Don't Forget Date, Unit 3 Test: Directions And Procedures

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Identify problems of vagueness, overgenerality, and ambiguity in the given passages and explain briefly how/why each passage exemplifies that problem. Then, categorize the definitions provided as stipulative, persuasive, lexical, or precising. Next, determine whether certain lexical definitions are ostensive, enumerative, by subclass, etymological, synonymous, or by genus and difference. Further, evaluate the accuracy and clarity of given lexical definitions, identifying issues such as being too broad, too narrow, figurative, or vague. Finally, provide euphemisms and dysphemisms for specified terms, and rephrase certain statements with positive or negative slant using euphemistic or dysphemistic language.

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The task at hand involves critical analysis and classification across multiple facets of language and meaning. In the first part, one must scrutinize various passages for ambiguity, vagueness, or overgeneralization, offering concise explanations of how each exemplifies such issues. For instance, the statement "He was an Austrian" in response to "Who was Hitler?" is vague because it fails to specify Hitler's nationality in a comprehensive manner, and it overgeneralizes by implying nationality alone defines him.

Similarly, the phrase "Turn right here!" illustrates ambiguity as it lacks contextual clarity—does it mean immediately or at the next intersection? The statement about sexual impropriety in dorms exemplifies vagueness due to unspecified behaviors, times, or locations. In terms of classification, the statement "Did Donald win the election? Well, he did get quite a few votes!" demonstrates overgeneralization by equating votes with victory without fully clarifying the electoral outcome.

Moving to definitions, it is crucial to identify whether they are stipulative (defining by assignment), persuasive (aimed to influence opinion), lexical (standard dictionary definitions), or precising (to narrow meanings). For example, defining "postmodern" as a "chaotic and confusing mishmash..." is persuasive because it reflects a subjective judgment and opinion-oriented statement, rather than an objective lexical definition.

Definitions by subclass, ostensive, enumerative, etymological, and by genus and difference are analyzed next. For example, defining "rectangle" as "a geometrical figure consisting of four straight lines and four right angles" is a definition by genus and difference, specifying the general category and distinguishing features. The phrase "Diurnal means once daily" exemplifies an ostensive or lexical approach, providing a straightforward synonym or demonstration.

Evaluation of lexical definitions involves diagnosing errors such as being too broad—"Bicycle means a two-wheeled vehicle" might be too inclusive if it includes motorbikes or too narrow if it excludes tricycles. Definitions like "Eagle means a score of two below par" are clearly erroneous, being figurative and irrelevant to the actual bird, reflecting slant or inaccuracy. Likewise, defining "Aesthetics" as "that branch of philosophy that examines aesthetic properties" is too circular and lacking additional explanatory context.

In terms of euphemisms and dysphemisms, the task involves offering alternative positive and negative expressions for terms like "untruth" (euphemism: "white lie"; dysphemism: "fib"), "girlfriend" (euphemism: "partner"; dysphemism: "bit of tail"), and rephrasing statements about tuition increases, employment notices, and military actions with language that stylistically tilts the reader toward a positive or negative interpretation for effect.

Throughout, these exercises are designed to sharpen understanding of language's precision, ambiguity, and the importance of carefully constructing definitions and descriptions to communicate effectively and accurately.

References

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• Hockett, C. F. (1958). A Course in Modern Linguistics. Macmillan.
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