And yet the fact remains that in the broad cultural mainstream of millennial America, men do not wear skirts. If you, the reader, are a US male, and even if you share my personal objections to pants and dream as I do of a cool and genitally unsquishy American Tomorrow, the odds are still 99.9 percent that in 100 percent of public situations you wear pants/slacks/shorts/trunks. More to the point, if you are a US male and also have a US male child, and if that child might happen to come to you one evening and announce his desire/intention to wear a skirt rather than pants to school the next day, I am 100 percent confident that you are going to discourage him from doing so. Strongly discourage him. You could be a Molotov-tossing anti-pants radical or a kilt manufacturer or Dr. Steven Pinker himself—you’re going to stand over your kid and be prescriptive about an arbitrary, archaic, uncomfortable, and inconsequentially decorative piece of clothing. Why? Well, because in modern America any little boy who comes to school in a skirt (even, say, a modest all-season midi) is going to get stared at and shunned and beaten up and called a total geekoid by a whole lot of people whose approval and acceptance are important to him.39 In our present culture, in other words, a boy who wears a skirt is “making a statement” that is going to have all kinds of gruesome social and emotional consequences for him.
You can probably see where this is headed. I’m going to describe the intended point of the pants analogy in terms that I’m sure are simplistic—doubtless there are whole books in Pragmatics or psycholinguistics or something devoted to unpacking this point. The weird thing is that I’ve seen neither Descriptivists nor SNOOTs deploy it in the Wars.40,41
When I say or write something, there are actually a whole lot of different things I am communicating. The propositional content (i.e., the verbal information I’m trying to convey) is only one part of it. Another part is stuff about me, the communicator. Everyone knows this. It’s a function of the fact that there are so many different well-formed ways to say the same basic thing, from e.g. “I was attacked by a bear!” to “Goddamn bear tried to kill me!” to “That ursine juggernaut did essay to sup upon my person!” and so on. Add the Saussurian/Chomskian consideration that many grammatically ill-formed sentences can also get the propositional content across—“Bear attack Tonto, Tonto heap scared!”—and the number of subliminal options we’re scanning/sorting/interpreting as we communicate with one another goes transfinite very quickly. And different levels of diction and formality are only the simplest kinds of distinction; things get way more complicated in the sorts of interpersonal communication where social relations and feelings and moods come into play. Here’s a familiar kind of example. Suppose that you and I are acquaintances and we’re in my apartment having a conversation and that at some point I want to terminate the conversation and not have you be in my apartment anymore. Very delicate social moment. Think of all the different ways I can try to handle it: “Wow, look at the time”; “Could we finish this up later?”; “Could you please leave now?”; “Go”; “Get out”; “Get the hell out of here”; “Didn’t you say you had to be someplace?”; “Time for you to hit the dusty trail, my friend”; “Off you go then, love”; or that sly old telephone-conversation-ender: “Well, I’m going to let you go now”; etc. etc.n And then think of all the different factors and implications of each option.42
The point here is obvious. It concerns a phenomenon that SNOOTs blindly reinforce and that Descriptivists badly underestimate and that scary vocab-tape ads try to exploit. People really do judge one another according to their use of language. Constantly. Of course, people are constantly judging one another on the basis of all kinds of things—height, weight, scent, physiognomy, accent, occupation, make of vehicle43—and, again, doubtless it’s all terribly complicated and occupies whole battalions of sociolinguists. But it’s clear that at least one component of all this interpersonal semantic judging involves acceptance, meaning not some touchy-feely emotional affirmation but actual acceptance or rejection of someone’s bid to be regarded as a peer, a member of somebody else’s collective or community or Group. Another way to come at this is to acknowledge something that in the Usage Wars gets mentioned only in very abstract terms: “correct” English usage is, as a practical matter, a function of whom you’re talking to and of how you want that person to respond—not just to your utterance but also to you. In other words, a large part of the project of any communication is rhetorical and depends on what some rhet-scholars call “Audience” or “Discourse Community.”44 It is the present existence in the United States of an enormous number of different Discourse Communities, plus the fact that both people’s use of English and their interpretations of others’ use are influenced by rhetorical assumptions, that are central to understanding why the Usage Wars are so politically charged and to appreciating why Bryan Garner’s ADMAU is so totally sneaky and brilliant and modern.
