…Some rain must fall

Longfellow wrote that “Into each life some rain must fall” (“The Rainy Day“). The poem is an extended metaphor; here in my valley, the rain has been actual, physical, moist, sopping, wringing, drizzly, humid, soaking, and all the rest.

The metaphorical hasn’t been absent, either.

So this week, my post consists of other writers’ posts. Explore, please. All of these links offer much to enlighten the reader.

https://www.daletrumbore.com/unthinkable

https://marilynonaroll.wordpress.com/2018/09/03/now-hold-on-there-or-slowing-the-revision-process/

On first looking into Shenandoah’s submissions

https://www.vianegativa.us/2018/09/barberous/

http://www.writerintheworld.com/2018/09/03/cathedrals-and-yurts-a-reprint/

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Parsing the garden

To parse is to analyze components–in linguistics, we parse a sentence, in computer science, we parse coded commands. In the literary analysis of a poem, a reader may divide a line or phrase into its parts of speech and then analyze the components (or look at an unusual expression or syntax in a line) to try to interpret meaning or to expand on possible readings or meanings…the semantics behind the tokens of image, grammar, metaphor, allusion, sound, punctuation, placement upon the white space of the page.

Today, I pushed the metaphor by parsing my garden.

The weather from July onward has been hot, humid, and unusually wet. The corn and the beans in local fields were happy; but much in my vegetable garden reveals, with parsing, specific summer details of stress and the gardener’s neglect.

IMG_5601.jpgToo much rain during ripening time led to cracked tomato skins and viruses in the vines. The zucchini did well for a time, then succumbed to powdery mildew. The beans didn’t mind the weather, but I had a plague of voles whose small depredations worked some cumulative damage–they nibbled a number of plants at the stem base, which meant a slightly less abundant yield, of course. Cucumbers offered lots of fruit initially, then downy mildew set in. I harvested one of the two cabbages with only minor slug damage, and the fat variety of carrots grew well (with no sign of whiteflies); but there were lots of bugs on the kale this summer and, given the intense heat, I had a short lettuce season.

And then, there are weeds, which offer many details about the weather conditions…and the fact that the gardener gave up and stopped pulling weeds when the soil devolved into heavy mud and who then refused to brave the task in the numerous over-95 degree F days that weren’t rainy. Today, I began a list: nutsedge; crabgrass; English plantain; pigweed; puncturevine; bindweed; galinsoga; creeping thistle; multiflora rose; horseweed; knotweed; spotted spurge; rabbitfoot clover; virginia creeper; japanese stiltgrass; wintercreeper; mugwort; solidago; wild aster; chicory; poison ivy; not to mention various sorrels and clovers and Queen Anne’s lace…and others I have yet to identify.

If I were to parse each weed, I could detail its likes and dislikes as to soil, growing conditions, root systems, pollinators & pollination strategies, seed dispersal methods, attractiveness to birds or rodents (see seed dispersal methods), and eventually could compile a meaningful ecological and environmental semantics for the little plot that is my backyard truck patch. No doubt I’d learn a great deal about the garden, but no doubt I have done so already–if less exhaustively, less “scientifically.” Would the garden then become more meaningful to me?

It’s a thought experiment; I’ve no intention of trying it, though I do think it would yield interesting results. In the many years I have worked the soil, I have written poems that, perhaps, do parse the garden. That will have to be interpretation enough for my part.

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Interesting sky above the garden.

Grammar

 

Steven Pinker‘s early book, The Language Instinct (1994)–controversial among linguists, psychologists, social anthropologists and probably semiotics philosophers–is nonetheless relatively easy for the interested non-scholarly layperson to read. Pinker has since become well-known for his best-selling books, TED talks, and willingness to engage in lively debates on controversial topics such as violence in society and his claims for the embodied brain, scientifically-supported atheism, and rational culture. [Totally off topic, but I’m a great fan of his current wife’s novels and philosophy books–Rebecca Goldstein–what an amazing mind she has! Not that Steve Pinker is a slouch in that department, either…an intellectual power couple indeed. But I digress.]

The Language Instinct got me thinking more broadly about grammar, especially as the semester is about to begin and I’m once again wrestling with how to teach conventional writing skills to under-prepared, newly-minted college freshmen. I harbor no intentions of talking to them about linguistic theories. But I do want them to understand that they can already express themselves perfectly well verbally, with the help of body language (even students who are still learning English; even students who have told me that they have learning disabilities). The tool they need to succeed at the college level is the skill of writing that employs enough agreed-upon conventions–prescriptive grammar–to convey clear ideas to the standard reader.

