How has technology improvements impacted on filmmaking Free Essays

string(193) of Digital Filmmaking In spite of the fact that in a perfect world motion pictures would be made without having any sort of limitations, notwithstanding, actually every venture has a spending that it needs to fit to. Presentation Film as a medium is generally youthful contrasted with different media, for example, painting, theater, writing and so on. In any case, in generally brief timeframe, film with its capacity to recount to various stories and trigger different feelings has immediately settled itself as an incredible and powerful work of art that is cherished by masses. As Douglas Trumbull, a movie chief and embellishments manager answerable for impacts in films like 2001: Space Odyssey, Blade Runner and Star Trek: The Motion Picture, states: ‘’. We will compose a custom exposition test on How has innovation upgrades affected on filmmaking? or then again any comparable point just for you Request Now .I feel that all motion pictures are specialized by their inclination, it a specialized artistic expression †it’s a photographic optical work of art. Dislike painting or chiseling or composing verse or writing †it’s specialized.. ’’ Douglas Trumbull, 2011[1] From the absolute previously recorded pictures film as a work of art relied upon innovation and its complexity. With different mechanical upgrades and developments movie producers got an ever increasing number of instruments that they could use to recount to their story. This paper will examine how innovation upgrades affected and formed film creation and industry. Why innovations like computerized film and advanced work process had such an enormous effect, that upset the manner in which the motion pictures are made, shown and even seen by the audienceHow and why advanced film is growing and being grasped by the free creations as well as by high-spending studios also? Past Filmmaking Methods For the artistic expressions, for example, painting or verse the vast majority of us, given a pen and paper, would have the option to think of a sonnet or draw an image. Filmmaking is naturally a substantially more convoluted procedure. Without a devoted bit of hardware that can record pictures for show †movies would not be made. To completely comprehend the advantages of the mechanical developments such as, non-straight altering frameworks or capacity to film on a computerized position one has to know the history and comprehend what innovation and practices were set up before such creations. Generally of the filmmaking history the pictures where gained by film cameras that utilized a film as a medium to store the photos. ..ln photographic film, light reflected from the scene makes a picture by activating concoction changes on the film stock. Those progressions register in the sub-atomic structure of the emulsion.. David Bordwell Kristin Thompson, 2008[2] After some time four principle standard film designs were built up †too 8mm, 16mm, 35mm and 70mm film, with millimeters speaking to how wide the film strip is. Generally a greater size arrangement brings a superior picture quality, in this manner, the 35mm organization built up itself as a standard configuration for showy discharges. ‘’The 35mm film measure has been related with the showy conveyance of movies since the Classic Hollywood Studio Systems. The expense and constrained access to hardware put 35mm filmmaking far off to industry outcasts. Vincent Lobrutto, 2002[3] All through the greater part of the cinematography history, film (being a simple photography medium) offered an unmatchable picture quality and was the primary medium used to obtain pictures that would be reasonable for true to life discharge. In spite of the fact that the innovation in advanced cameras was continually improving, until late 1990’s the film picture quality was better looked at than the computerized video. ..One casing of 35mm movie film can contain what could be compared to more than 12 million pixels (picture components). This makes very high goals and detail. One casing of communicate quality video (not HD) can show around 350,000 pixels.. David Bordwell Kristin Thompson, 2008[4] In any case, shooting on film offered producers a stunning picture quality †that accompanied the cost. Perhaps the greatest issue for any creation that needs to utilize film as their account medium is the measure of funds required to shoot and build up the film. ..A full length film is a long strip of pictures, around two miles for a two-hour film. .. Since each shot as a rule exists in a few takes, in light of the fact that the film is shot out of story request, and on the grounds that the ace shot/inclusion approach yields so much film, the editor’s employment can be a gigantic one. A 1OO-minute element, which adds up to around 9000 feet of 35mm film, may have been cut out of 500,000 feet of film.. David Bordwell Kristin Thompson, 2008[5] ‘’..What cost such a great amount on ‘’El Mariachi’’ was the film stock since I needed to shoot film, I’ve obtained the camera, I’ve acquired pretty much everything else except the film †I needed to get it. Create it.. And afterward move it.. So those coasts would all be gone (from the budget)..’’ [Robert Rodriguez looking at recording his first element film †‘’El Mariachi’’ ] Robert Rodriguez, 2010[6] That is the reason the expenses of film stock and its advancement were far off for the greater part of the autonomous movie producers (Robert Rodriguez being an incredible special case). Film Limitations Shooting on film additionally implied a great deal of work process constraints. One of only a handful scarcely any models would be simply the restrictions of the medium. Since the photos were being uncovered in video form, they must be photograph synthetically created in the research facility before any assessing could occur. Implying that while the creation group was shooting the scenes they had no 100% ensures that the uncovered pictures would have no mistakes. Smallest errors, similar to a tranquility of hair on the film-door or a not effectively fixed film magazine, would imply that the gained film may be in fact flawed and pointless in the alter. Pre-computerized film after creation work process would likewise have heaps of impediments. As even assignments like shading remedy would require a photochemical treatment that would in the end be founded on canny mystery instead of information on how the ultimate result will resemble. The Dawn of Digital Technology With a presentation of Digital Intermediate in 1970’s (when film is filtered and digitized so as to modify the symbolism in after creation and the