Fact: There are all sorts of cultural/geographical dialects of American English—Black English, Latino English, Rural Southern, Urban Southern, Standard Upper-Midwest, Maine Yankee, East-Texas Bayou, Boston Blue-Collar, on and on. Everybody knows this. What not everyone knows—especially not certain Prescriptivists—is that many of these non-SWE-type dialects have their own highly developed and internally consistent grammars, and that some of these dialects’ usage norms actually make more linguistic/aesthetic sense than do their Standard counterparts.* Plus, of course, there are also innumerable sub- and subsubdialects45 based on all sorts of things that have nothing to do with locale or ethnicity—Medical-School English, Twelve-Year-Old-Males-Whose-Worldview-Is-Deeply-Informed-by-South-Park English—that are nearly incomprehensible to anyone who isn’t inside their very tight and specific Discourse Community (which of course is part of their function46).
*INTERPOLATION
POTENTIALLY DESCRIPTIVIST-LOOKING EXAMPLE OF SOME GRAMMATICAL ADVANTAGES OF A NON-STANDARD DIALECT THAT THIS REVIEWER ACTUALLY KNOWS ABOUT FIRSTHAND
I happen to have two native English dialects—the SWE of my hyper-educated parents and the hard-earned Rural Midwestern of most of my peers. When I’m talking to RMs, I tend to use constructions like “Where’s it at?” for “Where is it?” and sometimes “He don’t” instead of “He doesn’t.” Part of this is a naked desire to fit in and not get rejected as an egghead or fag (see sub). But another part is that I, SNOOT or no, believe that these RMisms are in certain ways superior to their Standard equivalents.
For a dogmatic Prescriptivist, “Where’s it at?” is double-damned as a sentence that not only ends with a preposition but whose final preposition forms a redundancy with where that’s similar to the redundancy in “the reason is because” (which latter usage I’ll admit makes me dig my nails into my palms). Rejoinder: First off, the avoid-terminal-prepositions rule is the invention of one Fr. R. Lowth, an 18th-century British preacher and indurate pedant who did things like spend scores of pages arguing for hath over the trendy and degenerate has. The a.-t.-p. rule is antiquated and stupid and only the most ayotolloid SNOOT takes it seriously. Garner himself calls the rule “stuffy” and lists all kinds of useful constructions like “a person I have great respect for” and “the man I was listening to” that we’d have to discard or distort if we really enforced it.
Plus, the apparent redundancy of “Where’s it at?”47 is offset by its metrical logic: what the at really does is license the contraction of is after the interrogative adverb. You can’t say “Where’s it?” So the choice is between “Where is it?” and “Where’s it at?”, and the latter, a strong anapest, is prettier and trips off the tongue better than “Where is it?”, whose meter is either a clunky monosyllabic-foot + trochee or it’s nothing at all.
Using “He don’t” makes me a little more uncomfortable; I admit that its logic isn’t quite as compelling. Nevertheless, a clear trend in the evolution of English from Middle to Modern has been the gradual regularizing of irregular present-tense verbs,48 a trend justified by the fact that irregulars are hard to learn and to keep straight and have nothi
ng but history going for them. By this reasoning, Standard Black English is way out on the cutting edge of English with its abandonment of the 3-S present in to do and to go and to say and its marvelously streamlined six identical present-tense inflections of to be. (Granted, the conjugation “he be” always sounds odd to me, but then SBE is not one of my dialects.)
