Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

English Language > AOS1O1 > Flashcards

AOS1O1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Proverbs and Idioms flashcards
1
Q

What are grices Maxim’s

A

Relation- stay relevant to the topic
Manner- be clear, brief and orderly
Quantity- say enough information but not to much
Quality- be truthful, do not give false information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How to challenge someones positive face

A

Disagreement, criticising, bullying/ insults and ignoring someone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How to challenge someone negative face

A

Imposing rules, forcing conversation, presure to conform to social norms, discipline/ concequences, imperative statements/ directional statements, swearing/ distruption

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How to maintain positive face needs?

A

Attend to the hearer, avoid disagreement, asume agreements, compliment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How to maintain negative face needs

A

Be indirect, request forgiveness, minimise imposition, hedge opinion, pluralise the person responsible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is coherence and cohesion

A

Coherence is about how well a text can be understand
cohesion is the glue that sticks everything together- the flow of ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Features of coherence (Fliccc)

A

formatting, logical ordering, inference, constistency, convention, cohesion. these apply to both spoken and written

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

examples of Formatting

A

headings and subheadings, coloured fonts and capital letters, bullets points, images

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Logical ordering

A

Texts become more coherent when they are presented in a logical order enabling the audience to follow the train of thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is inference

A

a conclusion reached through evidence and reasoning, reading through the lines. It requires contextual and backgrounds knowledge and then the text will become incoherent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Convetion and consistency

A

Texts are more coherent when they follow the expected format of the text type. Consistency can be created through both structural and semantic features. Words from the same semantic field ‘saute, bake, fry’ or consistency of sentence types.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Cohesion

A

cohesion helps a text cling together for there are links between different parts of the text and cohesive text is easier to interpret

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Lexical choice

A

Synonymy and antonymy- substitutes that vary the language of a text and keep it interesting-
Hyponymy- words that are subdivisions of a category- types of animals: dog, cat, sheep, cow, snake
Collocation- words that go together like fish n chips or salt and pepper

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Substitution

A

this is replacing one element of a text with another, the main purpose is to reduce unnecessary repetition and reduce lexical density. Any phrasal element can undergo substitutions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Anaphoric references

A

A type of substitution when a noun phase is referenced by a pronoun
Eg replacing a name with she or replacing chocolate cake with it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Cataphoric references

A

when a pronoun is substituted for something that has not been referenced
Eg as she was leaving, jacki remembered to grab her coat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Deixis/ deictic reference

A

a substitute that relies on contextural information to be understood. it relies of the people, place and time involved in a text
Eg do you remember that guy i was telling you about?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is information flow

A

information flow is essentially the way that infomration is organised in a text and how audiences track that information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is front focus?

A

front focus bring to the front the clause an element that ussually occurs after the verb. this puts focus on the element, highlights a connection with the proceding discourse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is end focus

A

an element that normally come at the beggining of a claus can be placed at the end to give it speacial focus. the information it contains is normaally already known or it can delay the mention of the new information and it can create suspence and drama.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is an end weight

A

A complex and lengthy phrases are easier to follow wehn they appear at the end of the sentence often being new information, authors can chain ideas together to continually reveal new information at the end of each clause

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is an it cleft

A

a phrase is moved near to the front of the sentence of a sentence and ‘it’ and the appropriate grammatical tense of the verb ‘to be’ is used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is a pseudo cleft

A

adds emphasis, the prominent aspect of the sentece occurs at the end of a sentece, rather than using ‘it’ they use ‘what, where, how’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What is clefting

A

it involves the movement of a phrase to another position in the sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what are ‘there’ constructions

A

these create an empty/dummy pronoun, it has no lexical meaning but is purely gramatical, is appears where a noun phrase would normally be therefore allowing the understood subject to appear later giving it much greater prominence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what creates an active and passive voice

A

Agent: the entity that is doing the verb
Patient: the recipient of the verb
Verb: the action/ process in a clause

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is a active voice?

A

the subject of the sentence is the agent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What is a passive voice?