uncovered back on film for discharge) and a colossal spread in 1990’s, the film business began to consolidate increasingly more advanced innovation into the work process. The capacity to move film examines into PC implied that symbolism could now be controlled in a non-straight and non-ruinous style, which prompted the immense advantages for the creation. With the first photorealistic Computer Generated animals created and enlivened in 1993 (Jurassic Park) and the first totally Computer Generated full length film being discharged in 1995 (Toy Story), the film business was beginning to find the genuine capability of computerized innovation. In late 1990’s, computerized innovation in cameras was created to where Hollywood’s A-rundown chief George Lucas chose to utilize a model of the advanced SONY HDW-F900 camera for his next element film Star Wars: Episode II. ‘’The tests have persuaded me that the recognizable look and feel of movie film are completely present in this computerized 24P framework and that the image quality between the two is indistinct on the enormous screen’’ George Lucas, Digital Camera Use Finalized, http://www.starwars.com/scene ii/bts/creation/news20000409.html George Lucas, 2000[7] Robert Rodriguez was another popular Hollywood chief who saw the advantages of computerized innovation and chose to fuse it into his new film making devices: He leased two soundstages and changed over his carport into an after creation suite with 10 screens, altering hardware, and a storyboard machine. Spy Kids 2: Island of Lost Dreams was shot completely with hello there def advanced cameras and altered at Troublemaker (Rodriguez recently set-up studio). The title credits for Spy Kids 3-D: Game Over start with this: â€Å"A Robert Rodriguez Digital File.† The transformation was going all out. Wired, 2005[8] The Benefits of Digital Filmmaking Despite the fact that in a perfect world motion pictures would be made without having any sort of limitations, in any case, actually every task has a spending that it needs to fit to. It ought to never be overlooked that â€Å"Hollywood† is, most importantly, about cash and benefits. The term craftsmanship can generally be heard uniquely the evening of Academy Award introductions. Bastian Cleve, Film Production Management, Third Edition p. 56 Perhaps the main motivation why computerized innovation was grasped so immediately was its cost factor and the capacity to compromise in ‘’typical filmmaking’’. The capacity to lose the costs of buying a film stock and its advancement implied that an enormous tranquility of spending currently could be contributed elsewhere or the task could be finished for less cash. This turned into an enormous factor for free creations as the ‘’look’’ of filmic picture turned out to be considerably more available. That, however by utilizing advanced cameras the entire filmmaking process in its embodiment could be improved and different costs that were joined to the film work process could be lost. For instance, the camera group in computerized creation could be a lot littler as everything is being recorded to the tape or advanced stockpiling gadget and less individuals and exertion is required to deal with that sort of medium. At that point there is the way that the more up to date computerized cameras like CANON 5D, RED ONE or RED EPIC are substantially more touchy to the light than standard f

Science as Savior and Destroyer in The Victorian Age Essay -- Literatu

Science as Savior and Destroyer in The Victorian Age   â â â â â€Å"The Victorian age was above all else a time of transition.â The England that  had once been a medieval and farming society was changed into a mechanical  democracy† (Mitchell, xiv).â Just about each part of Victorian every day life, from  instruction to cooking to religion and legislative issues, was changing.â â€Å"The Victorian age in English  Writing is known for its sincere compliance to a moralistic and exceptionally organized social code of  lead; nonetheless, in the most recent decade of the nineteenth century this request started to be questioned†Ã¢ (It is  my Duty).â In festivity ofâ mechanical accomplishments the Great Exhibition of 1851 turned into a  showplace for the world to witness England’s prevalence in present day technology.â The display  was â€Å"seen by nearly 6,000,000 guests; in certain periods the every day participation was well finished  100,000† (Mitchell, 8).â The new railroad framework brought the inquisitive guests from everywhere throughout the  country.â The following scarcely any years would see the development of the metro framework, electric  lights, transmit and phone, steamships and electric trams.â Along with the expanding  dependence on innovation, the clinical field would likewise impart their disclosures to the  world.â The dread of infection would incite clean norms and germ theories.â The  wealthy’s fixation on wellbeing convictions and practices are showed in their dread of  disease.â This fixation on wellbeing is taken to the outrageous as Dr. John Harvey  Kellogg and his faith in â€Å"biological living, which incorporated a meatless eating regimen, a ... ... is my Pleasure.†Ã¢ nineteenth Century Victorian Monstrosities.â Essay Two.  â http:www.itech.fgcu.edu/faculty.rtotaro/ Mitchell, Sally.â Daily Life in Victorian England.â Westport, CT: The Greenwood Press. 1996.â Reed, John R.â The Natural History of H. G. Wells.â Athens, Ohio:â Athens University Press.â 1982 Stevenson, Robert Louis.â The Strange Case of Dr. Jekyll and Mr. Hyde.â 1886.â New York:â Dover Publications, Inc.â 1991. Wells, H. G.â Experiment in Autobiography:â Discoveries and Conclusions of a Very Ordinary Brain (Since 1866).â 1934.â Boston:â Little, Brown and Company.â 1962. Wells, H. G.â The Island of Dr. Moreau.â 1897.â New York:â Bantam Books, 1994. Wells, H. G.â The Time Machine.â 1895.â New York:â Dover Publications, Inc.,â 1995. Wilde, Oscar.â The Picture of Dorian Gray. 1890.â New York:â Dover Publications, Inc. 1993. Â

Need of Education Essay

