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| Study of how sound units are organized and used in natural languages. |
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| Meaningful units of sound. |
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| The study of the INTERNAL STRUCTURE OF WORDS. |
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| Smallest meaningful unit in the grammar of language. (ex. PRE-EXIST-ANCE) |
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| TRUE (although sometimes it can be). |
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| True or False: Morpheme DOES NOT EQUAL the syllable of a word? |
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| Type of morpheme that cannot be split into smaller morphemes but can occur by itself. (ex. EXIST) |
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| Type of morpheme that is a dinstinct grammatical unit that CANNOT occur by itself; always occurs with a root morpheme (ex. pre, ance). |
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| A bound morpheme which occurs before, after, or inside a stem. |
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| Prefix (Before), Suffix (After), Infix (Inside). |
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| The structure of parts of speech; how clauses and sentences are arranged. |
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| The meaning of language. Language is symbolic! |
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| Actual physical object. Anything that exists; objects, ideas, etc. |
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| The word we assign to that object, idea, etc. |
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| The basic, core concept conveyed by a word / term (Dictionary). |
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| The meanings that we give things based off of feelings and attitudes toward the particular words or the things they represent. |
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| Denotative + Connotative + Register = ? |
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| Variation in any of the levels of language making language more or less formal. |
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Denotative + Connotative + VERY STRONG EMOTIONS = ?
Only a select few words have this meaning. |
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| Functions of language within context. The MEANING of language isn't so much IN the symbols but in how we agree what certain symbols mean within a given context or are impacted by situations. |
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Unclear meaning due to the sound of words within a phrase.
Lack of clarity often arises because there are two or more words which SOUND the same. |
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When the meaning of the sentence (or phrase) is unclear because words/phrases could be either nouns or verbs.
Ex. Stolen painting found by tree. |
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| Lack of clarity in phrase. |
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| Concerns referent and symbol. What we are talking about "out there" and the word we are using to define the stuff "out there". |
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| One of the two types of semantic uncertainty. Unclear what referent precisely a symbol is referring to. (ex. it, that, etc..) |
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| One of the two types of semantic uncertainty. Connection between symbols and referents is unclear. |
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| Single Symbol -> Multiple Referents |
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| One of the two types of semantic ambiguity. Examples are chips and dog. |
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| Multiple Symbols -> Single Referent |
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| One of the two types of semantic ambiguity. Examples include cash/money/dinero/etc. |
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| Can be either structural or semantic. Arises because of lack of context specific details / lack of clarity of what is meant within a specific context. (ex. "How you doin'?" - Joey from Friends) |
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| To intentionally remain in or create an ambiguous communicative position. |
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| Traveling speech teachers of Ancient Greece. |
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| Philosopher who viewed rhetoric as "cunning and flattery". Preferred dialectic. Student of Socrates. |
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| An ancient Greek philosopher who argued that rhetoric could be ethical and was of great importance. Created a science of rhetoric by systematically exploring the effects of speaker, audience and speech. Student of Plato. |
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| One-on-one discussion. The search for truth, philosophical questions, and certainty. |
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| One person addressing many. Demonstration of truth, practical questions, and probability. |
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| Questions of accusation and defense. Courtroom speaking. |
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| Questions of policy. Political speaking. |
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| Questions of praise or blame. Cermonial speaking. |
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| Proof of ethics (credibility). Intelligence, virtue, and goodwill are the ways to assume credibility. |
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| Proof of emotion. Not a tirade of emotions but of solid, persuasive ideals. |
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| Proof of logic. Strategic use of logic to "force" or "arrive at" conclusion. |
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| One of the two DEDUCTIVE proofs of logic. The argumentative structure is most often placed before structure/examples. |
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| One of the two DEDUCTIVE proofs of logic. Once proved, it is not open to refutation again. |
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Major Premise, Minor Premise -> Conclusion.
Must contain 2 premises (major and minor) and both must be proven true.
If/Then situation. (ex. If the glove doesn't fit, you must acquit.)
Either/Or situation. (Either we meet terrorists in their country or they will bring terror here.) |
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| An incomplete version of a syllogism (no major premise). |
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Arguing by example. Drawing a final conclusion from specific cases.
Causality: Smoking causes cancer.
Generalization: Government should run like business. |
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| One of the 5 Canons of Rhetoric. "Stock" arguments that the speaker uses to persuade. |
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| One of the 5 Canons of Rhetoric. Capture attention and make structure easy to follow. |
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| One of the 5 Canons of Rhetoric. Use of language (ex. metaphor), aids in imagery. |
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| One of the 5 Canons of Rhetoric. Should not be too noticeable. |
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| One of the 5 Canons of Rhetoric. Draw upon and reinforce ideas that are measurable. |
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| Refers to a figure of speech that consists of a play on words. Emphasizes a TURN or SHIFT in words. Figure of speech = A rhetorical device. Departs from straightforward, literal language. |
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| An explicit comparison of two DISSIMILAR objects using like or as. (Ex. Easy as pie, catlike reflexes.) |
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| A comparison between two DISSIMILAR objects. The essence is understanding one thing in terms of the other. We communicate about one thing in the language or vocabulary of a different thing. |
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Actual word or words that you see when you look at the metaphor.
