3.2

Question 1

Phonological patterning

Answer 1

RACORA
Rhyme
Assonance
Consonance 
Onomatopoeia 
Rhythm
Alliteration

Question 2

Phonological patterning: rhyme

Answer 2

Perfect rhyme in combined use of assonance and consonance, assonance before consonance. Has the linguistic function to create humour, make a phrase more memorable, and to contribute to an entertaining function of a text.

Question 3

Phonological patterning: assonance

Answer 3

The repetition of vowel phonemes across two or multiple words, must appear in middle of the word or the end.
- rich bitch (assonance of ‘i’ monophthongs)

Question 4

Phonological patterning: consonance

Answer 4

Repetition of consonant phonemes, must appear in middle of the word or the end.
- odds and ends (consonance of ‘ds’ consonant cluster

Question 5

Phonological patterning: onomatopoeia

Answer 5

Singular or set of words the represents sound, and provides extra information therefore providing clarity through description. Can be linked to spontaneity is describing a word you cannot think of.

Question 6

Phonological patterning: rhythm

Answer 6

When intonation of a set of words is repeated across two or more phrases/clauses/sentences. Used to create engagement I.e poems and can be seen in spoken English when interlocutors are listing

Question 7

Phonological patterning: alliteration

Answer 7

Appearance of similar phonemes at the beginning of words in a phrase/clause or sentence. Context dependant but usually emphasises a particular idea by making it more memorable.

• dunking donuts
• bed bath & beyond

Question 8

Syntactic patterning

Answer 8

PAL
Parallelism
Antithesis
Listing

Question 9

Syntactic patterning: parallelism

Answer 9

When two or more clauses follow the same syntactic structure, which can contribute to the rhythm of a text. Used to make something more memorable/catchy, or to emphasise a point
- get into my pyjamas, sit down on the couch, and eat up some chocolatey goodness. (Noun phrase in each)

Question 10

Syntactic patterning: antithesis

Answer 10

Type of parallelism with two clauses, each of which have something that opposes the other. Places emphasis in the relationship between two ideas
- it was the best of times; it was the worst of times. (Best and worst)

Question 11

Syntactic patterning: listing

Answer 11

Umbrella term for antithesis and parallelism. ‘Power of three’ refers to a list of the three elements, and is the strongest kind of list as if it was shorter there isn’t enough emphasis/Reason, and longer it loses effect.

Question 12

Semantic patterning

Answer 12

MAILPOPS
Metaphor
Animation
Irony
Lexical ambiguity
Personification 
Oxymoron
Pun
Simile

Question 13

Semantic patterning: metaphor

Answer 13

Metaphor is figurative language that creates VIVID IMAGERY that is a direct description. Creates ambiguity thus reducing clarity, and a product of linguistic innovation

Question 14

Semantic patterning: animation

Answer 14

A form of figurative language where an inanimate object or an abstract idea has bee given some sort of movement
- the school burst into life

Question 15

Semantic patterning: irony

Answer 15

Language the expresses inconsistencies between what might be expected and what actually happens. Verbal irony is when someone intentionally says something that is meant to be understood differently to what they actually said (I.e sarcasm). Used for humour, strengthening the relationship of participants who understand the irony. Can be used for critique.

Question 16

Semantic patterning: Lexical ambiguity

Answer 16

When a single word which has two or more possible meanings (homophones) are used in an utterance. Used to manipulate an audience, or for humour

Question 17

Semantic patterning: Pun

Answer 17

Any type of play on words, that often uses homonyms (words with the same sound and spelling but different meanings) and homophones (words with same sound but different spelling and meaning) used for humour

Question 18

Semantic patterning: oxymoron

Answer 18

Where two contradictory words have been put together, which encourages thought from the audience.
- deafening silence.

