77. Apposition (Pairing of Same-Meaning Nouns)

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Positioning

Two nouns referring to the same idea often occur together, sometimes with a comma between them

DEFINITION AND GENERAL PURPOSE OF APPOSITION

Noun positions in a sentence (subject, object, complement etc.) are sometimes filled by two or more nouns (or noun phrases) placed directly together. There are various ways in which the nouns may relate to each other. The first noun may resemble an adjective describing the second, as in fuel prices (see 38. Nouns Used like Adjectives); or the nouns may form a list (see 50. Right and Wrong Comma Places); or the first noun may have a “possessive” apostrophe (see 58. Optional Apostrophe Endings). Here, I want to examine a kind of noun pair in which both of the nouns refer to the same thing, e.g.:

(a) Two main ethnic groups populate Sri Lanka, an island south of India.

The two underlined noun phrases here both refer to Sri Lanka. Moreover, the verb (populate) is not one whose meaning requires such pairing (see 92. Verbs with an Object + “As” ).

Technically, such noun combinations are called “apposition”. Some have punctuation around the second noun expression, some do not. Sometimes there is an adverb before the second noun expression, for example geographically above or past-referring then (see 282. Features of History Writing, #8). Apposition improves understanding of what the nouns stand for. It is of three main kinds.

One apposition type that I am not considering here, though, is where the second noun represents part of the idea of the first, often as an example (see 54. Sentence Lists 1: Incidental). Also excluded here is apposition whose first half is a whole statement rather than a noun phrase (see 191. Exotic Grammar Structures 3, #5), and apposition whose first noun names a reason for what the rest of the sentence says (see 228. Exotic Grammar Structures 5, #3).

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MAIN APPOSITION TYPES

The three typical apposition types are idea + description, description + idea, and idea + idea.

1. Idea + Description

This Combination is present in the following:

(a) Two main ethnic groups populate Sri Lanka, an island south of India.

(b) Floods, always a threat, are becoming more widespread.

(c) The defendant, a man of 45, was accompanied by two policemen.

(d) Ringo Starr, the Beatle drummer, joined the group last.

(e) Apposition, the juxtaposition of two or more nouns referring to the same thing, is common in professional writing.

(f) Paris(,) the capital of France(,) has a long history.

In all of these, the first noun names the idea and the second describes or interprets it. In all but the last, the description must be surrounded by two commas (or similar: see 294. Parentheses). Because noun phrases surrounded by commas are also common in lists, a double meaning sometimes arises (see 233. Structures with a Double Meaning 3, #1).

A further feature of (a)-(e) is that the applicability of the description to the idea is presented as new information to the addressee (i.e. not already known – see 156. Mentioning what the Reader Knows Already), or at least a reminder.

In sentences (a)-(c), the description is not unique to the idea it describes. For example, a threat in (b) could describe many other situations besides floods. Reflecting this, the describing nouns all follow a or an. In sentences (d)-(f), by contrast, the description applies only to the idea before it, and begins as a result with the.

In sentence (d), the description the Beatle drummer will sometimes be not just describing Ringo Starr, but also identifying him. In (e), the description is additionally a definition. During reading, there is a need to recognise apposition with a defining role in order to prevent time being wasted guessing the meaning of the defined noun or looking it up in a dictionary (see 177. How to Guess Meanings in a Text). Sometimes the defining role is made clearer by the presence of in other words or that is to say before the second noun phrase (see 286. Repeating in Different Words, #4).

In sentence (f) the meaning depends on whether or not commas are present. With them, the apposition is like that in (d), just adding a new fact about an idea implied to be the only one in existence. Without commas, however, the description in (f) is separating one idea of Paris from another: it identifies Paris as the one in France, not Texas, USA. Although (d) could also be identifying, it does not identify in this way. This separating use seems to be the only one where the addressee is expected to already know the link between the description and the idea.

Apposition that allows a choice about commas in the way that (f) does is very similar to statements made with a relative pronoun like who or which (see 34. Relative Pronouns and Commas). Indeed, (f) is easily paraphrased with a relative pronoun, e.g. the Paris that is the capital of France (see 47. Article Errors with Proper Nouns). Other examples like (f) without commas are John the Baptist, Jack the Ripper and Ford the motor manufacturer.

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2. Description + Idea

Here, the two types of noun phrase are the same as above, but in reverse order:

(g) The upmarket cars Mercedes and Rolls Royce have iconic radiator designs.

(h) (The) Beatle John Lennon died in 1980.

(i) Figure 3 summarises the results.

(j) The article “a” is incorrect before many nouns.

(k) An article, (namely) “the”, is usually correct with superlative adjectives.

(l) The Beatle drummer(,) (namely) Ringo Starr(,) joined the group last.

(m) The definite article(,) (namely) “the”(,) is rare before plural generic nouns.