Lots of assumed definitions there: who is the ‘standard’ reader? How many and which ‘conventions’ are enough, and who is it that agrees upon them? I have to let the students know that the answer is: “It depends.” They are seldom very pleased to hear it, but human beings are nothing if not adaptable.

~

After defending slang, split infinitives, the ‘verbing’ of nouns, and other shibboleths, Pinker–in a chapter denigrating language mavens (hence his Jeremiah example toward the end of this excerpt)–writes:

The aspect of language most worth changing is the clarity and style of written prose. Expository writing requires language to express far more complex trains of thought than it was biologically designed to do. Inconsistencies caused by limitations of short-term memory and planning, unnoticed in conversation, are not as tolerable when preserved on a page that is to be perused more leisurely. Also…a reader will rarely share enough background assumptions to interpolate all the missing premises that make language comprehensible. Overcoming one’s natural egocentrism and trying to anticipate the knowledge state of a generic reader at every stage of the exposition is one of the most important tasks in writing well. All this makes writing a difficult craft that must be mastered through practice, instruction, feedback, and–probably most important–intensive exposure to good examples…a banal but universally acknowledged key to good writing is to revise extensively…Anyone who does not appreciate this necessity is going to be a bad writer. Imagine a Jeremiah exclaiming, “Our language today is threatened by an insidious enemy: the youth are not revising their drafts enough times!”

Indeed, I agree with him here. Taking the time to read good writing frequently, and taking the time to revise carefully when writing pretty much anything (even a Twitter post) would go a long way toward improving anyone’s writing.

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Mergenthaler’s Linotype machine

We do need concise, standardized, well-revised written texts, especially when we are relaying new information, instructing others how to do something, or convincing our professors that we comprehend the fundamental theories of the coursework. That’s not “grammar,” the magical tool that my students think they somehow missed learning in grades K-12, it’s craft, attention, and revision–with a few prescriptive rules, enough to level the ground on which the we lay our communicative foundations.  The rest is work.

 

 

Difficult books, iterum

After some readings on metaphor and language, I tackled A Grammar of Metaphor (1958) by Christine Brooke-Rose. Admittedly, I was hampered in my reading by my lack of facility in the jargon and structure of what used to be, but is no longer, “basic” English grammar. It did help that I have read The Trivium and could refer to it now and again; and of course it helps to have a background in poetry and literature, though not one nearly as thorough as Brooke-Rose’s. I definitely can add this one to the “difficult books” I have enjoyed, and benefited from, reading.

The grammar part of metaphor was not something I took into much account when I studied poetry. Certainly, when I read for pleasure, I do not analyze for grammar. Poets often experiment with grammar–altering syntax purposefully, creating sentence fragments, run-on sentences, new compound words, jarring phrases, all in an effort to make something happen in the poem. That “something” may be sound, dream, argument, exhortation, emotion, surprise, pattern, recognition, or a matter of perspective on outlooks, worldviews, culture, tasks, the personal. I do not read for such insights until I want to return to the poem and find out how the poet managed to make the amazing process of language work upon me.

If I were to try parsing a contemporary poem using the Reed-Kellogg system I learned in elementary school, some poems would buck and kick and refuse to reveal their structures. It would depend upon the poem and upon how one interprets such things as line breaks and stanza breaks. I am not convinced the process would really assist most readers in developing an understanding of the poem.

diagram

NPR.org Juana Summers [read here]

Then again, it might. Analytical scholars have taught me many things I would never have thought to investigate on my own.

~

Here’s a post from the 2018 blogroll journey: Marilyn McCabe on mindset–in writing and other things. Also a matter of perspective.

Language acquisition & its opposite

When my children were learning to talk, I developed a fascination with language  acquisition. The process of learning to communicate with other human beings in the lingua franca of the culture (speaking US English to adults) was taking place in front of me. I felt awed by the intelligence required to decipher language and delighted by the myriad ways the process and behavior unfolded. For about a year, I seriously considered enrolling in university to pursue a Master’s degree in some sort of language/linguistics-related discipline.