Question 19

Semantic patterning: personification

Answer 19

A form of figurative language where objects have been described with human qualities.
- the dog spoke

Question 20

Semantic patterning: simile

Answer 20

Simile is figurative language that create VIVID IMAGERY that is a comparison. Linked to linguistic innovation. Providing greater description thus aiding clarity
- She is as white as a sheet

Question 21

Morphological patterning

Answer 21

6C ABBAS DIN
conversion
Creative word formation 
Contraction
Compounding
Collocation
Commonisation
Archaism
Blend
Borrowing
Acronym
Shortening
Diminutive 
Initialism 
Neologism

Question 22

Morphological patterning: conversion

Answer 22

When a word has been used as a different word class to what it was in the past, without the addition of an affix. Only comment in this if it is blatantly obvious, then describe its effect in relation to the overall function of the text such as social purpose or roles
- did you seriously ScoMo your homework (proper noun to verb)

Must know: nominalisation

Question 23

Morphological patterning: conversion (nominalisation)

Answer 23

Process of verb or adjective becoming a noun. Increases lexical density due to greater prevalence of content words, therefore increasing register.
- we analysed to the analysis

Question 24

Morphological patterning: creative word formation

Answer 24

Used to describe every other type of morphological patterning. Best used in cases that underwent a weird process such as acronym and blend.
- CoViD 19

Question 25

Morphological patterning: contraction

Answer 25

Two words out together with an apostrophe. Very boring, only comment on it if it’s a random one in a text, showing ambiguity and therefore decreasing register. - I’ll - I’d - y’all

Question 26

Morphological patterning: compounding

Answer 26

Two free morphemes put together which may or may not include a hyphen - bedroom - baseball

Question 27

Morphological patterning: Collocation

Answer 27

When two or more words have been out together, whereby they usually occur - crystal clear - take a photo

Question 28

Morphological patterning: commonisation

Answer 28

A proper noun being used as a common noun - texta for all markers - Tupperware for all containers

Question 29

Morphological patterning: Archaism

Answer 29

A word that is no longer used in regular discourse. Context specific. - girt - woe

Question 30

Morphological patterning: borrowing

Answer 30

A lexeme That has been taken from another language. Can be used to increase register if it is Latin or French - pardon - Tullamarine

Question 31

Morphological patterning: blend

Answer 31

Two or more words being put together where letters have been deleted from one or all free morphemes - smog (smoke and fog) - spork (spoon and fork)

Question 32

Morphological patterning: acronym

Answer 32

Type of abbreviation where you say the whole word as a word - NASA - FIFA

Question 33

Morphological patterning: shortening

Answer 33

When a free morphemes gets shorter by deletion of a syllable or part of a lexeme - uni - fridge

Question 34

Morphological patterning: diminutive

Answer 34

A process of shortening and suffixation. The suffix must be a vowel phoneme (monophthongs or diphthongs) - arvo - ciggie

Question 35

Morphological patterning: initialism

Answer 35

A word where a speaker must say each initial to be understood - RACV

Question 36

Morphological patterning: neologism

Answer 36

New words added to the dictionary (newly coined word)

