warn the power company about the dangers of a meltdown at the Three-Mile Island Nuclear Plant. You can find an entire chapter about the failed memo here, “Understanding Failures in Organizational Discourse.”

Sometimes managers ignore clear and direct writing, as in the case of Roger Boisjoly’s warning to Moton Thiokol about the dangers of “catastrophe of the highest order — loss of human life” before disaster struck the space shuttle Challenger.

Obsurantism only helps an audience ignore a warning. Have a look at these cases while figuring out how to mean what you say and say what you mean. Please apply Richard Lanham’s “Paramedic Method” to sentences that seem a bit foggy.

I have been called “blunt” and “snarky” by writers of hate-mail about my op-eds, and that’s fine. I like it when colleagues say that, too. I hope never to be an obscurantist. Are you one? If so, why?

Be they foggy, clear, or indifferent, share words or metaphors by contacting me by e-mail (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

image of Bay Area fog courtesy of Wikipedia

Word of the Week! Resolution

After 30 years working for the university, I’ve seen many instances of what we’d call “resolve” among groups of students and faculty. But never before in my career here has there existed such a profound sense of resolution. We resolved to make it through a pandemic year and stand up for the rights of black students on campus, by challenging a tone-deaf decision to retain names of buildings honoring a segregationist who supported eugenics as well as a slave-holder.

I’m proud of our determination, or strong wills, or resolve. So where did the word “resolution” get this meaning? It was around a long time before The OED notes its first use in 1594 meaning as “firmness or steadfastness of purpose.”

Of Franco-Latin etymology, the term has instances from medical or chemical parlance dating back another 200 years. I refer you to the ample description of the word origin at the link above.

Our term still resonates well today. We “hereby resolve” in official documents; we sign documents that constitute “a resolution.” In fact, we act in a real-life drama that resembles the “climax or denouement of a play, novel, or other narrative work, in which plot elements are brought to a conclusion,” as The OED entry explains.

Things are not fully resolved on campus, but I’m confident that we’ll see a full resolution of the issues before us next year. It felt quite good to be part of something in a small way historic nationally, but on campus, momentous indeed.

The blog will continue occasionally (I’m writing a book proposal) all summer, but please send us words and metaphors useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Creative Commons image courtesy of Picpedia.

Word of the Week! Tardy

Here’s an odd word that one hears in school, and oddly, one I’ve not covered here before. I’ll flag it under “academic culture,” since that seems to be the most common usage, as in “tardy students will be docked for each time they arrive late.”

Given the tardy nature of this week’s post, let’s give it a go. From its Latin origin, tardus, we have several forms in modern Romance languages, such as the modern Spanish tardio. Strangely, it was a word I never learned living in Spain, where my Madrid students were perpetually tardio. In English it sounds less Latinate.

As the OED has it, tardy has always meant “slow,” though in US English it has come to mean “late” or “arriving late.” Consider other words such as “retarded,” in its non-pejorative sense. It means to slow down, as in this sentence: the damage during the test flight retarded development of the new airliner.

That sounds more forceful than would “slow” or “delay,” though either would suffice as “retarded” has a negative sense we would do well to avoid.

Older meaning for “tardy” carry similar meanings but have lost currency. Consider this 1908 example from the OED, “When a girl used to think her admirer rather tardy in asking for the wedding-day.” Sounds quaint and old-fashioned, doesn’t it?

Just set the date, man! I’d go on a bit, but I’m running late.

Don’t be tardy in getting us your favored words and metaphors! E-mail jessid-at-richmond-dot-edu with your nominees. See all of our Metaphors of the Month here and Words of the Week here.

Creative-Commons image courtesy of The Noun Project.

Word of the Week! Paradigm

Our blog is back from Fall Break. Has Fall Break become a paradigmatic part of student life? I suspect that I just misused an honorable academic word, as many others have done, so let’s look deeper.

I learned the word from Thomas Kuhn’s 1962 book, The Structure of Scientific Revolutions, where the author notes:

Attempting to discover the source of that difference [between debates in the sciences and other fields of study] led me to recognize the role in scientific research of what I have since called “paradigms.” These I take to be universally recognized scientific achievements that for a time provide model problems and solutions for a community of practitioners.

Kuhn’s 1957 book, The Copernican Revolution, does an even better job of explained one particular “paradigm shift.” After we had a sun-centered model of our solar system established, we never really could go back.

The adoption of Kuhn’s idea in the nearly 60 years since has been astounding, from boring corporate Powerpoints to often opaque, and occasionally silly, literary theory. Before Kuhn, however, what was the status of this overly popular term?

The OED traces our word to “post-classical Latin paradigma,” meaning an example. Examples range back to the 15th Century. I’m surprised that the entry’s usage frequency is six of eight. The definitions clarify what sort or example a paradigm can be. It’s closest to Kuhn’s notion as a “pattern or model, an exemplar.” Kuhn’s own usage for science gets its own set of definitions. I hope that this sense of the word endures. Kuhn, in defining paradigms, provides us with a paradigm for academic immortality, the best any scholar can hope to have in a busy world.