Models: a) School capabilities > no preparation > semiskilling > work b) School capabilities > apprenticeship > gifted laborer/talented representative c) Lower/middle of the road auxiliary school capabilities > apprenticeship > ace skilled worker d) University entrance capabilities > apprenticeship > extra preparing > occupation e) University entrance capabilities > apprenticeship > advanced education > official position f) University entrance capabilities > advanced education > official position These models delineate that there are two different ways of taking a gander at the advantages of preparing. The main, which is peripheral in one sense, addresses the subject of what advantages are to be acquired from adding a further stage to the preparation way previously finished. The second is increasingly run of the mill and worried about the wages to be acquired from explicit preparing courses. A correlation is made between the salaries accomplished at 30 years old and those subsequent from the following lower preparing way. This might be, for instance, the advantages of an endeavor put together apprenticeship with respect to the way to a scholastic capability (way 6 contrasted and way 5). The extra pay short the expenses of preparing produces (considering premium) the arrival on the preparation speculation. From a macroeconomic perspective, interests in instruction and preparing are, in a specific way, interests in the framework, and the arrival on such speculations gets evident just in the long haul. The idea of advantages likewise incorporates different angles which should be kept separated. It is useful in the principal occurrence to recognize the advantages coming about because of the productivity of the instruction framework and its quantitative execution, from one viewpoint, and the advantages as far as ensuing yields (monetary development, low joblessness, charge incomes) on the other. The effectiveness advantage is the capacity of the instruction and preparing framework to prepare the more youthful age in â€Å"suitable† organizations in order to limit the expenses of understudies rehashing classes or dropping out of advanced education and hence decrease too much long training and preparing periods. The advantages from professional instruction and preparing are additionally connected with the allocative elements of the work advertise. One capacity of professional instruction and preparing is to guarantee that the gracefully of work matches request. A preparation framework ought to in any event produce around those capabilities which are required on the work showcase. There are in this manner different sides to the advantages of interests in preparing. In formal terms, the advantage is the arrival on a drawn out venture, yet this arrival results from the allocative impacts of the work advertise. It would be a too much tight point of view if scientists somehow managed to take a gander at the arrival on interest as far as human capital. What's more, focusing solely on the allocative parts of the work market would disregard the way that instruction and preparing are an interest in themselves. There is additionally a third angle to consider. Degree of profitability figurings can ordinarily incorporate just the immediate expenses and advantages, I. e. the profits of the main kind. Yet, interests in instruction and preparing additionally have consequences for different territories. There might be sure or negative impacts of a subsequent kind. Positive (cooperative energy) impacts happen when interests in instruction and preparing at one point raise profitability at another. These remember for specific instruction and preparing speculations which prepare their beneficiaries to work in innovative work. Negative optional impacts happen as redundancies when lesser qualified representatives are supplanted by their progressively qualified partners. There are various manners by which costs might be discounted for preparing outside the working environment (discounting), e. g. by businesses and work workplaces. These discounts are deducted from singular costs in the costs model (cf.Figure 6, p. 232). The overview pointed, first, to build up the immediate costs, I. e. costs straightforwardly connected with the keeping preparing measure accordingly (course and occasion charges, spending on learning materials, voyaging costs, board and housing, cost of kid care where pertinent, and every single other expense legitimately connected with cooperation in keeping preparing programs). The overview likewise took a gander at circuitous, or opportunity, costs. In contrast to coordinate costs, aberrant costs involve no costs, yet emerge as lost profit (e. g.â unpaid leave or diminished working hours for keeping preparing purposes, however not the speculative profit of somebody who was beforehand jobless) and the loss of relaxation time. The relaxation time lost comprises of that time spent investigating the market, the time put resources into the real preparing program, voyaging time, arrangement and development and, now and again, paid leave. Be that as it may, the measuring sticks used to change over the loss of recreation time into imaginary expenses are at last dependent on arbitrary choices. Indeed, even the total compensation earned from work, which would be a conceivable decision, doesn't give an appropriate measure here. Either the individual may not consider taking paid work during recreation time †except if it is working two jobs †or may view it as a shopper decent as opposed to lost relaxation time. Consequently, the BIBB overview was restricted to recording the measure of recreation time lost and no endeavor was made to put a money related an incentive on it. Nor was it conceivable to apply any standards for assessing the advantages. While it is very evident that the â€Å"profitability† of keeping preparing is controlled by the advantages, the info envelops the time and cash contributed, yet additionally the physical and mental effort related with learning. Private people, much the same as organizations, are eager to expose themselves to keeping preparing just on the off chance that it yields by and large â€Å"rewards†. Be that as it may, these prizes rely upon whether the preparation is a buyer decent and the advantages are to be found in genuine utilization, or whether it has been decided for profession, I. e. financial, reasons. Financial advantages may emerge from various perspectives: keeping preparing may serve to revive information, to conform to new turns of events, to make sure about advancement and raise status, or, more than likely to stay away from joblessness. Another thought is that the advantages are ordinarily not yet obvious at the genuine time of preparing. The individuals who settle on keeping preparing trust it will make sure about them advancement or spare them from joblessness. Regardless of whether these targets are really accomplished develops at a later stage. It is consequently equitably difficult to segregate the monetary advantages of keeping preparing from other advantage factors. Therefore the review was restricted to giving the respondents a rundown of advantages and requesting that they rate their significance in subjective terms. http://www. cedefop. europa. eu/EN/Files/RR1_Kau. pdf.