In this use, the second noun phrase indicates either “which one” is meant by the preceding description or, if the description refers to a singular idea, “who/what I mean”. In general terms, the idea specifies more precisely what the description refers too.

Apposition is not the only way to specify: for other possibilities, see 117. Restating Generalizations More Specifically. When specifying apposition is a list, like Mercedes and Rolls Royce in (g) above, various language pitfalls have to be avoided (see 54. Sentence Lists 1: Incidental).

It will be seen that the apposition lacks commas in (g), (h), (i) and (j), needs them in (k), and allows a choice in (l) and (m). Also noticeable is that the adverb namely before the second noun phrase is only possible when commas are present. Namely is a different sort of adverb from the kind that can precede a description, like geographically in (a) (see 313. Adverbs Linked Closely to a Noun). In (l) and (m), where the first noun phrase has the, namely is replaceable by in other words.

The reason for the absent commas in (g)-(j) is that the starting description could by itself (without the) mean one or more other possibilities than the idea indicated by the second noun phrase. Upmarket cars in (g) could additionally represent Ferrari; Beatle in (h) could indicate Ringo Starr or Paul McCartney; figure in (i) could refer to figures with other numbers; and article in (j) could mean “a” as well as “the”.

This type of meaning causes the idea represented by the second noun phrase to be clarifying which of the possibilities is meant, so that paraphrase with a relative pronoun (without commas) again becomes possible: one could add which are to (g), who was to (h) and which is to (j).

Sentence (k) resembles (g)-(j) in that its starting description could mean other possibilities than the one indicated by the subsequent idea, but its need for commas is a major difference. This need is perhaps because the first noun phrase (an article) has an rather than the or no article: there may indeed be a general rule that starting with a(n) makes commas necessary.

In (l) and (m), the choice concerning commas results from the two parts of the apposition there being exactly equal: Beatle drummer always means only Ringo Starr, and definite article refers only to the.

The difference between using and not using commas in such sentences may be as follows. The commas seem to suggest that the addressee does not already know the link between the description and the idea – for example they do not know who the Beatle drummer is (though they might know Ringo Starr). The second noun phrase is then establishing this link. Not having commas, by contrast, suggests that the addressee already knows the name-description link, so that the name is more reminding than telling.

Finally, there are some observations to make about the use of the before the description. Sentences (h) and (i) both begin with a singular countable noun (Beatle, figure) without any word before it – normally ungrammatical (see 110. Nouns without “the” or “a”). The most logical word to add is the.

In (h), the is easily added. Its absence is possible only if four conditions are met: an appropriate context (often journalistic – see 166. Appropriacy in Professional English); apposition starting with a description; a first noun representing a human being; and absent commas. Related to this use is titles like President Mandela, though adding the to these makes more of a difference, removing their title status.

In (i), on the other hand, dropping the is compulsory. There is no real logic here – it is just a general rule that the cannot precede apposition ending in a number (except years, e.g. the year 1927). Other examples are page 6, day 3, type B and house 27 (see 235. Special Uses of “the”, #3).

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3. Idea + Idea

Sometimes both of the noun phrases in an apposition construction name the same idea:

(n) The skull, or cranium, houses the brain.

In this use, parenthetical punctuation is always needed. The reader is usually assumed to already know one of the two idea names and to be in need of knowing the other. The new name can be either the first or the second of the two noun phrases. Mentioned second, as here, it normally follows or or alternatively known as (sometimes abbreviated to aka). If the would normally be needed before either of the names used by itself, as above, it may be dropped after or but not otherwise.

When the new name is the first noun phrase, extra words are not compulsory (The cranium, the skull, …), but are often used. Or is still possible but so are in other words, i.e. and that is to say.

A name in the idea + idea use can easily be descriptive, as in the following:

(o) The shoulder blades, or scapulae, are in a posterior position just below each shoulder.

Here, shoulder blades is a name as well as a description because it is the everyday way of referring to this part of the body (see 206. Ways of Conveying a Name). It is this fact that distinguishes apposition like (o) from that comprising a description + idea, as in (m).

76. Tenses of Citation Verbs

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A verb of saying/thinking between an in-text reference and a quotation or paraphrase needs a special reason not to be in the present simple tense

WHAT CITATION VERBS DO

A citation has two parts: repetition of something first said in another document, and information about that other document. The repetition can be either the exact original words, thus creating a quotation (see 79. Fitting Quotations into a Text) or just their message, as a paraphrase or summary (see 80. How to Paraphrase). The document information – normally called a “reference” – usually includes the names of the original writer(s), the document title, and the year of its publication. If the document is a book, the book publication details are also given, whereas if it is a journal or web article, the title of the journal/website is added.

References are given in different ways in different academic disciplines, but one of the most widespread ways is the “Harvard System”. Its approach is to give the information twice: once in a short form next to the repeated idea/message, and again in full at the end of the document in a list that also contains details of every other cited work (see 197. English in Bibliographies). The short form next to a quotation or paraphrase usually comprises the author’s surname, the date of the document’s publication, and, where possible, the relevant page number in the document, e.g. Jones (2013, p. 78). Various abbreviations are commonly associated with this manner of referencing (see 130. Formal Abbreviations).