A

The subject of the sentences is the patient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what are the features of spoken discourse

A

VPIST
Openings and closing
Adjency pairs- quesiton and answer
Overlapping speech
Interrogative tags- words at end that make questions EG arent you?
Discourse particles- filler words
Non-fluency features- pauses, filled pauses, false start, repitioin, repairs

30
Q

What is turn taking

A

Three key aspect of turn taking:
Taking the floor
Holding the floor
Passing the floor

31
Q

What is taking the floor?

A

to take the floor you can use discourse particle or use latching onto the end of somebody sentence before anyone else has the chance to speak. Or they can interrupt people to take the floor

32
Q

What is holding the floor

A

Continuing inotation signals that we have not finished our sentece have more to say on a topic
Rising intonation may signal a list or that we have not finished
Conjunctions such as and, but and so to connect our idears
Filled pauses/ voiced hesistation allow us to think and plan our next signalling that we havenet finished
Temporal markers such as firstly and secondly

33
Q

What is passing the floor

A

In informal contexts people often use interrogatives to pass the floor. In group conversations, vocatives might be used to pass the floow to a specific person
Sometime we pass the floow through falling inotation or final inotation or through an elongated discourse particle such as so

34
Q

What is a function vs social purpose?

A

The function of a text is its immediate or obvious reason for existing
The social purpose of a text is the underlying goals of a particular discourse within its situational and cultural contexts, this is what the the author or speaker is trying to achieve socially

35
Q

What are some social purposes of informal language

A

Encoraging intimace, solidarity and equality
Maintaining and challenging positive and negatice face needs
Promoting linguistic innovation
Supporting in group membership

36
Q

What is encoraging intimacy, solidarity and equality?

A

Intimacy -refers to social closeness
Solidarity- refers to a shared goal, vision, or idea, finding common ground
Equality- refers to a dismantling of power structures or a social hierarchy so that all participants are on the same ‘level’

Your analysis should consider how these are achieved through language in this specific text. For example, if you intend to discuss solidarity, you should be able to identify the uniting element (i.e. solidarity among whom and for what cause?).
Stronger analyses will consider why the participants are seeking to achieve these purposes in the current context.

37
Q

What is maintaining and challenging positive and negative face needs

A

Whose face needs are relevant in this text?
What strategies are being used to maintain or challenge them?
How does this reflect the relationships of participants?
Do the participants successfully or unsuccessfully navigate face needs?

38
Q

What is promoting linguistic innovation?

A

This refers to the creative potential of language.

Entertaining texts that draw on ideas such as word-play, irony and other forms of humour may be relevant here.

Social groups can form ‘in-jokes’ and slang through this process.

How are the participants being playful or creative with language?
What other purposes might this link to?

39
Q

What is supporting in group membership?

A

In-groups are the groups that we belong to
Out-groups are the groups that we don’t belong to

Which groups are relevant?
How is the language fostering inclusion?
What role does context play in establishing group membership?

40
Q

How should you identify social purposes?

A

Frame your social purpose as specifically as possible – the social purpose of this text, not of any informal text.

‘The social purpose is to encourage solidarity between who and for what purpose.
‘The social purpose is to build in-group membership with who/what group.’
‘The social purpose is to maintain/challenge whose face needs.’

Consider the social purposes that are best supported by the register of the text.
Analysis of social purposes, as required in an AC, will explore how the language features of the text support the social purpose.

41
Q

What is the 2 types of morphological patterning?

A

Conversion of word class
Creative word formation

42
Q

What is conversion of word class?

A

This occurs when a work is used outside of its regular word class- often for a playful humorous or creative effect
Eg i will uber there or Beer me or thats cash money of you

43
Q

What is creative word formation?