Digital Technologies and Contemporary Patterns of Music Essay

Advanced Technologies and Contemporary Patterns of Music - Essay Example The quick development in the advanced music advertise has gotten a significant lift from the ever-expanding fame of different online music download stores, for example, different gushing administrations and iTunes. Present day music buyers are spoilt for choices in the potential strategies that are available to them through which they can have the option to obtain new music. These sources extend from a wide assortment of a few non-paid and paid real sources to some other unlawful channels. The effect of the utilization of computerized innovation in music creation and dispersion and the ensuing effect on music utilization is a subject that has been believed to draw a wide assortment of remarks from a few legitimate specialists, savants, researchers and the music business (Halsey and Wooley 2009).  The customary monetary and social courses of action that used to encompass the creation and dispersion of music are separating at a consistently quickening rate and markets are getting increasingly united. This paper tries to set up exactly how the utilization of these computerized innovations can be believed to affect the cutting edge consumer’s utilization of music.  Several decades before the appearance and across the board utilization of the Internet, the music business supposedly was generally sound and its overall deals apparently peaked extensively in 1998 (Baym, 2010). Since this pinnacle, the spread of shared (P2P) systems, for example, Napster have enormously contributed towards the general decrease in the general offer of CDs. The syndication that was being practiced by generation of top notch proliferations was successfully killed with the digitization of music to such an extent that the illicit duplicates being repeated were presently being created having equivalent quality principles to the first music (May 2007). Correspondingly, the creation of immaterial digitized music has brought about the development of new utilization rehearses. Â

Intercultural Communication in the Workplace Paper Essay

Intercultural Communication in the Workplace Paper - Essay Example It has become the basic practice for the global organizations to welcome outside accomplices to chip away at the ventures. For instance, if IKEA plans to grow its tasks to the Korean market, the top administration should seriously mull over a choice of collaboration with Korean agents who have both the information and aptitudes to make the reconciliation progressively fruitful. Such participation isn't constantly fruitful, shockingly. The serious issue is brought about by the absence of social comprehension. The American organization intends to begin the new showcasing effort to be utilized both in United States and in Japan, one of the key objective markets. Monitoring social contrasts and ready to dodge wrong discernment or interpretation of the trademark, it was chosen to welcome the gathering of advertising authorities from Japan. Five Japanese pros came to United States and joined the organization's advertising group. It was the all around considered choice to welcome them; in any case, the task initiator has not given enough consideration to a significant issue - intercultural correspondence in the working environment setting. In this way, what was the issue The American individual from the group introduced his proposition to the Japanese part. While clarifying his thoughts, the American focuses to the passage he considered the most significant. The Japanese attracts his breath and says that this thought needs exceptional consideration. The American concludes that his thought is co nsidered well. The misconception here is that the American authority reasoned that the gathering is effective while the Japanese pro needed to call attention to that there are not kidding challenges. Miscommunication is the significant wellspring of distress and struggle at work. More ladies, ethnic minorities and outsiders are entering the workforce and, as the outcome, the working environment is getting progressively multicultural. Correspondence is more than what is stated, composed or communicated. Agents of the various societies have diverse correspondence styles: it implies how, when and why the data is said. Misconception happens when the correspondences style of one individual varies from correspondence style of another individual (Ting-Toomy 2001). The issue turns out to be progressively perplexing when the correspondence styles contrast dependent on the social legacy and the two gatherings do not have the information on these distinctions. Americans v Japanese Americans are more straightforward in correspondence and if there is the issue, they hope to hear it in blunt way; while the Japanese masters lean toward backhanded correspondence style: less confident. Truisms like extraordinary consideration is required might demonstrate that there are not kidding issues. What's more, Japanese are progressively hesitant to state No. For instance, the uncertain answer in apparent as undesired to participate by American specialists, while Japanese are happy to state Yes as the sign that they are tuning in. When is comes to settling on an understanding, Japanese are not liable to state unrestricted Yes or No. This little social eccentricity may prompt

Thoughts for the New Year, part 2

Thoughts for the New Year, part 2 The end of the semester has come and gone, and although I meant to make this post well before the new year actually came around, a short trip to India drained me of all motivation and I basically just sat around for two weeks swatting at mosquitoes and eating a lot of food. Last year at about this time, I reviewed the status of my progress bars on the ten side quests I had set out on at the beginning of my freshman year. With three semesters between the Nisha who wrote that post and the Nisha of the present, I thought that a status update might be appropriate. (Sidenote: this will probably become a yearly thing.) Sidequest 1: Learn the building numbers 95% complete. I’ve gotten much better at this but at some point this semester, I did have to ask a friend where the hell building 38 is, because all the buildings in the 30s are in a completely arbitrary order and still confuse me from time to time. Sidequest 2: Get my Pirate Certificate 25% complete. Turns out that you can in fact get PE credit from being a varsity athlete, so I don’t technically need to take another PE class ever again as long as I remain on the fencing team. It’s likely that this sidequest will forever be stalled at 25% Sidequest 3: Collect 60 free t-shirts ~40% complete. For whatever reason, the free t-shirts rained down on me much more abundantly in freshman year. I don’t think I’ve even acquired 5 free shirts this semester. MIT needs to step its game up Sidequest 4: Get a cool internship/externship 100% complete! I’m excited (and still very shell shocked) to report that I’ll be working on the God of War team at PlayStation this summer :) I have no idea how this happened because the technical interview was brutal and I walked out of it absolutely sure that I had a snowball’s chance in hell of getting the position. When I got the email saying that I had been offered the position, I was pretty much in disbelief until the recruiter actually called me, gave me the offer details, and sent me the offer letter to sign. I still kind of don’t believe it, to be honest. Sidequest 5: Pull a cool hack ???