The Art of Editing: Composition as Explanation
Module 13 Reading Response: So, I’m on week 6 or 7 of this editing class and I haven’t posted many of the assignments because it’s just not feasible — there’s too much homework. This week’s readings included (among other things) chapters 2 and 3 from Stanley Fish’s How to Write a Sentence, an excerpt from Gertrude Stein’s “Poetry and Grammar'“, Amy Tan’s essay, “Mother Tongue” and Gene Demby’s article, “How Code-Switching Explais the World”. Below is my reading response.
Here’s a personal story about code-switching and mother tongues.
I’m from the northern part of Virginia where we’re not sure if we can be called southerners. Richmond, VA? Definitely southern. Hampton, VA? Southern. Even Virginia Beach, VA could be perceived as part of the American South, but not northern Virginia. All that to say, I didn’t grow-up using words like “y’all”. After attending Spelman College, a historically Black college in Atlanta, GA, my use of the word creeped in through text messages with friends from school. Very suddenly, I found myself using it in conversation – “Y’all ready?” or “Y’all done?”. I’d found my mother’s (and my father’s) tongue through higher (Black) education.
Both of my parents are from The South – Mommy is from Norfolk, VA (one of those places in VA that are considered by locals and non-locals to be southern) and Daddy’s from Brandon, MS –, so both would switch between what I’ll call Family Talk and Business Talk on a daily basis. I witnessed this code switching in the home, but never picked-up the Family Talk. Maybe, because my role in the family was a quiet one – the baby. I hardly had to talk at home because my family did the talking for me. My parents knew best and if they didn’t know, Grandma probably would. I sometimes thought they could read my mind. If I reframe this sentiment, it could be perceived as the children should be seen and not heard adage, but I guess I’m trying to say that communicating at home / with family was so easy I hardly needed to speak – it was a relief and, whenever I go home, it still is.
Outside the home, I felt the social pressures to effectively communicate the thoughts my family already understood. Unlike Tan, whose Family talk influenced her use of language, I think my language skills were more influenced by my peers. I’m assuming this is why words like “y’all” were added to my vocabulary after I left northern Virginia.
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I have so much to say about chapters 2-3 from Stanley Fish's How to Write a Sentence, but for the sake of time I'll try to summarize my thoughts.
This reading feels like its target audience includes writers seeking to improve their writing. Whereas Strunk and White’s style guide reads like it's for experienced writers / editors looking for a quick reference guide, using terminology they’ve already familiarized themselves with. “The vocabulary [Strunk and White] confidently offer is itself in need of an analysis and explanation they do not provide.” This is why I appreciated the definitions and clear examples Fish offers in these chapters.
For example:
“Modal Auxiliary: would, should, could, must, may, might, shall, can, will”
“Prepositional Phrase: a phrase temporarily and spatially relating objects to one another”
“The subject of the sentence is whatever performs its action.”
At some point in my academic career, I know I learned these terms, but it’s not the grammatical vocabulary that I retained; it’s how these tools / terms / rules of form were applied in what I was / am writing and reading. Which is why I also appreciate the writing exercises Fish offers in these chapters – I definitely plan on trying them! Below is a screenshot of the exercise I’m most excited to try.