Question 37

Cohesion

Answer 37

``` RLSLICER Referencing Medical choices Substitution Linking adverbs and conjunctions Information flow Collocation Ellipsis Repetition ``` - quality of a text where there are links within it, and links between text and context

Question 38

Cohesion: referencing

Answer 38

Where you use a word to refer to something before or after a particular noun phrase has been used. Noun phrase is called the referent - anaphoric When the referent has already been mentioned in a text - cataphoric When the referent is yet to be mentioned get in the text - deictic Element that changes in meaning depending on context: put THAT over THERE

Question 39

Cohesion: lexical choices

Answer 39

Can be referred to as sense relations. - hyponymy General link between words in a text. Can state that the field is a hypernym and the lexical choices that support it are hyponyms (types of hypernym NOT parts) - synonymy Describes relationship between words that reflect same denotative meaning: humorous, funny - antonymy Describes relationship between words that reflect different denotative meaning (don’t have to be next to each other in a text)

Question 40

Cohesion: substitution

Answer 40

Replacing a noun phrase with a single word, or with a pronoun: Hayden-> He I don’t think SO

Question 41

Cohesion: linking adverbs and conjunctions

Answer 41

Useful for making links in texts, and links clauses together - conjunctions that are additive - conjunctions that show similarities - conjunctions that show an order of events - conjunctions that show reasons means, or conditions - words like ‘firstly’ and linking adverbs

Question 42

Cohesion: information flow

Answer 42

- Front focus Putting prominence in information at the beginning of the sentence/new information at beginning: on Thursday, Dylan picked his nose - end focus When new information is given at the end of a sentence: Dylan picked his nose on Thursday - it-cleft When it is used as a dummy subject, and the subject following it gains prominence: it was Paul who killed Peter cook - pseudo-cleft Places prominence on the end of the sentence, often begins with wh words: what killed Paul cook was Paul’s slap

Question 43

Cohesion: ellipsis

Answer 43

Use of ellipsis demonstrates economy of expression. Shows the link between previously stated information and where the ellipsis has taken place, thus aiding cohesion

Question 44

Cohesion: repetition

Answer 44

Demonstrates a link between ideas within a text, including lexical patterning and syntactic repetition (parallelism and antithesis). - don’t discuss in ac unless desperate

Question 45

Coherence

Answer 45

``` Quality of being understandable, refers to semantic connections that exist within a text to make it meaningful CLIF-C Consistency and conventions Logical ordering Inference Formatting Cohesion ```

Question 46

Coherence: consistency and conventions

Answer 46

Consistency refers to consistent use of register, ton, style of writing, formatting, and conventions being used in a predictable matter. - is features do not appear illogical or disrupt information flow: Recipe: Ingredients Measurement noun. (Fragment) Measurement noun. (Fragment) Conventions refers to what is culturally expected for that specific text type, which is very similar to logical ordering. - easier for participants to understand: Recipe being ordered heading, ingredients, methods

Question 47

Coherence: logical ordering

Answer 47

A reasonable or sensible way of sequencing elements. For instance, you tell a story in chronological order - TEEL

Question 48

Coherence: inference

Answer 48

Readers ability to make connections between what was said/written, and what was meant - “shall we go to the beach today” infers that it is probably simmer or a hot day

Question 49

Coherence: formatting

Answer 49

How a text is set out, making it easier for the reader to comprehend (can link to function) - headings and subheadings - font - table, columns, rows - images, logos

Question 50

Cohesion: collocation

Answer 50

Words that usually co-occur demonstrates a link between how particular lexemes form a Lexical bundle in the text, this aiding cohesion

Question 51

Discourse strategies for spoken texts

Answer 51

BTT Back channeling (min response) Turn taking Topic management

Question 52

Spoken Discourse strategies: back channeling (minimal response)

Answer 52

Where minimal responses are provided as feedback to another participant for a variety of different purposes: - maintain positive and negative face needs by showing interest and not imposing - indicate content for the other person to continue talking however you have nothing to add - indicate impatience or boredom about the current topic, subtly telling them to shut up

Question 53

Spoken discourse strategies: then taking: floor

Answer 53

Taking the floor: when you want to speak - paralinguistic: raiding/waving hand; opening mouth to talk - discourse particles: “so...” “wait...” - pause fillers: “unmmm, I have a question.” - episodic features: loud volume, fast tempo Holding the floor: when you’re speaking and want to continue speaking - pause fillers: “uh” “um” “hmmmm” - simple lexical patterning: “now I know, I know” - HRT when listing: I have pasta/ and eggs/ and bacon/ - linking adverbs, conjunctions, elongated vowel sounds Passing/relinquishing the floor: when you want to stop talking - interrogatives: “what do you think?” “Yeah?” - discourse particles: “it shouldn’t be, so yeah” - falling intonations “this is preposterous\”