Ex. Frigid |
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| Source Discourse (Upper Left) |
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| Ex. Temperature (assumed). |
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| Target Term (Lower right) |
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| The literal language (Replaced). |
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| Target Discourse (Upper right) |
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| Ex. Economic Decline. (Displace). |
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| Ex. The Hubble got a new heart. |
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| One of the 5 types of metaphors. Not part of everyday language and is noticed. (Ex. Managing electronic data is like herding cats.) |
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| One of the 5 types of metaphors. Part of everyday language and NOT noticed as metaphorical. (Ex. A few bad apples). |
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| One of the 5 types of metaphors. Using the same target formula in continued conversation or other text. (Ex. Football is War poem.) |
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| One of the 5 types of metaphors. Has two or more SOURCE terms that come from two different sources. (Ex. Let's dive right in and crack the whip). |
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| One of the 5 types of metaphors. When an entire text (such as a story or film) is metaphorical for another dissimilar situation. (Ex. O Brother Where Art Thou = The Odyssey) |
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| Extreme intentional exaggerating or meaning. (Ex. THERE'S 1,000 BEERS IN THIS ICE CHEST!!) |
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| Exaggeration in reverse. A figure of speech containing an understatement for evidence. (Ex. Twilight has a small fan group.) |
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| A type of speech in which something is asserted by negating its opposite, in so doing, it expresses pride modestly. (Ex. He's not a bad guy.) |
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| Replaces a literal object with something related to it. |
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| One of the two types of metonymy. When an example or class of an overall group stands for the entire group. (Ex. 10,000 half wild shorthairs (cats).) |
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| One of the two types of metonymy. When the overall group stands in for a specific class or unit of the entire group. (Ex. My body aches today (when you just have a headache).) |
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| A theory that tries to prove that watching TV changes the emotions in people. Proposed by Gerbner. |
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| We believe that TV violence is normal, and that it is a good way to solve problems. We become desensitized to victimization and suffering and makes us feel insecure and vulnerable. |
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| An objective measure to examine the events of violence on TV over 20 years. |
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| Overt expression of physical force. With or without a weapon, against self or others. Discounts verbal abuse, idle threats, and slapstick humor. |
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| TRUE. Minorities > White, Women > Men, Aged and Children > Middle Adults, Blue Collar > White Collar. However, these groups are underrepresented on TV. |
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| TRUE OR FALSE. Race, sex, age, and class play a major role in the likelihood of being a victim? |
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| Part of the viewer profiling. Watches TV for 4+ hours a day. |
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| Part of the viewer profiling. Watches TV for <2 hours a day. |
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| Media effects assume that there is a portion of the population that does not watch TV. Gerbner argues that EVERYONE is exposed to TV (to some degree) from infancy. Non non-viewers, only light and heavy. |
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| Cultivation vs. Media Effects |
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| Chances of involvement with violence. |
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| #1 of the Cultivated Attitudes |
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| Fear of walking alone at night. |
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| #2 of the Cultivated Attitudes |
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| Perceived activity of police. |
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| #3 of the Cultivated Attitudes |
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| General mistrust of people. |
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| #4 of the Cultivated Attitudes |
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| The belief that TV homogenizes it's audience. Heavy viewers share the same orientation, perspectives and meanings with each other. As a result, middle class is glorified and there are reports of moderate political perspectives. |
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| People who have had first hand experience with a violent crime believe that the TV world resembles the real world, more than those that haven't experienced violence. Only impacts heavy viewers. |
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| The media doesn't tell us WHAT to think, they tell us what to think ABOUT. |
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| Original mantra of the Agenda Setting Theory |
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| Nixon vs. Humphrey (aka Building Theory I) |
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| High correlation of news agenda and voters' agenda. Did the news agenda shape the voters' agenda? Or was it the other way around? Correlation does not equal causality. |
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| Carter vs. Ford (aka Building Theory II) |
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| A survey of 3 research size. Time-log correlation showed the public agenda lagged the news agenda by 4-6 weeks. |
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| Controlling Newscasts (aka Building Theory III) |
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| Previously aired newscasts were spliced together, and 3 groups watched only this news for 4 days. Each group saw a different version and they filled out a survey based on their concerns. The results were a significant effect of newscast views and elevated concern about those issues. |
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| The media elite do NOT represent a cross-section of the American public OR that politicians set the agendas and dissemate it through media channels. |
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| The two views of who are the "real" agenda setters. |
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| The media tells us what to think about certain issues. Looking at a story through a particular lens. |
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| Pressuring people to conceal their views when they think they are the minority. It mutes the minority opinion, and recognizes the power of public opinion and regards it as a tangible force that keeps people in line. |
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| The centrifugal force speeding the Spiral of Silence along. We LOVE to conform! Feeds on the belief that nothing is worse than banishment from the group. |
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| Media Crystallizes Public Opinion |
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| The media is omnipresent and is filled with repetition of images. This goes beyond Agenda-Setting and the media "provide a sanctioned view of what everyone else is thinking". |
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| That you have an opinion, but are too scared to say it. |
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| Silence DOES NOT EQUAL NO OPINION, but rather means... |
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| People who are already isolated due to out of date beliefs. They are already beaten down and have nothing to lose. |
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| The intellectuals, artists, and reformers who form the vanguard of new ideas. They are committed to the future and seek public response. |
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