This is probably the place for your SNOOT reviewer openly to concede that a certain number of traditional prescriptive rules really are stupid and that people who insist on them (like the legendary assistant to Margaret Thatcher who refused to read any memo with a split infinitive in it, or the jr.-high teacher I had who automatically graded you down if you started a sentence with Hopefully) are that very most contemptible and dangerous kind of SNOOT, the SNOOT Who Is Wrong. The injunction against split infinitives, for instance, is a consequence of the weird fact that English grammar is modeled on Latin even though Latin is a synthetic language and English is an analytic language.49 Latin infinitives consist of one word and are impossible to as it were split, and the earliest English Prescriptivists—so enthralled with Latin that their English usage guides were actually written in Latin50—decided that English infinitives shouldn’t be split either. Garner himself takes out after the s.i. rule in his miniessays on both SPLIT INFINITIVES and SUPERSTITIONS.51 And Hopefully at the beginning of a sentence, as a certain cheeky eighth-grader once (to his everlasting social cost) pointed out in class, actually functions not as a misplaced modal auxiliary or as a manner adverb like quickly or angrily but as a sentence adverb (i.e., as a special kind of “veiled reflexive” that indicates the speaker’s attitude about the state of affairs described by the rest of the sentence—examples of perfectly OK sentence adverbs are clearly, basically, luckily), and only SNOOTs educated in the high-pedantic years 1940–1960 blindly proscribe it or grade it down.
The cases of split infinitives and Hopefully are in fact often trotted out by dogmatic Descriptivists as evidence that all SWE usage rules are arbitrary and dumb (which is a bit like pointing to Pat Buchanan as evidence that all Republicans are maniacs). FYI, Garner rejects Hopefully’s knee-jerk proscription, too, albeit grudgingly, saying “the battle is lost” and including the adverb in his miniessay on SKUNKED TERMS, which is his phrase for a usage that is “hotly disputed… any use of it is likely to distract some readers.” (Garner also points out something I’d never quite realized, which is that hopefully, if misplaced/mispunctuated in the body of a sentence, can create some of the same two-way ambiguities as other adverbs, as in e.g. “I will borrow your book and hopefully read it soon.”)
Whether we’re conscious of it or not, most of us are fluent in more than one major English dialect and in several subdialects and are probably at least passable in countless others. Which dialect you choose to use depends, of course, on whom you’re addressing. More to the point, I submit that the dialect you use depends mostly on what sort of Group your listener is part of and on whether you wish to present yourself as a fellow member of that Group. An obvious example is that traditional upper-class English has certain dialectal differences from lower-class English and that schools used to have courses in elocution whose whole raison was to teach people how to speak in an upper-class way. But usage-as-inclusion is about much more than class. Try another sort of thought experiment: A bunch of US teenagers in clothes that look several sizes too large for them are sitting together in the local mall’s food court, and imagine that a 53-year-old man with jowls, a comb-over, and clothes that fit perfectly comes over to them and says he was scoping them and thinks they’re totally rad and/or phat and asks is it cool if he just kicks it and chills with them here at their table. The kids’ reaction is going to be either scorn or embarrassment for the guy—most likely a mix of both. Q: Why? Or imagine that two hard-core young urban black guys are standing there talking and I, who am resoundingly and in all ways white, come up and greet them with “Yo” and address one or both as “Brother” and ask “s’up, s’goin’ on,” pronouncing on with that NYCish ōō-ŏ diphthong that Young Urban Black English deploys for a standard o. Either these guys are going to think that I am mocking them and be offended or they are going to think I am simply out of my mind. No other reaction is remotely foreseeable. Q: Why?
Why: A dialect of English is learned and used either because it’s your native vernacular or because it’s the dialect of a Group by which you wish (with some degree of plausibility) to be accepted. And although it is a major and vitally important one, SWE is only one dialect. And it is never, or at least hardly ever,52 anybody’s only dialect. This is because there are—as you and I both know and yet no one in the Usage Wars ever seems to mention—situations in which faultlessly correct SWE is not the appropriate dialect.