% complete. Like I said last year, only Jack Florey will know. Sidequest 6: Study abroad as many times as physically possible 0% complete. I did intend for this to happen this year; I applied to MISTI Japan with the full intention of doing itexcept if I got accepted to PlayStation. Things have a funny way of working themselves out. I’m definitely applying to MISTI Japan again next year (and I’m sure a lot of people will, given that the Tokyo Olympics will coincide with MISTI Japan perfectly next summer!), and I intend to do GTL somewhere in Europe next IAP. Sidequest 7: Beat Imposter’s Syndrome 15% complete. I think I had my imposter’s syndrome more under control freshman year, but my self esteem definitely took a hit this semester after dropping my first class and struggling through yet another one of the foundational course 6 classes. MIT is hard, and for me, it’s often a struggle to be just average in most of my technical classes. That’s something I’m still coming to terms with, and I think it’s something that a lot of people (50%, more or less) at MIT also have a hard time with. Sidequest 8: Survive the winter without a winter coat 5% complete. I’ve sort of given up on this, because like the New Englander I am, I do have a single L.L. Bean jacket in my possession, and it’s really comfy. I maintain that huge parkas of the Canada Goose variety and similar are totally unnecessary though. Sidequest 9: Build a thing 35% complete. I’ve always been fairly insecure about not being very handy with tools and building, but many of my upperclassman friends assured me that I would learn a great deal about construction during East Campus REX/Rush, and they were right. In the process of helping build a very large fort, I picked up a lot of skills that I’m sure will come in handy for next year’s construction and for the rest of my life, hopefully. I even subled the construction of the fort railings (which basically means telling freshman how to do my job) a day after learning how to make them myself. And although I was too busy to this year, I intend to build my own (suspended, hopefully!) loft next year! Sidequest 10: Find something I genuinely love to do ???% complete. Before I get started on this, let me go on a bit of a tangent. I think the biggest thing that I will take away from MIT bigger than, say, a world-class education and more opportunities than I know what to do with is the sense of being overwhelmingly cared for and supported by the people that I’ve had a chance to meet here. This feeling brings many occasions to mind my friend brushing and untangling my hair for at least half an hour because I’m terrible at taking care of it myself, another friend teaching me C++ for hours on end before my PlayStation interview, or my boyfriend helping me complete a makeup for a failed test while I cried about having failed another test that I had studied much harder for. And of course, these are just a few examples. So I’ve come to realize that even if I never find something that I truly love to do at MIT, I have found people and places that I really care about, and that’s definitely something. Now onto the main question: have I found something that I love to do? The answer is still no, unfortunately. This semester was the one that I fully realized that I don’t like computer science very much. I’ve realized that Course 6-3 is kind of a catch-all for people who don’t really know what they’re doing with their lives and aren’t really passionate about one thing, and choose the most lucrative, employable option as a result of that. Of course, there are people who are really passionate about computer science and props to them, because they are pretty few and far between. But I think as a result of the percentage of people in 6-3 who are definitely just doing it to be employed, it lacks something really crucial, and that is a sense of wonder. There hasn’t been a single time this semester where I’ve learned something in one of my Course 6 classes that made me go, “Wow, that’s so cool” and this is only natural, because you can’t find something very cool if you don’t like it that much. I really and truly envy the people who love what they study and think it’s the greatest thing ever, and there are so, so many of those people at MIT but I feel like there aren’t as many in 6-3. As one can imagine, struggling through course material for a subject you don’t like all that much can be a pretty demoralizing experience, and that’s why I’ve had a really hard time this semester. I think I’ve realized that I took my love for video games and my desire to create them and ultimately folded to external influences by subconsciously singling out the most lucrative part of the gaming industry, and declaring that as my major and in the end, I’ve proved to myself that money isn’t what I should have used to determine what I’m going to do for the rest of my life. Unfortunately, this is a mistake that can’t really be undone, and all I can do is hope that maybe something about CS will click with me someday and I’ll start liking it. I have high expectations for my job at PlayStation this summer, and I really hope that I enjoy the experience of working on a big game dev team. I’m also taking 6.073 (Creating Video Games) next semester and I’m crossing my fingers for that class as well. I’ve also finally declared a double major in CMS (Comparative Media Studies) so that I can get closer to the aspects of video games that I enjoy, and hopefully I’ll find something in the intersection of Course 6 and CMS that really speaks to me. Hopefully. The one thing that I’d like everybody to think about, though especially if you’re a prefrosh or about to declare your major is this. Make a list of the things that make you go, “Oh shit, that’s really cool”, and go and explore them. This is something that I deeply regret not doing in my freshman year at MIT. In high school, the things that I found really cool were evolutionary biology and genetics I’d spend hours reading articles and papers about human evolution, and successfully managed to coerce both my parents into getting tested with 23AndMe so I could get all their genetic data to play with. I had a computational linguistics phase as well, and I’ve always had a deep and abiding love for space. But in the academic rat race that was my high school experience, I forgot that I liked all these things, and I only recently remembered the wonder and fascination that I had for them. I wish that I had taken time to explore these subjects at MIT last year instead of trying to jump ahead in my Course 6 classes, and I wish that I had more time and more energy to take classes in these subjects to my heart’s content. So my advice to everybody for the New Year is this: take some time out of your academic requirements and your commitments to explore the things that you find cool but don’t normally have time for, especially if you’re an MIT student. There are so many classes and resources here for us to take advantage of, and it’s up to us to actually do so! I’ll sign off for now it’s been a rough semester and I often didn’t have the energy to blog about it, but here’s to hoping 2019 will be better. Post Tagged #6-3 #Imposter's Syndrome #mit is hard

