Parentheses Before Or After Quotes

If I had to hold up the most heavily guarded bank in Europe and I could choose my partners in crime, I’d take a gang of five poets, no question about it. Five real poets, Apollonian or Dionysian, but always real, ready to live and die like poets. No one in the world is as brave as a poet. No one in the world faces disaster with more dignity and understanding. They may seem weak, these readers of Guido Cavalcanti and Arnaut Daniel, these readers of the deserter Archilochus who picked his way across a field of bones. And they work in the void of the word, like astronauts marooned on dead-end planets, in deserts where there are no readers or publishers, just grammatical constructions or stupid songs sung not by men but by ghosts. In the guild of writers they’re the greatest and least sought-after jewel. When some deluded kid decides at sixteen or seventeen to be a poet, it’s a guaranteed family tragedy. Gay Jew, half black, half Bolshevik: the Siberia of the poet’s exile tends to bring shame on his family too. Readers of Baudelaire don’t have it easy in high school, or with their schoolmates, much less with their teachers. But their fragility is deceptive. So is their humor and the fickleness of their declarations of love. Behind these shadowy fronts are probably the toughest people in the world, and definitely the bravest. Not for nothing are they descended from Orpheus, who set the stroke for the Argonauts and who descended into hell and came up again, less alive than before his feat, but still alive. If I had to hold up the most heavily fortified bank in America, I’d take a gang of poets. The attempt would probably end in disaster, but it would be beautiful.

How to recognize a work of art? How to separate it, even if just for a moment, from its critical apparatus, its exegetes, its tireless plagiarizers, its belittlers, its final lonely fate? Easy. Let it be translated. Let its translator be far from brilliant. Rip pages from it at random. Leave it lying in an attic. If after all of this a kid comes along and reads it, and after reading it makes it his own, and is faithful to it (or unfaithful, whichever) and reinterprets it and accompanies it on its voyage to the edge, and both are enriched and the kid adds an ounce of value to its original value, then we have something before us, a machine or a book, capable of speaking to all human beings: not a plowed field but a mountain, not the image of a dark forest but the dark forest, not a flock of birds but the Nightingale.

Rules for the Use and Arrangement of Words The following rules for the use and arrangement of words will be found helpful in securing clearness and force. 1. Use words in their proper sense. 2. Avoid useless circumlocution and "fine writing." 3. Avoid exaggerations. 4. Be careful in the use of not ... and, any, but, only, not ... or, that. 5. Be careful in the use of ambiguous words, e. g., certain. 6. Be careful in the use of he, it, they, these, etc. 7. Report a speech in the first person where necessary to avoid ambiguity. 8. Use the third person where the exact words of the speaker are not intended to be given. 9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied. 10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it. 11. Do not use and which for which. 12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity. 13. Use particular for general terms. Avoid abstract nouns. 14. Avoid verbal nouns where verbs can be used. 15. Use particular persons instead of a class. 16. Do not confuse metaphor. 17. Do not mix metaphor with literal statement. 18. Do not use poetic metaphor to illustrate a prosaic subject. 19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence. 20. Unemphatic words must, as a rule, be kept from the end. 21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence. 22. The object is sometimes placed before the verb for emphasis. 23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word. 24. Words should be as near as possible to the words with which they are grammatically connected. 25. Adverbs should be placed next to the words they are intended to qualify. 26. Only; the strict rule is that only should be placed before the word it affects. 27. When not only precedes but also see that each is followed by the same part of speech. 28. At least, always, and other adverbial adjuncts sometimes produce ambiguity. 29. Nouns should be placed near the nouns that they define. 30. Pronouns should follow the nouns to which they refer without the intervention of any other noun. 31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses. 32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses. 33. Dependent clauses preceded by that should be kept distinct from those that are independent. 34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not. 35. In a sentence with if, when, though, etc. put the "if-clause" first. 36. Repeat the subject where its omission would cause obscurity or ambiguity. 37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene. 38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives. 39. Repeat verbs after the conjunctions than, as, etc. 40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken. 41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax." 42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos." 43. A new construction should not be introduced unexpectedly.