But I had two toddlers and lacked the energy, time, and money to devote to diligent scholarship of that sort. Instead, I took my usual autodidactic approach: reading and observing. One thing of vivid interest to me at the time was how differently my children each approached “learning to talk.” In retrospect, I recognize that their differences in personality and their differing cognitive strengths made significant impacts upon language acquisition, implementation, expression, and use.

ponchos~

 

At present, my interests in language revolve about the other end of the lifespan of human communication–the loss of language abilities as people age. The elderly Beloveds in my life are displaying markedly differing changes in how they experience, and express, cognitive gaps. Often the expression of such gaps appears in the way they speak.

This would be the opposite of language acquisition. Memory losses, or slower memory retrieval functions, are common to most adults over age 70; but those issues do not necessarily affect sentence structure, vocabulary, pronunciation, descriptive abilities, and emotive communication through language. Strokes, neurovascular constriction, and Alzheimer’s disease, among other physiological alterations, can exert marked effects on verbal and written communication, however. Hearing loss and diminished vision exacerbate these problems.

All too often, the human being seems “lost” beneath the symptoms or becomes isolated as a result of the immense challenges to human relationships we have taken for granted for decades of being relatively “non-impaired.”

The loss of language skills intrigues me as much as the acquisition; my readings in neuropsychology and neurobiology have taught me that there is so much yet to learn about the brain and how it processes–well, almost everything (but my special interest is communication).

And my experience with people who are aging, or in some cases–my hospice volunteer work–dying, demonstrates on a personal or anecdotal level how uniquely individual each one of us is. How we communicate, how we express ourselves, our neurological processes, our physiology, temperament, environment, genetic makeup…so gloriously complex, random, fascinating.

Maga

The late Edna Smith Michael in 1990. Her language skills stayed quite intact until her last hospitalization.

~

Some recent reading–

Into the Silent Land: Travels in Neuropsychology (Paul Broks); Cure: A Journey into the Science of Mind over Body (Jo Marchant); The Language Instinct (Steven Pinker)

A post I put up awhile back contains my poem “Age as a Foreign Language.” Apropos here, I think.

~

And no, I am not tempted to enroll in further formal study on this topic. But reading suggestions will be gratefully accepted!

 

Back to metaphor

I recently read James Geary’s entertaining book I Is an Other–The Secret Life of Metaphor and How It Shapes the Way We See the World. Geary takes his title from one of Rimbaud‘s letters, calling this phrase metaphor’s “principal equation”:

Metaphor systematically disorganizes the common sense of things–jumbling together the abstract with the concrete, the physical with the psychological, the like with the unlike–and reorganizes it into uncommon combinations.

I like this definition because it feels more complete than the typical definition of metaphor as a comparison without the use of the adverbial comparative (i.e., no “like” or “as”). Indeed, metaphor probably forms the basis of language itself; while that conclusion’s much debated in semiotics, linguistics, and other scholarly disciplines, common sense and common usage strongly suggest that even thought itself–in terms of how we think internally about the world–employs metaphor as an underpinning.

Maybe I believe so because I’m a poet. Geary, as it turns out, has written some poetry, though he’s best known for his books about words, word origins, wordplay, aphorisms, witticisms, and the like. (He’s also got a TED talk…everybody’s got a TED talk…)

As to poetry, and how metaphor behaves in the poem’s context, I like what Geary says here (although in this excerpt it’s not actually poetry he’s discussing, but rhetoric):

Readers actively retrieve a metaphor’s meaning, just as a punch line requires listeners to resolve a joke’s incongruities for themselves…though the speaker may make the metaphor, the hearer makes its meaning. Hearer and speaker are accomplices; the one unpacks what the other presents. In terms of creativity, producing a metaphor and penetrating one are almost the same act.

I think the above lines go far to explaining why I love to read poetry and also provide implications as to why poems can be so damned difficult to compose. The poet endeavors to create a context and container for an often-unknown audience who will nonetheless need to invest, one hopes willingly, in the process of reorganizing the surprising (metaphor) into the recognizable.

And what a fine task that is!

2011A-rainbow

Wordless

The landscape’s brought colors and pollinators and all the juiciness of reproduction cycles into the season’s height. Time to take walks and breathe.

And say nothing.

And let the words subside for awhile, and percolate the way the rains percolate through the wet, warm soil and into the waiting earth.

~

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