Imc plan - Free Essay Example

Executive summary:- This term paper mainly focus that how an IMC plan is generated in order to make the product familiar with the customer and also how to introduce the product in the market. IMC [integrated marketing communication]is a vast concept under which their comes many sub concept on whose basis the whole IMC plan stands. The various sub topics which I have consider for making IMC PLAN for washing machine are situational analysis, determine a problem or opportunity , determine the budget and develop IMC strategies . Objectives:- the objective of this term paper is as follows :- To understand the concept of IMC. To analyze to how important an IMC is for making a brand. To understand that how various message can be send to various audience. To understand how various promotional activities can come out from IMC. IMC is about integrating the customer into the company: Its not about putting widgets or services in the marketplace based on what you think customers need. Instead, it is becoming a responsive organization driven by consumer insights that knows its customers wishes, wants, needs and desires and then creating products and services to fill those needs. IMC argues you need to get to know the customer better than your competitors, and maybe even better than they know themselves. A true IMC company is closer to the customer, and would never be nervous or ashamed to have one sit in on a strategic marketing meetinga true IMC company has the best interests of its customers in mind. INTEGRATED MARKETING COMMUNICATION Integrated Marketing Communications is a simple concept. It ensures that all forms of communications and messages are carefully linked together. At its most basic level, Integrated Marketing Communications, or IMC, as well call it, means integrating all the promotional tools, so that they work together in harmony. Promotion is one of the Ps in the marketing mix. Promotions has its own mix of communications tools. All of these communications tools work better if they work together in harmony rather than in isolation. Their sum is greater than their parts providing they speak consistently with one voice all the time, every time. As a marketing strategy, Integrated Marketing is closely related to and inter-dependent with Integrated Marketing Communications (IMC). Indeed, many observers use the term integrated marketing when they probably mean integrated marketing communications. Whereas IMC aims to ensure consistency of message and the complementary use of media, integrated marketing is concerned with the alignment and focus of the whole organisation. Schultz and Kitchen (2000) identified four stages of IMC concluding with an integrated value-based model. According to this interpretation, as the organisation becomes more committed to achieving consistency and differentiation across all customer contact points the business management challenge moves from marketing and marketing communication to the whole organisation, requiring a cultural and systemic infrastructure for integration. This in turn calls on new practices and higher-order levels of organisation management. For example, at this point IMC and CRM are effectively merged. As I am doing the IMC plan for tooth brush it is very essential for me to view the situational analysis: My products will mainly target the kids in which I think is a very large scope for the tooth brush industry and I want to grab that opportunity. Name of the tooth brush:- SHEILD TOOTH BRUSH Brand vision: To be the catalyst of change for younger generation and to create a brand inspiring innovation and to see SHEILD in the hands of 70% of our target market after 5 years. BIG IDEA: Brighten Up The Tooth Brushing Experience Campaign Idea 1 : Its not a Compulsion. Its an Adventure!! Campaign Idea 2 : Watch Your Mouth. Campaign Idea 3 : Good Brushing Now Means More Teeth later. Campaign Idea 4: Rediscovering Fun! Communication Channel Strategy: Buzz or street marketing Awake TV, Print Interactive website Prompt Point-of-sale activities, Sales promotion. My focus : SHEILD, which is an unattractive toothbrush, we propose a plan to revitalize the brushing experience for kids. Target market : Aimed at children from age 5 to 10 Colgate, Oral B are the two major players advertising their messages. SHIELD is one of the local companies of Jammu and Kashmir, which is manufacturing distributing toothbrushes for kids. They are not at all considering the kids market segment as distinct and have not come up with a separate communication campaign for kids yet AIM : To generate trial, achieve 40% purchase rate and become most preferred local brand in kids segment. OBJEVTIVE: To build an image of SHEILD as adventurous and exciting, create awareness about our presence and inform about the features and benefits of SHEILD. Single idea : Tooth brushing is not a compulsion, its an adventure. Proposed Essence : changing the way you brush. Forever! SHEILDS SITUATION ANALYSIS Product Attribute: A toothbrush with a small head and soft bristles having rubber feet at the bottom enabling it to stand. Pricing: Rs.40 Distribution : Distributed in Jammu and Kashmir wholesalers and retailers. Promotion: We will offer trade incentives/ promotions in the form of gifts and discounts but on occasional basis. CURRENT TARGET MARKET FOR MY PRODUCT: Target market approach: Kids 5-10 years Product positioning: The product gives a better SMILE Attitudes: Mostly people are not aware of the fact that SHIELDS toothbrush range also has toothbrushes for children and those who do know dont find it appealing enough as compared to imported brands. CUSTOMERS: Due to increased level of awareness, parents care more about their childrens teeth. Previously consumer didnt have much knowledge about toothbrush functions and benefits. Consumers used to purchase toothbrushes without much information about the product. They dont have good quality perception of local products. MARKET SEGMENTATION : GEOGRAPHIC: All the cities which include both Jammu and Kashmir. DEMOGRAPHICS: Gender: Both male and female. SEC: Both low class and middle class people. Family Size: Families even with one child are enough for our target but if the family size is big, its even better because more family members means more children if not currently then may be in future. Family life cycle: The main focus is on full nest which means families having children at home. Education: Children studying in High schools to Primary school. PSYCHOGRAPHICS: Personality: Marketers endow their products with a brand personality that corresponds to a target consumer personality. If we look at the range of toothbrushes by SHIELD, well see that none of them has a distinct personality that could make it prominent amongst the other brands available in the market. SOWT ANALYSIS