Archive for May, 2018

Inspector Luann returns

May 17, 2018

I’ve just read Elizabeth George’s latest, The Punishment She Deserves. This time I didn’t wait my turn to get it from the library but actually bought the book, brand-new, with dust jacket and all. And I noticed that on that dust jacket, above a misty photograph of Ludlow (England), both the author’s name and the title appear in all lower case. But of course no one will refer to the novelist as “elizabeth george.” And l still don’t understand why the writer who calls herself Bell Hooks and also chooses the all-lower-case format for her title pages is almost universally cited as “bell hooks,” as though referring to some devices from which bells are hung. Esthetic choices of title-page typography do not, in my opinion, trump the rules of English, one of which is that in ordinary writing personal names are capitalized.

But I digress.

I managed to go through the book’s almost 700 pages in a few days. The plot is gripping, with several subplots that seem unconnected at first but finally come together logically.

There are, of course the usual recurring characters: DI Thomas Lynley, DS Barbara Havers, DCS Isabelle Ardery, and the others. Elizabeth George clings to the old naming convention, where women are referred to by first name and men by surname (as I have noted, Michael Connelly and Ian Rankin — but not Peter Robinson — have overcome it). And, as usual, the characters’ histories build upon previous novels, but in what I have called Luann time: the events of the preceding novel, published three years earlier, are described as having happened “last year.” Havers is still in her thirties (a character in her late forties is described as having “more than ten years on her”) and Lynley at least appears to be no more than forty: he is seen as “twenty years older” than an eighteen-year-old. (The series, mind you, began in 1988.)

In the customary afterword, George acknowledges her editor, who “set me straight when I went off track in British English.” Not enough, I’m afraid.

I have already commented on George’s pet Americanism, “run interference” (a term taken from American football); it appears twice in this book. A few others crop up: “GPS” for “satnav”; “pressured” for “pressurised”; “Indian” (based on appearance) for “Asian”; and George’s tendency to confuse “due” and “do”: she once wrote “undo” for “undue,” while this time its “make due” for “make do.”

Then there is George’s penchant for eye dialect, intended somehow to reproduce the speech of those who are not toffs like Thomas Lynley and who are quoted, for example, as saying “su’prise”; but of course no English person (except in the West Country) pronounces the first R in surprise; nor would anyone pronounce the phrase problems are as anything like “problems’re”; but there you are.

I also find it jarring to read British spelling with American punctuation, but that’s another matter.

So much for ling-crit. A bigger problem, for me, is the superficiality of Elizabeth George’s acquaintance with British culture. Referring to Thomas Cromwell when Oliver is meant is a small example.

The novel takes place in the small but historic town of Ludlow, in Shropshire, as well as elsewhere in the county and in the neighboring counties of Herefordshire and Worcestershire — the territory served by the West Mercia Police, which figures prominently in the action. The area, including its topography and architecture, is described in vivid detail that adds color to the narrative. It’s clear that George explored the places she describes; she also gathered inside information by interviewing the Chief Constable of the WMP, the mayor of Ludlow (who is — though she doesn’t say so — not an executive mayor but merely the chairman of the town council, a body with very limited authority), and the chairman of the gliding club to which three of her characters belong.

One institution that plays a large part in the story, is a college, which George calls West Mercia College (like the police), but whose description as regards location and buildings matches the actual college located in Ludlow, Ludlow College. Several of the principal characters are students at the college; they are 18 or 19 years old, and appear to be in their first year of studies. They also (with one exception) are heavily involved with drinking and sex.

In other words, the college is supposed to strike American readers as something like what they think of as a college. But the reality is different. (No wonder George renamed the college, and did not interview its head.)

Ludlow College is, in fact, a sixth-form college, a school corresponding chronologically (though not academically) to the 11th and 12th grades of American high schools; students who are 18 will actually be finishing the second of its two years (known as lower and upper sixth).

I am not sure that Elizabeth George knows the concept of sixth form, since she seems to confuse the British form with the American grade. In one place, Isabelle Ardery thinks of the children playing in a schoolyard as being in third form, and thus close in age to her own children, who are nine. In another, a twelve-year-old is asked if she remembers her fourth-form teacher.

As a matter of fact, “form” is used in England to denote grade in secondary school, which begins at age eleven; thus third and fourth form correspond to ages thirteen and fourteen, respectively (they are also called year 8 and year 9), and sixth form accordingly begins at age 16.

Why does Elizabeth George’s British editor let her get away with these things? I don’t know, but in a way I’m grateful. For I enjoy reading her books, but then I get the additional enjoyment of quibbling about the solecisms.

 

 

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Ah

May 4, 2018

Some years ago, when I was still writing well reasoned, carefully researched essays (unlike the freewheeling blog posts that I compose nowadays), I wrote one (in fact, my very last such effort) about the various uses to which the letter H has been put in different languages that use the Latin alphabet.

With regard to English, I wrote that “the H in ah (and hah), eh (and feh, meh), and uh (and huh) … indicates that the vowel is different from what it would have been without the H.” But I was not specific; what I meant was that ah stands for /ɑ/ or /ɑ:/, eh for /ɛ/, and uh for /ə/or  /ə:/. Thus ah is often used to represent the typical non-rhotic pronunciation of ar (e.g. dahling), and uh for that of er, ir or ur (e.g. Suh for Sir).

I also wrote the following:

Word-final –ah is also found in English, especially in words from Middle Eastern or South Asian languages (for example mullah, hookah, purdah, verandah), originally intended to indicate that this vowel is to be pronounced /ɑ/ rather than neutralized to /ə/, though the effect has generally been lost.

Indeed, in word-final –ah the H is usually ignored; for example, Sara and Sarah, Hanna and Hannah are considered to be different spellings of the same name. (Endings in -iah are an exception: Maria and Mariah are pronounced differently.)

There are a couple of exceptions: the words hurrah and huzzah are indeed pronounced with a stressed final /ɑ:/. Perhaps these examples were in the minds of those who, in the early 19th century, first wrote about the country to the east of India, which they spelled Burmah in order to represent the native pronunciation /bə’mɑ/ (“buh-mah“). But it didn’t work: readers disregarded the h, and the (non-rhotic) English came to call the country “buh-muh”. Eventually the h was dropped from the spelling; according to Google Ngrams, Burma overtook Burmah in the 1970s.

Nowadays /bə’mɑ/* officially designates the name, not of the country, but of its majority ethnic group, also known (in English) as Burmese. But the countries authorities resorted to a different trick in order to preserve the original pronunciation: rather than an h, they put an r at the end, seemingly knowing that English-speakers are more likely to stress a two-syllable word on the second syllable if there is a consonant letter (even if silent) at the end, and so the spelling now is Bamar.

In order to differentiate the name of the country from that of its majority ethnic group (and thus to acknowledge the presence of other ethnicities, such as the Karen, Shan and others), they chose an alternative form, pronounced /mjə’mɑ/, for which they chose(on the same principle)  the spelling Myanmar, with the representing the semivowel /j/, as it often does in English. But it doesn’t usually do so in this setting, with the result that most English-speaking readers interpret it as the vowel /i/ (“ee“) and the word thus gains a third syllable. With trisyllabic words ending in a consonant letter, the overwhelming tendency (as I have discussed) is to stress them on the first syllable, resulting in what is now the most common pronunciation in anglophone media: /’miənmɑ(r)/.

So much for trying to represent native pronunciation in English.

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*I can’t show the Burmese writing, the price I’m paying for sticking with Windows 7.