• Tuesday, May 29, 2012

Previous

Next

Banished and Revived

January 11, 2012, 12:01 am

Among the usual resolutions evoked by the optimism of a new year—to lose weight, gain family time, stop smoking, start helping, get organized—are those to banish or revive words, courtesy of institutions of higher learning.

Lake Superior State University distills a year’s worth of aggrieved e-mails into its annual List of Words Banished from the Queen’s English for Misuse, Overuse, and General Uselessness. And in the opposite direction, Wayne State University’s Word Warriors announce their annual list of the year’s top words worth reviving.

Lake Superior would have us stop saying a dozen words or phrases, including amazing, occupy, and blowback, as well as pet parent and trickeration, words we’re less likely to use anyhow. On the other hand, the Word Warriors want us to “exercise freely” 10 words ranging from antediluvian to parlous. They probably want us to learn to spell them, too.

It’s worth asking, is either of these efforts going to make a difference? And the short answer is: No. Calling attention to words is not the way to get people either to use or to avoid them.

It’s not the way our minds work. Language changes not from talking about words but from using them.

And we use language we are accustomed to, without thinking about it. So even if we’d like to avoid amazing or occupy, we’ll find it hard to do. Those words are too much at home in nearly everyone’s vocabulary.

Amazing is so ensconced in our language that it is not amazing at all. As one of the Lake Superior nominators remarked, “The word has been overused to describe things only slightly better than mundane.” Occupy is like that too, just stretched a bit for a new meaning in 2011.

When we add to our vocabulary, we are likely to choose and use words that resemble the words and meanings we already know—indeed, that resemble familiar words and meanings so closely we may hardly notice they are new.

Calling attention to a word doesn’t get us to use it. In fact, the more it stands out, the less we’re likely to add it to our vocabulary. That’s why so few invented words have found a place in our language. Here’s a sample of clever inventions from a decade ago:

AtmosFear, nervousness about pollution and possible attacks on our air, water, and food; invented by the trend-spotter Faith Popcorn.

Boomeritis, sports injuries among people born between 1946 and 1964; invented by Dr. Nicholas DiNubile of the American Academy of Orthopaedic Surgeons.

Paradessence, the paradoxical essence of a product; invented by Alex Shakar for his novel The Savage Girl.

So the Lake Superior banishers can relax their vigilance about pet parent and trickeration, terms that at best will hang on to the fringe of our language. They are too clever, too conspicuous.

That’s also the problem with reviving old or unusual words. They’re too conspicuous. Antedeluvian is conspicuously polysyllabic; parlous looks archaic; supercilious raises eyebrows; transmogrify is as conspicuous as ginormous on the banned words list. The Wayne State revival isn’t likely to effect many conversions.

I once wrote a book about this, Predicting New Words: The Secrets of Their Success (Houghton Mifflin, 2002). Guess what? Following this principle, my predictions of a decade ago have mostly come true.

And the principle that matters most here is, talking about a word isn’t the same as using it. So chances are, in their everyday conversation, when they aren’t paying close attention to the words they use, the Lake Superior banishers are likely to let slip an amazing now and then, and the Wayne State warriors may call their adventure perilous rather than parlous.

This entry was posted in Words. Bookmark the permalink.

  • Print
  • Comment
  • dank48

    How about “quiz”? According to an article in Verbatim long ago, the word was introduced into the language when a couple of the boys were having a few, and someone bet someone else he could introduce a word into the language without bothering to invent a meaning for it. The bet was taken, and the ambitious albeit, one suspects, none-too-sober introducer went about London with a piece of chalk, scrawling “quiz” on walls, tables, and so forth. Since restrooms provide privacy, restroom walls got a lot of attention.

    In a matter of weeks, we are told, everyone was wondering what the hell “quiz” might mean, and this let to the word’s meaning.

    It’s probably just folk etymology, but it makes a good story, and–to borrow from R. A. Lafferty’s “Education among the Camiroi”–even if it’s not true, I’ll continue to believe it until something better comes along.

  • http://www.facebook.com/profile.php?id=1220351678 Laura Payne

    I love that both of these lists are from Universities in Michigan, one of which I attended. Thank you for sharing.

  • greensubmarine

    Reminds me of Eddie Izzard’s take on the overuse of the word “awesome”:

    “I saw an advert for ‘awesome hot dogs, only $2.99.’ [...] America needs the old version of awesome, because you’re the only ones going into space. You’ve got a bit of cash and you go up there, and you need ‘awesome’ because you’re going to be going to the next sun to us. And your President’s going to be going ‘Can you tell me, astronaut, can you tell me what it’s like?’ ‘It’s awesome, sir.’ ‘What, like a hot dog?’ ‘Like a hundred billion hot dogs, sir.’”

  • beedhamm

    I’ve been hoping that the sneering “Guess what?” right before an assertion would disappear. 

  • douglassmo

    Not mentioned is the submission for publication  gauntlet…a definite inhibitor to producing the written word. I am quite sure many people often feel the “why bother” when the odds are getting published are not that great. An area our students should be taught to navigate early on. After all, quality writing does not necessarily equate into being published or even making peer review…rejection without humiliation and with gaining insights to our work is a learned skill.

  • greenmtgirl

    I feel compelled to add something here on the family work/balance conversation: the children in my life are actually late sleepers, so getting up at 5 with “only you and the dog” actually works. The under-prepping for class still holds regardless of whether or not you have children, and finding those magical but finite times when you are in your office at work – 15 minutes, 20 minutes, 30 minutes (heaven!) is productive time when you know that your demands will be elsewhere when you get home (a non-academic partner, volunteering that is important to your life, caring for children or other family members, preparing food for people, doing any of the productive and reproductive labor that we all do). 