OF THE BRAND: Strength: SHIELD is a known company(Hypothesis), mostly people are aware of SHIELD toothbrush due to its distribution network by the virtue of which it is known to very body. Leader in oral and baby care segment because we have made our main thrust on the baby segment which is going for us in the long run. Diversification Strong distribution network Wide range of toothbrushes, each targeting different age groups. Price Range (ranging from Rs( 10)to Rs( 55) affordable as well as expensive. Weakness: Weak Positioning and Image. Low budgets. Lower quality as compared to MNC competitors. People mostly prefer Oral B and Colgate over Shield. Opportunities: Consumers are preferring functionally effective premium products with professional quality to meet their personal care needs. People are now more conscious about their image and appearance and prefer to use branded products. Increase in awareness of dental hygiene and its importance. Increase in population Exploring new categories like kids market Migration of people from rural to urban areas and Rural population switching from miswak, Desi toothpowder to toothpaste. Automated supply chain which we have decided to have for our shield product. Lifestyle of people is changing and they are becoming more. Awareness and Education of the people due to the increasing education standards. Hygiene conscious. Variety seekers. Threats: Local companies producing low priced products. Threat from Chinese products that are cheaper and more attractive. Threat from substitutes. Low brand loyalty and weak image. Increase in raw material price. Inflation in the country Competitors re-launching their products Competitors increasing their marketing budgets Unstable economic conditions SHIELDS CURRENT APPROACH Shields Objective: To become No.1 category toothbrush and we plan to pursue it by increasing awareness level among the customers. Their core communication message is based solely on smile, its our positioning strategy. Big idea is based on the fact that people should replace their toothbrush after every 3 months, otherwise it loses its effectively. We will follow continuous advertising pattern, the advertising mediums used are TV, radio, and print ads. Strength: product range, portfolio Tagline : haso zara aur khil khila k We will also use several sales promotion tactics in order to enhance the sales and ultimately the profit of our firm. Competitors: Our local competitor is EZI GRIP (Hypothetical) and we have made certain marketing strategies in order to tackle with these local brands. Chinese products are making the competition more and more tough for the other brands to survive the market. Colgate ,Oral-b are the two main competitors of my brand. ANALYSIS OF KIDS TOOTHRBRUSH MARKET TOOTHBRUSHES DEMOGRAPHICS PURCHASING POWER Sheild: Our main objective is to target the kids market. Our product is designed in a very sophisticated manner in order to save the grasp the kids market in which we think is the huge opportunity for the brush makers. Shield aimed at children from age 5 to 10 containing a very small head with soft bristles, particularly for children whose set of milk or baby teeth are still breaking. Is a high priced product. Our customers have a high purchasing power and are ready to spend money on purchasing an expensive toothbrush. Shield Junior is made for children from age 4 to 10 containing a very small head with soft bristles. The toothbrush has candy shaped figures at its end with two different colors. Low priced as compared to other competitors to maintain a certain difference between both the brushes and their target markets. Little Star shield made for children from age 5 to 10 containing a very small head with comparatively hard bristles. Little Star does not contain costly raw materials and does not have an extraordinary design therefore, it is also low priced. Chota Shield cater to the children from age 6 to 11 and the design of the toothbrush is very plain aimed at parents who dont want to spend mu ch on toothbrushes. Regular toothbrush for children with an ordinary design and specially targeted to people with a low purchasing power. Little Star Shield is same as Chota Shield same as our new product FLEX JUNIOR aimed at children from age 10 to 12 as its head is a little big as compared to other toothbrushes and is made for those children whose baby teeth have been replaced by adult (permanent) teeth. Low priced according to the pricing of competitors because flexible toothbrushes are provided by all competitors. ISSUES FACED BY THE BRAND (SHIELD) Main purpose of the toothbrush is not being fulfilled (does not stand and falls down) Over Priced Low Quality Major focus is on the range and not on promoting childrenapos;s toothbrushes separately Unattractive Colors Low Budget Major competition from low priced products (Chinese) in the market BRAND VISION: To be the catalyst of change for younger generation and to create a brand inspiring innovation. To see Giggles in the hands of 70% of our target market after 5 years. OBJECTIVE: To spread awareness about the importance of oral health and improve the quality of teeth of Indias Children so that they are able to live a better, happy and healthy life. ROOT STRENGTHS: Wide range of toothbrushes Local Brand The Care is the core message, which has made Shield a recognized household name in Jammu and Kashmir. BENEFITS: SHIELD toothbrush is for children with a complex mixture of different sized permanent and baby teeth. It features a combination of bristles for cleaning sensitive gaps and to effectively reach and clean teeth. The handle is cartoon shaped sized to fit optimally into a childs hand for maximum comfort and control. POSITIONING: DISCRIMINATIOR: Only Shield is the first one in the local market of INDIA to emphasize only on KIDS Tooth Brushes. ESSENCE: Changing the way you brush. Forever! STRATEGY: Niche strategy By targeting the segment of consumers aged between 5-10 and charge a premium price. To be able to differentiate from other tooth brushes in the KIDS segment. AGENCY BRIEF 1. What are the JOBS TO BE DONE and resulting Marketing Objective? To get kids and their parents to understand the importance of having healthy teeth, brushing at young age and to create an association between fun, excitement and tooth brushing. MARKETING MEASURABLE OBJECTIVES: To generate trial amongst non-users by 30 % till January 2012. To achieve a 40% purchase rate amongst the target market by the end of 2010. To be the most preferred local brand in the kids market segment by the end of 2012. MARKETING COMMUNICATION OBJECTIVES: To build an image of SHIELD as adventurous and exciting among 25% of our target market. Create awareness about our presence in the kids market segment. To inform 40% of the target audience about the features and benefits of SHIELD by the end of 2010. 