Childhood is full of such situations. This is one reason why SNOOTlets tend to have such a hard social time of it in school. A SNOOTlet is a little kid who’s wildly, precociously fluent in SWE (he is often, recall, the offspring of SNOOTs). Just about every class has a SNOOTlet, so I know you’ve seen them—these are the sorts of six-to-twelve-year-olds who use whom correctly and whose response to striking out in T-ball is to shout “How incalculably dreadful!” The elementary-school SNOOTlet is one of the earliest identifiable species of academic geekoid and is duly despised by his peers and praised by his teachers. These teachers usually don’t see the incredible amounts of punishment the SNOOTlet is receiving from his classmates, or if they do see it they blame the classmates and shake their heads sadly at the vicious and arbitrary cruelty of which children are capable.
Teachers who do this are dumb. The truth is that his peers’ punishment of the SNOOTlet is not arbitrary at all. There are important things at stake. Little kids in school are learning about Group-inclusion and -exclusion and about the respective rewards and penalties of same and about the use of dialect and syntax and slang as signals of affinity and inclusion. They’re learning about Discourse Communities. Little kids learn this stuff not in Language Arts or Social Studies but on the playground and the bus and at lunch. When his peers are ostracizing the SNOOTlet or giving him monstrous quadruple Wedgies or holding him down and taking turns spitting on him, there’s serious learning going on. Everybody here is learning except the little SNOOT53—in fact, what the SNOOTlet is being punished for is precisely his failure to learn. And his Language Arts teacher—whose own Elementary Education training prizes “linguistic facility” as one of the “social skills” that ensure children’s “developmentally appropriate peer rapport,”54 but who does not or cannot consider the possibility that linguistic facility might involve more than lapidary SWE—is unable to see that her beloved SNOOTlet is actually deficient in Language Arts. He has only one dialect. He cannot alter his vocabulary, usage, or grammar, cannot use slang or vulgarity; and it’s these abilities that are really required for “peer rapport,” which is just a fancy academic term for being accepted by the second-most-important Group in the little kid’s life.55 If he is sufficiently in thrall to his teachers and those teachers are sufficiently clueless, it may take years and unbelievable amounts of punishment before the SNOOTlet learns that you need more than one dialect to get along in school.
This reviewer acknowledges that there seems to be some, umm, personal stuff getting dredged up and worked out here;56 but the stuff is germane. The point is that the little A+ SNOOTlet is actually in the same dialectal position as the class’s “slow” kid who can’t learn to stop using ain’t or bringed. Exactly the same position. One is punished in class, the other on the playground, but both are deficient in the same linguistic skill—viz., the ability to move between various dialects and levels of “correctness,” the ability to communicate one way with peers and another way with teachers and another with family and another with T-ball coaches and so on. Most of these dialectal adjustments are made below the level of conscious awareness, and our ability to make them seems part psychological and part something else—perhaps something hardwired into the same motherboard as Universal Grammar—and in
truth this ability is a much better indicator of a kid’s raw “verbal IQ” than test scores or grades, since US English classes do far more to retard dialectal talent than to cultivate it.
EXAMPLE OF HOW CONCEPTS OF RHETORIC AND DIALECT AND GROUP-INCLUSION CAN HELP MAKE SENSE OF SOME OF THE USAGE WARS’ CONSTITUENT BATTLES
Well-known fact: In neither K–12 nor college English are systematic SWE grammar and usage much taught anymore. It’s been this way for more than 20 years, and the phenomenon drives Prescriptivists nuts; it’s one of the big things they cite as evidence of America’s gradual murder of English. Descriptivists and English-Ed specialists counter that grammar and usage have been abandoned because scientific research has proved that studying SWE conventions doesn’t help make kids better writers.57 Each side in the debate tends to regard the other as mentally ill or/and blinded by ideology. Neither camp appears ever to have considered whether maybe the way prescriptive SWE was traditionally taught had something to do with its inutility.
The David Foster Wallace Reader Page 110