A

This refers to any of the word formation processes being used to create new words
it does not refer to established words that were previously created by these processes
Eg surfboard

44
Q

What is BACCCCCCSINBAD
(B a sexy sinba d)

A

Burrowing
Acronym
Conversiion of word class
Creative word formatino
Compounding
collacation
commonisation
contraction
shortening
Initialism
Neologism
Blends
Archaism
iminutives- suffixatoin in australian english- shortening words with affection- sparky

45
Q

What is semantic patterning

A

Refers to the patterning of language that is not intended to be taken literally. It assists writers and speakers to be creative, playful or literary in how they convey meaning.

46
Q

A MOP FLIPS

A

Animation
Metaphor
Oxymoron
Personification
Figurative language
LExical ambiguity
Irony
Pun Simile

47
Q

Animation

A

Describing an inanimate object in such as way that it seems to have life or movement

48
Q

Metaphor

A

Describing something as though it is something else – usually so that we apply the qualities of one to another

49
Q

Oxymoron

A

A phrase that is seemingly contradictory – usually an adjective or an adverb coupled with a noun or a verb

50
Q

Personification

A

A specific type of metaphor that gives non-human entities specifically human characteristics, such as emotions, desires, expressions or language

51
Q

Figurative language

A

A broad term that encompasses a wide range of semantic patterns, including animation, metaphor, personification and simile.
*Note: this term was added specifically to the study design in 2020, so older study notes may not list it.

52
Q

Lexical ambiguity

A

Occurs when there is more than one possible interpretation of a sentence due to words having more than one meaning

53
Q

Irony

A

When a speaker or writer says one thing but intends their audience to understand the opposite meaning, often for humorous or satirical purposes

54
Q

Pun

A

A pun is a play on words that exploits lexical ambiguity for comedic effect. It can exploit lexical, semantic or phonological similarities between words

55
Q

Simile

A

A simile is a direct comparison between two things, using prepositions such as “like” or “as

56
Q

Syntactic patterning

A

Refers to patterns in the structure of clauses or phrases in a text. These can be used to reduce unnecessary repetition, for stylistic impact/emphasis and to create rhythm and tempo.

57
Q

PAL

A

Parallelism
Antithesis
Listing

58
Q

Parallelism

A

When two or more phrases, clauses or sentences are structured in a similar way and appear close together.

Makes a text easier to process as the constructions are predictable and expected.

Can be used in conjunction with lexical repetition.

59
Q

Antithesis

A

A type of parallelism where the purpose is to emphasise a contrast.

60
Q

Listing

A

Placing related elements together, separated by punctuation or formatting, for ease of understanding. Listing can be in sentence, bullet points etc, and often aids in reducing unnecessary repetition. Increases coherence.

61
Q

Phonological patterning

A

Refers to patterns in the phonological characteristics of the text

62
Q

RACORA

A

Rhyme
Assonace
Consonance
Onomatopoeia
Rhythm
Alliteration

63
Q

Rhyme

A

Repeated word endings with the same (or very similar) phonemes

64
Q

Assonance

A

Repeated vowel sounds within words that are close together

65
Q

Consonance

A

Repeated consonant sounds within words that are close together

66
Q

Onomatopoeia

A

Words that are imitations of a sound

67
Q

Rhythm

A

The pattern of stressed and unstressed syllables

68
Q

Alliteration

A

The repitition of consonant siounds at the beginning of words

69
Q

Functions of swearing

A

Expletives- expressing emotion, used in responce to pain or emotional frustration
Abuse and insult- sweat to express their distaste or insult this challenges positive face needs
Social solidarity- swearing enables people to build in group membership. it reduces social distance, enables trust
Stylistic choice- makes your message more vivid or memorable

70
Q

Swearing over time

A

the type of language that are deemed socially taboo change over time, ofence is entirely dependant on social context

71
Q

Political correctness

A

the use of language to avoid offending or discriminatinf against people

72
Q

Euphemism and dusphemism

A

Euphemism is a way of making things sound more pleasant – it is tied into political correctness. We use euphemism to avoid discussing taboo topics
-Making love
-Passed away
-Use the bathroom
Dysphemism is a way of making things sound cruder or more derogatory
Fucking
Carked it
Take a dump

English Language (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions