The case for the Oxford comma


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An Oxford comma is used after the penultimate item in a list of three or more items, found before the appropriate conjunction. It was a beautiful invention rumored to have been coined by Horace Hart, who introduced the concept to the Oxford University Press around 1905 (oregonstate.edu). This created concision in chaos, allowing the mind to cling to each portion of the list in an organized manner. It makes sense. It’s logical.

However, all of this purpose is thrown askew by the AP Stylebook, where the Oxford comma is not to be used unless a reader could be confused. Well, without the comma, I’m confused. And I’m a reader.

The absence of the Oxford comma is supposed to make text more readable and streamlined in newsprint, according to Oxford comma proponent strategically.co. However, whilst some space may be saved in its absence, it’s at what cost? Yes, the AP Stylebook has its priorities in being brief and to-the-point. But instead, the absence of this comma makes everything more complicated for readers and writers alike, considering that now the use of an Oxford comma is a judgment call rather than a hard-and-fast rule.

Take these two sentences:
Non-AP: The boy ran into the gas station, picked up a nickel, and paid for his water bottle while waiting for his mother.
AP: The boy ran into the gas station, picked up a nickel and paid for his water bottle while waiting for his mother.

First of all, I am writing this article in a Word document, and Grammarly, the AI grammar-checking tool, is yelling at me for excluding an Oxford comma in the AP Stylebook example. So, there’s that.

Second, in an effort to make things clearer and simpler, we have grouped together two larger concepts in the sentence. Is this an example where we should use an Oxford comma for clarity’s sake? Is it okay to group “picking up a nickel” with two other thoughts without separation beyond a conjunction? The rules are unclear.

This isn’t just a personal preference for grouping smaller phrases together. Scientifically, readers will piece together and comprehend information better in small groups. This has to do with a concept called “chunking.” Explorepsychology.com defines chunking as “grouping information into smaller, meaningful clusters that are easier to remember.” The process aids your working memory, which is essential for reading comprehension. I am arguing that it is much easier to chunk pieces of information together when the Oxford comma is used. Imagine if phone numbers no longer had hyphens; memorizing 10 digits without chunking is a difficult feat. The Oxford comma functions the same as a hyphen in a phone number. It’s a subtle little guide that tells your brain what to do, chunking information in a list together to aid the reading experience. In other words, reading becomes simpler and more efficient with the aid of the mighty Oxford comma.

I, a novelist and journalist, am not alone in my stance. I journeyed across campus to Main Hall to seek expert opinions. Many professors who teach and utilize the Oxford comma on a daily basis share my frustration with its absence in the AP Stylebook.

Professor of English David McGlynn stated, “I like the Oxford comma, simply for the sake of consistency with punctuation. And I don’t use the AP Style Book. I’m a Chicago and MLA user all the way. I might drive 45 when the speed limit is 35, and I don’t always use my turn signal, but I never disobey the Chicago or the MLA.”

Associate Professor of English Garth Bond agreed, stating, “Personally, I am in favor of the Oxford comma and would be happy to see it included in any stylebook.  Having said that, I also believe that stylebooks are made to be followed — even when they are wrong, as is probably the case here.”

Finally, Assistant Professor of English Austin Segrest provided great insight on the matter, closing my argument: “I think of it like Oxford shirts: if they wear them in Oxford (where is that again?), they must be right.”