Tag Archives: grammar

Ibid., but Different | Changes to The Chicago Manual of Style, with Carol Saller of CMOS Shop Talk

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The 17th edition of the Chicago Manual of Style is almost here, incorporating many changes and updates. We spoke with Carol Saller, editor of The Chicago Manual of Style Online Q&A and of the CMOS Shop Talk blog, about the new edition.

WLN Blog: What is the progenitor of the CMOS changes? How did they come about?
Carol: A new edition of the Manual appears only every five to ten years, so by the time drafting begins, we have a big folder of reader queries, news clippings, feedback from experts, notes from our own daily use of the book and website, and so forth. This time, the revision focused much more on updates and additions than on changes to Chicago style.

WLN Blog: What are the major changes to the CMOS?
Carol: That depends who you ask. Of course, in a thousand pages, you’re going to find thousands of changes.

The general user might think the removal of the hyphen from email and the lowercasing of internet are major changes. Those are certainly the ones getting the most tweets!

A scholar might think the most significant change is that after centuries—actually millennia—of usefulness, the Latin term ibid. has become problematic in electronic publications. So Chicago now prefers the use of a shortened citation.

An English teacher might find the expansion of the grammar chapter to be the most significant: there are more than thirty new sections on sentence syntax, for instance, and a revision of the Chicago stance on the use of they with a singular antecedent.

WLN Blog: As a history major in under grad, ibid. was a word I typed quite often. What happens to poor ibid.?
Carol: Don’t worry—Chicago still supports the use of ibid.! The sections explaining its use are still there. It’s just not first choice now. The problem is that in digital publications, when readers click on a note number, often it opens a screen where only that citation appears. If the citation says only “Ibid., 43,” it tells them nothing, because the previous note isn’t visible. Better for the citation to say “Calhoun, Fortress, 43.” Writers who are concerned about publishing in digital formats should know of the potential problem and write their notes with that in mind.

WLN Blog: How has electronic media shaped other changes?
Carol: Hugely. These days, publishing technology is what drives the need for a new edition. For instance, the increasing use of PDF by writers and editors inspired a new section on how to use PDF editing tools. And social media: the word Twitter doesn’t even appear in the previous edition, which came out in 2010, but now even the most scholarly journals need a citation style for it. Creative Commons, accessibility standards, DOIs, library metadata—I could go on and on. In seven years, a lot has changed!

WLN Blog: I was chatting with an English professor and a Medievalist about the changes to CMOS. They were quite intrigued as to how these changes would affect citation and style in their disciplines. Could you comment on how you think that the CMOS changes will affect MLA or APA? How did they affect CMOS change decisions?
Carol: While we’re always interested to see what others are doing—such as the radical overhaul MLA made last year—that’s not a big factor in updating our own guidelines. I’d be surprised if MLA or APA made changes in response to Chicago’s. Style manuals serve different constituencies.

WLN Blog: So many people in writing centres “geeked out” at CMOS’s announcement. It’s so exciting! For those on the edge of the desk chairs, what advice do you have?
Carol: First, relax and enjoy it! This revision of the Manual is the best yet, from the viewpoint of users, and the transition will not be difficult. There’s a ton of new information and new examples; we haven’t taken away anything that we know users love; there are no radical changes to citation styles; and the chapter numbers remain the same (people hate it when we reorganize the chapters). What’s more, CMOS Online has a snazzy new design that responds to many user requests for easier navigation and increased readability.

Second, I’d suggest following us online, especially at the CMOS Shop Talk blog, where we’ve been highlighting what’s new.

Twitter @ChicagoManual
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CMOSshoptalk.com

WLN News Round-Up December 21-January 3

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Here’s some of what has been on the WLN news radar lately:

Purdue Writing Lab tutors gain digital badges. Using Purdue’s Passport program, consultants gain badges for accomplishments like completing the tutor training course and presenting at conferences. You can check out lead tutor John Bomkamp and Associate Director Tammy Conard Salvo’s article on using Passport in their Writing Lab in WLN! [Purdue]

Check out this video about Passport:

A reflection on singular ‘they.’ Dr. Anne Curzan reflects on the use of singular ‘they,’ especially after its approval in The Washington Post style guidelines and explains how she has advocated for its use in her own work. [The Chronicle of Higher Education]

A first-year writing instructor weighs in on student writing in various genres. John Warner comments on how first-year writing instructors cannot prepare students to comfortably write in every academic genre and offers advice on assigning writing in non-English courses. My question is: What initiatives do your writing centers offer to help student writers get acquainted with new types of writing? [Inside Higher Ed]

What kind of news would you like to see in the WLN News Round-Up in 2016? Let us know in the comments!

 

 

Making Pronouns Inclusive By Making Them Plural

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Faculty members’ ideas vary on this, and our Writer’s Web page about pronoun usage provides the canny advice to ask a professor.

The author of this post is far from “politically correct” in many areas, but it has always made good rhetorical sense to avoid gendering language when an audience includes men and women.

In a pinch, I can rewrite any sentence to keep it both grammatically correct and inclusive. Every summer, we edit our handbook for Writing Consultants, and I am surprised that three female editors still kept in sentences like this one:

“Have the writer identify his main point by asking…” when it is easily broadened to “Have writers identify main points by asking.” This revision has the virtue of brevity. Using “his or her” seems awkward.

I invite readers to come up with a sentence that cannot be revised by making it plural, save when an obvious gender-specific reference must be made.

Of “Gravy Spots” and Academic Writing

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gravy spotImage courtesy of “Make your Own Bar-B-Q Sign“

Note to readers: this post appeared originally at our Writing Center Blog at the University of Richmond. I’m re-posting here because, in part, I am curious about how such small errors vary by culture. My Writing Consultants in our training class will discuss this topic today!

Imagine an orator making a speech after a formal dinner, and imagine the speaker doing so very well. In the end, however, a large segment of the audience never recalls the content because of the large gravy spot on the speaker’s tie or blouse.

The speaker lost the audience. So what are the sorts of small errors that make otherwise sympathetic readers stop reading? A general list may be nigh impossible, but I will take a stab at what most perturbs academic readers of student prose. In doing so, I won’t focus on the fatal flaws of novice writing: sweeping generalizations, sentence fragments, lack of support for claims.

  • Confused words. One does not hear the difference, in speech, between the homonyms “here” and “hear,” but in writing, such gaffs make the writer look unprofessional, if not ignorant. See our Center’s list of “Commonly Confused Words.”
  • Overstatement. One study or source does not conclusive proof make, even if it is a valid source or study. Academics expect an abundance of supporting evidence, including admissions as to where more study may be needed or the limitations of a source. One might write “the 2011 study only considered effects on male students at private universities” as a way to present such data.
  • Names. Student writers often use both first and last names for sources. It may be appropriate to cite a full name on first reference or for clarity when, say, two Smiths have been cited. But in most cases, in-text sources need only a last-name reference. A graver (gravier?) spot is to misspell the name of a source. I once had a reader of an article stop on page one when I did this, back in grad school. He said “after that I did not trust your prose any longer.” Ouch.
  • Format errors. APA, MLA, Chicago, and similar are not systems of fiendish torture. Writers use them to get work into a format needed for a particular journal or conference proceeding. I frequently see errors with a misplaced parenthesis, italics and double quotations both used for titles of sources, and the like. A first cousin of this problem can be adding blank lines between paragraphs, odd indents, and other mechanical gaffs. When in doubt…ask the prof!

These “spots” come to mind right away. Got more? Let me know in the comments section.