Use our word carefully. I write a bit for Hemmings Motor News, and I and other readers recently sparred over misuse of the word “iconic” in regard to car designs. Now I think that some designs, say the Jaguar E-Type, are paradigms: they establish a pattern that every other maker of sports cars tries to capture.

In terms of pronunciation, remember “brother, can you spare a dime?” from the Depression-Era classic? That’s your clue.

Spare us a few words and metaphors useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Image of heliocentric solar system courtesy of Wikipedia.

Word of the Week! Praxis

Apologies for a late post. I’ve been working on a different deadline, and the Friday afternoon cutoff for a Monday Spiderbyte notice slipped by, well, like a ship in the late afternoon.

We have an excellent word to make up for that tardiness, one I employ in every class where I train our Writing Consultants. Sharon Condrey, UR’s Director of Tax Compliance and Payroll, nominated a word that enjoys a good deal of academic usage; it could also prove very helpful in business settings.

I learned “praxis” as a newly minted teacher of first-year composition at Indiana University. According to the OED, praxis is of mixed Greek and Latin parentage. It came to me through the writings of Paulo Freire, a Brazilian educator and political radical (radical ideas among grad students were nothing new in the mid-80s, nor are they today). Freire very much intended to employ the Marxist notion of the term, that is, the application of economic theory to everyday practices. In a less charged political sense, that was how we applied ideas then new to the writing classroom, through pedagogy such as guided peer-review, collaborative learning, and subtle yet powerful methods for “pre-writing” when drafting essays. This is where I got my notion of making writers prepare a “bias statement” early in the writing process, then keep it with them as they attempt that neutral and nuanced voice of the Academy.

Peruse the OED entry and you’ll find political and linguistic meanings for praxis, yet all of them are “performative” in some manner.

I tell my writers and Consultants what David Bartholomae’s theory of “Error Analysis,” where nearly every error signals a mistaken intention, not some mortal sin, is the “soul” of Writing-Center praxis. Our praxis makes some faculty and writers mad that we do not proofread papers. I have patiently explained that that level of “doing for” a writer is not only unethical but also unproductive: writers need to know where and why their intentions went awry and then, only then, we teach them. This is hard work, but this praxis of writing centers presumes that writers can learn by doing, that repeated errors provide clues to their intentions, and that most error is systematic in some manner.

That series of axioms, derived from Bartholomae’s and other scholars’ theories, led to our modern praxis. Think, now, about a modern office that involves any degree of creative work. Don’t the “open office” layout, guided teamwork, and a flatter hierarchy all come from a theory about how we work best together? Otherwise, we’d still be in the top-down, if colorfully drunken, world of Mad Men. Don Draper and Roger Sterling were fascinating characters, but I’d not want to work for them. Would you?

Please send us words and metaphors useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Word of the Week! Consilience

Thanks to Writing Consultant Griffin Myers for this one. It’s a good pick, an older word that came back into academic use after what appears to be a long absence. The term hit my radar screen in the late 90s, when an except of Biologist E.O. Wilson’s book by this title appeared. Wilson sensed that we needed more consilience in our thinking, as a culture. He examines subjects as diverse as a the Humanities, genetics, environmentalism, modern physics, and neuroscience to see how knowledge jumps together in unexpected ways.

These are good lessons for us, but how to use the term? To quote the OED entry, one achieves consilience by observing how “different groups of phenomena” jump together. In Wilson’s account, such events help us arrive at new knowledge.

Let’s consider climate science, urban planning, and ergonomic design as outcomes from understanding how consilience works. On college campuses, too often we silo our knowledge into discrete, often well-defended, boundaries governed by our academic departments. Wilson makes the case for a convergence of disciples in his book, yet consilience is a particular type of converging: it seems to arise suddenly and in unexpected ways.

How do we harness the power of consilience? Yes, there are strong interdisciplinary efforts on my and other campuses, but there’s often not enough informal consilience that might, for instance, use the lessons of speculative literature to predict how a nation might react to a crippling cyberattack, a first contact with another intelligent species, or the development of superbugs strongly resistant to all antibiotics. Such topics come up in books such as Dies the Fire, Contact, and Earth Abides.

If I may be so bold, Carl Sagan was a master of employing ideas that arise from moments of consilience, such as radio-carbon dating and observations by radio telescope. His popular show Cosmos was one long exercise in consilience, aimed to educate generalists.

Please send us words and metaphors useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Photo of E.O. Wilson courtesy of Wikipedia Commons.

Word of the Week! Registrar

HIgh Density Filing System

Last year, I covered “syllabus” as our word for the first week of classes. It’s one that many students never encounter before arriving on campus. Given the ancient history of universities, there’s no surprise that many words unknown beyond our gates crop up.