Short-form references are linked to quoted or paraphrased words by means of particular kinds of expression. Many of the possibilities are illustrated in the University of Manchester’s English Phrasebank, and there is also information within this blog in 79. Fitting Quotations into a Text183. Statements between Commas219. Wording next to Indirect Questions287. Speech and Thought Nouns and 300. Adjective Indicators of Indirect Speech.

However, there is one particular kind of link that can give a variety of grammar problems to writers whose mother tongue is not English: verbs of saying and thinking. Those that are typically used with academic references are often called “citation” verbs. Common examples are ARGUE, ASK, ASSERT, BELIEVE, CONSIDER, EMPHASISE, EXPLAIN, FEEL, FIND, INDICATE, INVESTIGATE, MAINTAIN, MENTION, NOTE, POINT OUT, SAY, SHOW, STATE, SUGGEST, THINK, WONDER and WRITE. Here is how one might be used:

(a) Jones (2013, p.78) argues that social benefits can assist escape from poverty.

Some of the challenges presented by citation verbs can be read about elsewhere within these pages. Their use to introduce visual information is considered in 104. Naming Data Sources with “As”. Subtle meaning differences between them feature in 150. Verb Choices with Indirect Speech. The way they combine with the words around them is the topic of 279. Grammatical Differences between Citation Verbs. Here, I wish to consider tense usage.

In the sentence above, the citation verb argues is in the present simple tense. What I want to investigate is what other tenses are possible and when they might be preferred to the present simple. This is one of very few discussions in this blog of English tense usage (because it is so commonly discussed elsewhere). Readers interested in the others are referred to the posts 147. Types of Future Meaning171. Aspects of the Past Perfect Tense225. Simultaneous Occurrence and 309. Tricky Grammar Contrasts 5, #2.
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TENSE VARIATION IN CITATION VERBS

One might think that past tenses should be used with citation verbs, on the grounds that the original message was given in the past. However, present tenses are probably more common, at least in the human sciences. Indeed, it seems useful to assume that present tenses are the norm, and that alternatives can only be used in special circumstances. These circumstances can be listed as follows.
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1. Famous Statements

Famous statements are familiar to most ordinary people as well as to academics. If there is a citation verb, it tends to be in the past simple tense (the main exception is when the speaker is still alive):

(b) Shakespeare said that the whole world is a stage.

As this shows, such citations usually lack a date after the author’s name, presumably because the author is so familiar. Reports of this kind are not especially common in academic and professional writing, but they do occur.

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2. Historical Reports

The past simple tense is also preferred when the reported message is felt to be old-fashioned or first said a long time ago:

(c) A distinction between two types of knowledge, “knowledge that” and “knowledge how”, was proposed MANY YEARS AGO by Ryle (1949).

(d) Krashen (1981) was ONE OF THE FIRST to emphasise the importance of emotional well-being for successful language learning.

Like all statements about the past, historical reports can be in the past perfect tense (with had) instead of the past simple when their time of occurrence is before a past time that the writer is focussing on (see 171. Aspects of the Past Perfect Tense). Consider this:

(e) Plato had argued that perfection was not of this world. Aristotle, however, thought differently.

The tenses here tell us that this belongs to a discussion about Aristotle, not Plato and Aristotle together.

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3. Research Rather than Ideas

Research is something people do, as opposed to something they say or think. Reported research is far more likely than reported statements and opinions to have a past simple tense verb. Typical verbs are analysed, calculated, compared, counted, created, demonstrated, discovered, established, examined, experimented with, found, gathered, investigated, measured, noticed, observed, produced, recorded, researched, showed, simulated, studied, surveyed, tested, tracked and uncovered. For more about noticed, see 132. Tricky Word Contrasts 4, #4.

A typical use might be:

(f) Hughes et al (2006) investigated the effects of new legislation on academic performance.

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4. Collective Ideas and Research

Sometimes it is not appropriate to mention a single originator of an idea or research achievement because many different people contributed to it over time. Consider this:

(g) Historians have proposed numerous reasons for the scale of World War 1.

The originators of this reported idea are a group of people, historians. Because they published their ideas at different times, there is no date, and no further details are given in the bibliography at the end (the only way to achieve this would be by naming one or two example historians after the general report above).

The verb (underlined) is in the present perfect tense. It could also be in the present simple tense (propose) or, in suitable circumstances, past perfect (had proposed). The present perfect suggests that the work of the historians in question goes quite far back in time. It is thus similar to use 2 above of the past simple tense. It is preferred to the past simple, however, because there is no date. This choice follows the standard rule for the present perfect that it should be used when a past event has no explicit or understood time reference.