Question 54

Spoken discourse strategies: turn taking: cooperative communication

Answer 54

``` can refer to floor control when analysing turn taking Turn length - how long is a turn? - why is it that long? - can be link to situational context ``` Turn frequency - how often do speakers take the floor? - why are they given/taking it so much? Turn transition - is there overlap? - is there a power struggle?

Question 55

Spoken discourse strategies: topic management

Answer 55

The way participants decide what to talk about or write about. Use contextual details - topic initiation - topic development - topic change - topic loop - topic shift - topic avoidance

Question 56

Topic management: initiation

Answer 56

How does a speak signal beginning of a new topic - interrogatives: “how is the weather today?” - discourse particles: “Now, lets...” - long pauses: awkward silence may cause someone to start talking

Question 57

Topic management: development

Answer 57

How do participants discuss the topic - interrogatives: elicit further information about the topic from other participants - adjacency pairs: both participants assisting in topic development (often q&a) - declaratives: used to state information, therefore developing topics

Question 58

Topic management: change

Answer 58

How does a participant QUICKLY change topic - usually happens due to awkwardness, unfamiliarity, boredom, or a sensitive/taboo topic - discuss roles and relationship

Question 59

Topic management: loop

Answer 59

How does a participant return to a previously discussed topic - discourse particles: “as I was saying” - discuss who, how, and why

Question 60

Topic management: avoidance

Answer 60

Participants who lead topic changes, loops, and shifts may be avoiding a particular topic. Common with religion, politics, medial issues, or financial issues - discuss who, why, and how

Question 61

Voice

Answer 61

How words are ordered in particular sentences The verb: action in the sentence The agent: person or thing doing the verb The patient: person of thing that is directly affected by the verb - passive voice - active voice

Question 62

Passive voice

Answer 62

add an impersonal tone, which increases formality. - subject=patient - object=agent IF THE SENTENCE ENDS IN ‘BY______’ THEN JT IS A PASSIVE SENTENCE - “My cupcake was stolen by zombies”

Question 63

Agentless passive

Answer 63

Where there is a passive with no agent. Commonly used in formal texts, when a person is trying to omit details of the situation, which is called obfuscation. AT THE END OF AN AGENTLESS PASSIVE, YIU CAN ADD ‘BY ZOMBIES’ AND IT WILL MAKE SENSE - my cupcake was stolen

Question 64

Active voice

Answer 64

Very common and add a personalised tone, which decreases formality. - subject=agent - object=patient “Zombies stole my cupcake”

Question 65

Features that increase formality

Answer 65

- planned and scripted - standard language - greater clarity - less ambiguity - more cohesive - more coherent - greater lexical density - greater syntactic complexity - use of passive voice

Question 66

Features that increase formality: planned and scripted

Answer 66

``` Discourse: - cooperative turn taking - cohesive and coherent - highly structured - formal openings+closings Syntax: - complex sentences - compound sentences - power of three list - parallelism - antithesis Morphology: - nominalisation Lexicology: - elevates Lexus - jargon - Latin and French borrowings Semantics: - metaphor - simile - animation - personification - pun Phonology: - rhyme - alliteration - consonance - assonance - Rhythm ```

Question 67

Features that increase formality: standard language use

Answer 67

NOTE: standard Lexus IS when a word is well known and used often ``` Syntax: - use of sentence type that isn’t fragment Morphology: - incorrect and bound morpheme added to root morpheme (unpossible) - word formation processes Lexicology: - standard Lexus Phonology: - mispronounced words ```

