Punctuation
June 4th, 2006I’ve been greatly enjoying reading “Eats, Shoots & Leaves”, by Lynne Truss. I realize that I’m a bit late in coming to this, since its wave of popularity was a while ago, but I greatly recommend it to anyone who cares about writing.
Although the book has been in the house for a long time, I didn’t read it, because I was determined that no-one should lecture me on punctuation. That is, however, a misunderstanding of what the book is. What it is, is harder to pin down. Moral support for people who care about punctuation? A manifesto for the militant wing of the Apostrophe Protection Society? An extended rant, with which the reader will happily join in?
Incidentally, I’ve already committed at least two punctuation errors according to Ms Truss, and I’m not repentant.
What I’ve discovered, is that I’m a strong advocate of “the yob’s comma”. Not only that, but I think that some of the other frowned-upon uses of the comma, such as “the Oxford comma” are instances of the yob’s comma in disguise.
The yob’s comma is the use of the comma to indicate a pause in breath. It has been a long time since I read aloud, and I don’t suggest for the slightest moment, that my readers do either, but I am convinced that pauses in the text greatly modulate the meaning. Take one of Lynne’s examples:
Belinda opened the trap door, and after listening for a minute she closed it again.
Lynne argues that this is a splice comma (joining two sentences), and I wouldn’t disagree, but I also think that, to paraphrase Harold Ross from earlier in the chapter, it gives Belinda time to open the trap door.
The proposed amendments, with commas on both sides of the ‘and’, and without commas at all, both propel the reader into the second half of the sentence, shutting the trap door hastily.
Rather than allowing the reader to catch their breath literally, I think this is about letting the reader catch their mental breath; allowing them to grasp each idea before taking them on to the next. In a drama, we would like the reader to be picturing the scenes in their head, so it’s important to allow their mental actors time to cross their mental stage. In academic texts, where ideas are being built one upon the other, it’s important to allow the foundations time to set before starting on the superstructure.