Question 4
Denisha Cerniglia
A question is an utterance which serves as a request for information. Questions are sometimes distinguished from interrogatives, which are the grammatical forms typically used to express them. Rhetorical questions, for instance, are interrogative in form but may not be considered bona fide questions, as they are not expected to be answered.
Questions come in a number of varieties. Polar questions are those such as the English example "Is this a polar question?", which can be answered with "yes" or "no". Alternative questions such as "Is this a polar question, or an alternative question?" present a list of possibilities to choose from. Open questions such as "What kind of question is this?" allow many possible resolutions.
Questions are widely studied in linguistics and philosophy of language. In the subfield of pragmatics, questions are regarded as illocutionary acts which raise an issue to be resolved in discourse. In approaches to formal semantics such as alternative semantics or inquisitive semantics, questions are regarded as the denotations of interrogatives, and are typically identified as sets of the propositions which answer them.
Some authors conflate these definitions. While prototypical questions (such as "What is your name?") will satisfy all three definitions, their overlap is not complete. For example "I would like to know your name." satisfies the pragmatic definition, but not the semantic or syntactic ones. Such mismatches of form and function are called indirect speech acts.
A slight variant is the display question, where the addressee is asked to produce information which is already known to the speaker.[3] For example, a teacher or game show host might ask "What is the capital of Australia?" to test the knowledge of a student or contestant.
A direction question is one that seeks an instruction rather than factual information. It differs from a typical ("information") question in that the characteristic response is a directive rather than a declarative statement.[1] For example:
The term rhetorical question may be colloquially applied to a number of uses of questions where the speaker does not seek or expect an answer (perhaps because the answer is implied or obvious), such as:
Loaded questions (a special case of complex questions), such as "Have you stopped beating your wife?" may be used as a joke or to embarrass an audience, because any answer a person could give would imply more information than he was willing to affirm.
The distinction between these classes tends to be grammaticalized. In English, open and closed interrogatives are distinct clause types characteristically associated with open and closed questions, respectively.
The canonical expected answer to such a question would be either "England", "Ireland", or "Wales". Such an alternative question presupposes that the addressee supports one of these three teams. The addressee may cancel this presupposition with an answer like "None of them".
Questions may be marked by some combination of word order, morphology, interrogative words, and intonation. Where languages have one or more clause type characteristically used to form questions, they are called interrogative clauses. Open and closed questions are generally distinguished grammatically, with the former identified by the use of interrogative words.
In English, German, French and various other (mostly European) languages, both forms of interrogative are subject to an inversion of word order between verb and subject. In English, the inversion is limited to auxiliary verbs, which sometimes necessitates the addition of the auxiliary do, as in:
In many languages, including English and most other European languages, the interrogative phrase must (with certain exceptions such as echo questions) appear at the beginning of the sentence, a phenomenon known as wh-fronting. In other languages, the interrogative appears in the same position as it would in a corresponding declarative sentence (in situ).[6]
Different languages may use different mechanisms to distinguish polar ("yes-no") questions from declarative statements (in addition to the question mark). English is one of a small number of languages which use word order. Another example is French:
In some languages, such as English, or Russian, a rising declarative is a sentence which is syntactically declarative but is understood as a question by the use of a rising intonation. For example, "You're not using this?"
On the other hand, there are English dialects (Southern Californian English, New Zealand English) in which rising declaratives (the "uptalk") do not constitute questions.[8] However it is established that in English there is a distinction between assertive rising declaratives and inquisitive rising declaratives, distinguished by their prosody.
The Cambridge Grammar of the English Language distinguishes between an answer (being a member of the set of logically possible answers, as delineated in Semantic classification) and a response (any statement made by the addressee in reply to the question).[1] For example, the following are all possible responses to the question "Is Alice ready to leave?"
Only the [i] responses are answers in the Cambridge sense. The responses in [ii] avoid committing to a yes or no answer. The responses in [iii] all implicate an answer of no, but are not logically equivalent to no. (For example, in [iiib], the respondent can cancel the implicature by adding a statement like: "Fortunately, she packed everything up early.")
A direct answer to a given question is a piece of language that completely, but just completely, answers the question...What is crucial is that it be effectively decidable whether a piece of language is a direct answer to a specific question... To each clear question there corresponds a set of statements which are directly responsive. ... A direct answer must provide an unarguably final resolution of the question.[10]
"Negative questions" are interrogative sentences which contain negation in their phrasing, such as "Shouldn't you be working?" These can have different ways of expressing affirmation and denial from the standard form of question, and they can be confusing, since it is sometimes unclear whether the answer should be the opposite of the answer to the non-negated question. For example, if one does not have a passport, both "Do you have a passport?" and "Don't you have a passport?" are properly answered with "No", despite apparently asking opposite questions. The Japanese and Korean languages avoid this ambiguity. Answering "No" to the second of these in Japanese or Korean would mean, "I do have a passport".
A similar ambiguous question in English is "Do you mind if...?" The responder may reply unambiguously "Yes, I do mind," if they do mind, or "No, I don't mind," if they don't, but a simple "No" or "Yes" answer can lead to confusion, as a single "No" can seem like a "Yes, I do mind" (as in "No, please don't do that"), and a "Yes" can seem like a "No, I don't mind" (as in "Yes, go ahead"). An easy way to bypass this confusion would be to ask a non-negative question, such as "Is it all right with you if...?"
As well as direct questions (such as Where are my keys?), there also exist indirect questions (also called interrogative content clauses), such as where my keys are. These are used as subordinate clauses in sentences such as "I wonder where my keys are" and "Ask him where my keys are." Indirect questions do not necessarily follow the same rules of grammar as direct questions.[11] For example, in English and some other languages, indirect questions are formed without inversion of subject and verb (compare the word order in "where are they?" and "(I wonder) where they are"). Indirect questions may also be subject to the changes of tense and other changes that apply generally to indirect speech.
Questions are used from the most elementary stage of learning to original research. In the scientific method, a question often forms the basis of the investigation and can be considered a transition between the observation and hypothesis stages. Students of all ages use questions in their learning of topics, and the skill of having learners creating "investigatable" questions is a central part of inquiry education. The Socratic method of questioning student responses may be used by a teacher to lead the student towards the truth without direct instruction, and also helps students to form logical conclusions.
Starting June 30, 2018, if you are traveling from an international last-point-of-departure to the U.S., powder-based substances in carry-on baggage greater than 350mL or 12 oz. may require additional screening at the central checkpoint. Powder-like substances over 12 oz. or 350mL in carry-on that cannot be resolved at the central checkpoint will not be allowed onto the cabin of the aircraft and will be disposed of.
The measures have already been implemented at U.S. airports nationwide to identify and prevent potentially dangerous items from being brought aboard the aircraft. There are no changes to what is allowed in carry-on baggage at U.S. airport checkpoints.
Interference with screening includes but is not limited to holding a recording device up to the face of a TSA officer so that the officer is unable to see or move, refusing to assume the proper stance during screening, blocking the movement of others through the checkpoint or refusing to submit a recording device for screening.
Please remove your pet from the carrying case and place the case through the X-ray machine. You should maintain control of your pet with a leash and remember to remove the leash when carrying your pet through the metal detector. Animal carriers will undergo a visual and/or physical inspection.
You are encouraged to contact your airline as times may vary depending on the airport and date of travel. In general, please allow time for parking/shuttle transportation, airline check-in, obtaining a boarding pass and going through the security screening process, which includes screening of your carry-on bag.
93ddb68554