Question 68

Features that increase formality: greater clarity; less ambiguity

Answer 68

``` Discourse: - topic development - cooperative turn taking - coherence - highly structured discourse Syntax: - controlled use of coordination and subordination to provide extra information - clefting Lexicology: - standard Lexis (easier to understand) Semantics: - simile (if providing greater description) - personification (makes it easier for humans to Understand actions) ```

Question 69

Features that increase formality: lexical density

Answer 69

The comparison of number of content words with functions words - something more lexical dense contains less functions words and more content words. Increases the formality as it’s easier to access. - nominalisation increases lexical density (Verb/adjective->noun)

Question 70

Features that increase formality: syntactic complexity

Answer 70

How complexity is used to describe how sophisticated syntax is. Subordination and coordination increase syntactic complexity if it is controlled. Gives extra information thus aiding clarity

Question 71

Formal social purposes

Answer 71

- maintaining and challenging positive and negative face needs - reinforcing or creating social distance and authority - establishing expertise - clarifying, manipulation; or obfuscating - promoting social harmony, negotiating social taboos, and building rapport

Question 72

Formal social purposes: reinforcing or creating social distance and authority

Answer 72

You want to keep your distance | - you don’t want to become friendly with the audience (May be serving an authoritative role)

Question 73

Formal social purposes: building rapport

Answer 73

You want to be trustworthy for your audience

Question 74

Formal social purposes: establishing expertise

Answer 74

You are demonstrating yourexpert skills in a particular field. Want people to understand that you know your shit - very common, through jargon use

Question 75

Formal social purposes: promoting social harmony and negotiating social taboos

Answer 75

To want your audience to be peacefully harmonious, attempting to avoid social discourse (avoiding conflict) - May include discourse about sex, religion, murder, or anything society disapproves

Question 76

Formal social purposes: | Clarifying

Answer 76

You want to provide extra clarity on a topic and want people to understand the topic more clearly - trying to reduce ambiguity

Question 77

Formal social purposes: manipulating

Answer 77

You are trying to skillfully persuade, control, or influence people

Question 78

Formal social purposes: obfuscating

Answer 78

Communicating in a confusing way - purposely trying to be misleading to confuse the audience (trying to cover something up) Through use it agentless passives and maybe simple sentences

Question 79

Formal lexis

Answer 79

- elevates lexis - French and Alton borrowings - archaisms - euphemisms - nominalisation - jargon

Question 80

Formal lexis: nominalisation

Answer 80

Where you usually nominalise a verb into a noun/ often due to suffixation - increases lexical density Deliver to delivery Organise to organisation Educate to education

Question 81

Formal lexis: Euphemism

Answer 81

Used to describe something unpleasant to reduce offence, therefore meeting negative face needs. Often used to negotiate social taboos - to entertain - to show solidarity - to talk up and inflate (grammatical euphemism I.e our oranges are sweeter)

Question 82

Formal lexis: euphemism: quotes

Answer 82

“Shield is against what’s embarrassing, what’s feared, what’s disliked, what’s unwelcome” “Obscenity lies in the actual words themselves, not in what they refer to” “Taboo areas perpetually generate this narrowing of meaning but also deterioration”

Question 83

Formal lexis: archaisms

Answer 83

Out of fashion words, whereby they are used in a particular context - usually found in traditional context Exerting ones expertise May be used to obfuscate or manipulate the audience

Question 84

Formal lexis: French borrowing rules

Answer 84

- longer words (2+ syllables) ending in ‘ee’ - longer words (2+ syllables) ending in ‘et’ - longer words (2+ syllables) ending in ‘age’ - words ending in ‘ette’ - words ending in ‘Re’ - words containing ‘ois’ or ‘oir’ - words with ‘que’ pronounced /k/ - words beginning with ‘sur’ - words with silent last consonant (coup)

Question 85

Formal lexis: elevated lexis

Answer 85

Go-to word if you aren’t confident in your metalanguage, but makes it obvious you don’t know your shit

Question 86

Formal lexis: jargon

Answer 86

Specialist vocabulary that pertains to a particular occupation or hobby - can be phrase, words, etc. Used to assert expertise in a particular field May be to reinforce authority or gain trust

Question 87

Purpose of modal verbs

Answer 87

Can: indicates someone’s ability Will: indicates intention of doing something or indicates certainty that something will occur Must: indicates obligation Might: indicates possibility May: indicates permission or possibility Need: indicates obligation Ought: indicates advice Shall indicates some sort of declaration Should: indicates a persons opinions Could: indicates possibility