Some terms, like “campus,” “curriculum,” or “physical plant” enjoy broader usage, but I could not immediately think of anywhere else I have heard “Registrar” employed. Students learn quickly that our Registrar’s Office does a fine job of setting up enrollment systems, guaranteeing course-credit where credit is due, tallying units of same so a student my gradate correctly. But where did they get their name?

Several British officials have held the title, including one roughly analogous to an American Justice of the Peace; this much I learned from the OED’s entry. Thus any official or office charged with keeping civil or clerical records could be a Registrar. In US parlance, however, at first I could think of only one use, for campus services concerning enrollment, graduation, and official records. Then I recalled that at the last election I saw a reference to our Registrar of Voters, a thankless but essential duty if a democracy is to function well.

Thank a Registrar for your vote getting counted, the diploma hanging on the wall, or the transcript your employer requested. The OED has this usage dating to the early 18th Century. For other meanings, our word goes back to the 16th Century and probably earlier.

So when you call upon the Registrar this semester, tell them you appreciate the assistance: their work makes this place possible as an official, degree-granting entity.

Let me give you a sense of the vital need for such largely invisible services: I wish I had a photo of the UVA Registrar’s vast filing system from the 1980s; they provided the State of Virginia with my official transcript, proving my degree so I could take a tech-writing job for the Department of Corrections. My duties for DOC involved proofreading and digitizing thousands of inmate records for an early database, OBCIS (The Offender Based Correctional Information System), now mostly a footnote in the history of corrections; the data have been merged with other databases, into what I hope remains an accurate set of records.

We had the entire first floor of an office building dedicated to storing paper; we needed only a small conference room to do the OBCIS coding. We managed paper files for over ten thousand incarcerated felons and an equal number out on parole; the files all moved about on an automated retrieval system. The core of this was a giant conveyor belt for floor-to-ceiling file cabinets. If a Parole Board member or the Governor wanted a file, it needed to be available at the counter in no more than a couple of minutes. Peons like me? We waited longer. The facility included advanced fire-suppression technology that did not use water. Loss of records, none duplicated, would have been catastrophic. We’d have lost release dates, psychological profiles, and opinions by members of our Parole Board.

It could be mind-numbing work, but we kept a supply of coffee handy and kept reminding ourselves that mistakes might delay a person’s release or hasten it. In a different DOC job a few months later, I had the wrong inmate show up at my office for a pre-parole interview. He admitted that he got a free ride in a police car and a meal at a different jail. He was a non-violent offender and very affable, but no one believed his story. I gave him a cup of coffee. The next day, we got the right guy in for his chat.

Today, an incorrect entry in an electronic record and be annoying, even damaging, but with backups on and off-site, one hopes that we can avoid chaos.

Addendum for August 28: thanks to reader Marybeth Bridges for this medical reference from the UK, replete with British spellings:

A junior doctor undergoing specialty training under the UK model of graduate medical education. Under the Modernising Medical Careers programme, juniors complete two years of general medical training—the so-called Foundation Years (FY1, FY2)—after which they compete for National Training Numbers (NTNs) and begin specialty training (as specialty registrars), often beginning in the 3rd year after graduating from medical school.

Registrar posts are often described by the year of specialist training expected of the appointee—e.g., year anaesthetic registrar SpR3 is a reasonably experienced anaesthetic trainee.

Please send us words and metaphors useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Storage system photo courtesy of Police.com. Get one for your files at home! You know you need one!

Word of the Week! Epistemology

What can one say about “A borrowing from Greek, combined with an English element; modelled on a German lexical item”? Pretentious, perhaps, yet our word, Epistemology, as cited by the OED in the last sentence, has an everyday use in academe. It’s of recent origin, like much of modern science itself, dating from the mid 1800s.

Simply put, it’s a “theory of knowledge” but as I will explain, so much more. When one thinks hard about it, everyone’s use of data, ways of analysis, and presentation of results hinge upon that field’s epistemology. In my own, English, we have several theories of knowledge. Sometimes they get us in trouble with those outside the profession, partly because we sling around words like epistemology or hermeneutics regularly (WordPress spellcheck does not even recognize “hermeneutics”).

If I’ve not convinced you yet that “theory of knowledge” does not work accurately in place of our word, consider that the OED also adds that our term distinguishes “between justified belief and opinion.” Every wise fool, in Socrates’ sense, has an opinion beyond his realm of understanding, something not justifiable. As the doomed philosopher puts in in The Apology, the artisans he questioned about wisdom, “because they were good workmen they thought that they also knew all sorts of high matters.” That same error applies today. Would the epistemology of quantum physics inform the study of Chaucer, or vice versa?

For that matter, while this week’s word is not found beyond our ivy-covered walls, the idea behind it remains sound. Would I presume to tell the HVAC guy which circuit has failed, unless I had knowledge of electronics and that type of system?

Have a word worth pondering? This blog will continue all summer. Please nominate a word or metaphor useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below.

See all of our Metaphors of the Month here and Words of the Week here.

Image of “The Death of Socrates” by Jacques-Louis David, courtesy of Wikipedia.