  • john4564

    Good article.  I think one also has to learn the concept of saying “no,” which can be difficult for someone who is not tenured.  Universities (especially smaller ones) often burden their faculty with excessive service and committee work.  The faculty member goes along with it, believing that the university will be understanding if their research suffers and take their service into account when it comes time for tenure or promotion.  They won’t!  Fortunately I had a chair who was committed to protecting young faculty and ensuring that they have as much time as possible to write.  Some are not as fortunate.

    • tunedoutradical

      Before accepting any service/committee assignment, I ask myself if I’m saying yes a) because I am (not so secretly) an egomaniacal control freak who doesn’t believe anyone can do it as well as I, and/or b) because it relieves some of the guilt of not writing and keeps me busy so I don’t spend writing time reading Tenured Radical and other blogs.  Sometimes I still say yes. But only sometimes. And only for a. Never, ever for b.

      Seriously, I have NEVER heard of an otherwise affable faculty member with a good publication record who was refused tenure/promotion because they only did light service. Sure, snarky comments might make it into the file. But they simply don’t tip the balance even at the smallest, least research-centered institution. 

  • nematoda

    Everyone has there own method. Claire’s method works for her and can probably work for a lot of others. For me, there’s no way getting up a 5 a.m. to write is going to work. And, with a young daughter and a much, much heavier teaching load (the equivalent of 4-4), I’ve decided that the stress of trying to write anything significant during the academic year isn’t worth it. 

    So I save all my writing for the summer months primarily, with a little during the winter break. It works well. I don’t do anything else. I will sit 5, 6 or 7 days a week in front of my computer working on writing projects for 7, 10, 12 hours a day. I don’t write a huge amount, but I write enough: in a typical summer, I can usually write three or four journal articles or three or four book chapters (or a mixture of each). That’s allowed me to publish 2~4 articles, including book reviews and the like, a year on a consistent basis for the past decade.

    Writing books is another matter. The long delays between summers make it difficult to finish a long manuscript in anything less than four or five, even six or seven years. That’s a major tradeoff (again, in my case), and, I realize, would be completely unacceptable for many scholars. For me, though, it’s okay since I am not working at a research university: books are just a bonus and not really expected of the faculty. (Sabbaticals don’t help much: I’m on a quarter system, and my university provides only a one-quarter sabbatical at full pay–10 weeks + summer is still not enough time to complete a book manuscript from start to finish).

    My point? If you have the time and discipline during summer, you can still accomplish a lot of writing.

  • heineman

    Right, sreverby doesn’t know your situation, and we shouldn’t make assumptions. But the real question isn’t the personal situation of any one participant in this conversation, but rather whether the model you suggest is “universal” enough to account for those with heavy family responsibilities. My own experience, like those of some other participants in this thread, suggests that it’s not. In that case, *not* having family (without simultaneously having, as Ms magazine so simply and elegantly put it decades ago, “a wife”) is being posited as a norm, which is likewise problematic.

  • greenmtgirl

    I love my writing group! I totally agree.

  • ethnodoc

    I just joined an online writing group. I totally love it. Progress is being made indeed, even with added course load and job hunting. 

  • heineman

    Though really, even “problematic” is too strong for what I mean to say. I suppose I mean “open to revision.” Here we have a great post that tries to move us beyond “But I have too much teaching and service – I CAN’T write,” to have us think about strategies for making writing possible despite teaching and service. The only question is whether we can add “too many family responsibilities” as part of the discussion, to accommodate those for whom creative solutions that incorporate THAT aspect of the time crunch might represent the difference between success or failure, or whether we simply want to exclude family responsibilities from discussion. I don’t think that including them implies that they’re the norm, just as including teaching doesn’t imply that everyone has anything close to an equal teaching burden.

  • tunedoutradical

    Thank you! You’ve got a witness, Claire. But perhaps through a different optic. I’m the parent of multiple children and a woman, and I am struggling to write that surprisingly hard second book that will catapult me out of the second ring of academic hell: stalled associate professor status. To be fair, I’m not yet stalled. But a lot of women around me are. And it’s freaking me out, particularly how often some blame it on motherhood. But I’m not so sure. I’ve seen tons of folks stall out– men and women, single, partnered, childless, childfull, with and without pets, the crazy and the sane. This is not to say that motherhood is not the most challenging and time consuming endeavor I’ve undertaken or that it doesn’t present particular challenges to writing/research/work. But my partner also spends a lot of time parenting and struggling to write. And he, to my knowledge, doesn’t commiserate with friends and colleagues about work-life balance issues, attend university-led seminars about it, or get much attention or compassion from his higher ups for wrestling with it. (We do talk about it at home. Usually by yelling.)  

    I would just like to propose that this work-life balance thing is a particularly gendered discourse about which we should be more skeptical and cautious. And by the way: the idea that I am failing to achieve “balance” seems like one more thing that I’m failing at. So I reject it. I am proudly work/life imbalanced. Among other imbalances.Now I should get back to my book. But before I do, Claire, I guess I have a second thing to thank you for. By your formula, the more I write here, the more I will write on my book. Right? … Right?!!…

  • The Chronicle of Higher Education
  • 1255 Twenty-Third St, N.W.
  • Washington, D.C. 20037