2. What insight drives this brief? Oral health has a major impact on children physically and psychologically. It can have an impact on growth, enjoying life, appearance, how children speak, chew, taste food and socialize, as well as their feelings of social well-being . Dental health problems affect children, which impact their performance as students, lower self-esteem, and slow down their personal development. Failure to prevent dental diseases has a large effect on school attendance. Kids take tooth brushing as a compulsion and are always forced to do it by their guardians. Children find their toothbrushes boring and prefer their favorite cartoon characters on their tooth brushes. KIDS like bright, colorful and funky toothbrushes. Today kids have more autonomy and decision-making power within the family than in previous generations, so it follows that kids are vocal about what they want their parents to buy. quot; Pester power quot; refers to children apos;s ability to nag their parents into purchasing items they may not otherwise buy. Increasing participation of women in the workforce has prompted a shift in this role as children are increasingly the quot;buyers for the entire family. Even in families where women do not work, children are observed to share this role with their mothers. Children enjoy greater discretion not only in making routine consumption decisions for the family but also in pestering their parents to buy other products desired by them. CONSUMER INSIGHTS FROM OUR STUDY: There are lot of reasons why we choose that we will go for kids toothbrushes are: KIDS like bright, colourful and funky toothbrushes. Kids take tooth brushing as a compulsion and are always forced to do it by their guardians. Children find their toothbrushes boring and prefer their favorite cartoon characters on their tooth brushes. Favourite cartoons are Tom Jerry and Barbie. Majority of the mothers prefer Oral-B and Colgate. Majority of the mothers prefer imported brands of toothbrush over SHIELD, some of them do not know that SHIELD also has tooth brushes for Kids. Quality is the most important factor in purchasing a toothbrush. Dentists recommendation influence a lot when it comes to purchasing tooth brushes for kids. Parents are ready to buy a good quality tooth brush at any price. Kids spend less than 3 minutes while brushing their teeth Candies are consumed a lot by the kids. Majority of the kids eat sweets 1-2 times a day. Kids tooth brushes are replaced within 3-4 months. 3. Who is our Target Audience? PRIMARY TARGET AUDIENCE: AGE: KIDS aged between 5-10 years SEC: We will target both the sections of the society that is both financially strong as well as strong sections of the society. ATTITUDES: Have social interaction with peers of the same age group. They are not concerned about brushing their teeth and are quite careless. They love to eat lots of sweets and chocolates. LIFESTYLE: Kids that go to school, and are in the process of continuous learning. INFLUENCERS: Encouragement from parents, caregivers, teachers, adults, brothers, sisters and children themselves has a great influence on oral health. If everyone starts to encourage kids to take care of their teeth and also encourage big white smiles, children of all ages will benefit. SECONDARY TARGET AUDIENCE: Parents of the KIDS 4. What do they think do now? KIDS have comparatively less knowledge on how to keep their teeth neat and clean. Some of the children take tooth brushing as a very boring exercise and also create problems for their parents. Kids get attracted towards cartoon oriented tooth brushes. The bristles of toothbrushes do not clean the plaque properly. 5. What would we like them to think and do in response to the Communication? We would like them to think of tooth brushing as a fun experience, an experience full of adventure. In response to this, we want them to start tooth brushing twice a day for 3 minutes. We want KIDS to be the chooser of GIGGLES. We want parents to realize the importance of kids brushing their teeth at an early age. 6. What is the single most important point to communicate? Tooth brushing is not a compulsion, its an adventure. 7. Why should they believe it? Because SHIELD is the first one to communicate about only of KIDS toothbrush in India. SHIELD will be the first one to introduce colorful cartoon oriented toothbrushes for kids in Jammu and Kashmir. CREATIVE PLAN Our launch of SHIELD tooth brush with the cartoon character design will make the brushes appealing, colorful and more exciting for the kids. Kids will happily enjoy the brushing experience and will be encouraged to do it themselves without being forced by their parents. The soft and effective bristles of the new SHIELD Tooth brush will help children brush their teeth smoothly and they would not complain about the bristles being too hard or their teeth hurting. To communicate that SHIELD adventure of brushing will wave off the boring image of tooth brushing from the minds of the kids. To communicate that Kid should brush their teeth for 3 minutes and it is an effective way to keep their teeth healthy and clean. To communicate those Kids should take care of their teeth by keeping an eye on the intake of their food and cut down on candies, chocolates etc. To communicate that SHIELDS range of toothbrushes include tooth brushes for kids as well. CAMPAIGN IDEA 1 MESSAGE: Widen your imagination and make tooth brushing an activity full of excitement, fun and adventure that takes the kids into a fantasy world full of Disney characters dancing, playing and enjoying. TAGLINE: Its not a compulsion, its an Adventure.!!! APPEAL: Music appeal (Rhyme) JINGLE : Brush your teeth, Give your teeth a treat. Brush up and down and all around, To keep them clean and neat! We have decided to make certain ads so as to make a positive mind set in the minds of to costumers; the ad would be like this.. TV ad A girl is sleeping at night and sees a nightmare that one of her tooth is broken and she gets hurt by using her old hard tooth brushsuddenly she sees that a new tooth brush (SHIELD comes in) and kicks the old tooth brush that caused the little girl pain, and tells her that SHIELD is her new gentle best friend and wont hurt her while brushing Creating a cartoon world, where all the cartoon characters are brushing their teeth and enjoying with SHIELD. MESSAGE: WATCH YOUR MOUTH The toughest part of the body is not your bones but your teeth. Each tooth is covered with a substance called enamel which is so strong that it can cut or crush the toughest kinds of food. There is a price to pay for this toughness: unlike bones, teeth cannot repair themselves and it pays to take care of them. Keep track of what you are eating. PRINT Ad MESSAGE: When feeding is done at naptime: The child falls asleep and the liquid becomes pooled around the teeth. This liquid provides excellent medium for the bacteria to grow and cause CARIES which is defined as Tooth Decay causing cavity through bacteria. COMMUNICATION STRATEGY MEDIA SELECTION RATIONALE COMMUNICATION STRATEGY Trigger the target to talk about the Brand, create maximum exposure and create buzz around the new innovation. Awake the target, build high awareness, change consumers Perception. Captivate the target to make a purchase, engage, interact with the consumers and strengthen associations. Prompt/induce the target and get the product in consumers hands. Buzz or street marketing TV, Print activities, Brand Activation, Interactive website Point-of-sale activities, Sales promotion TRIGGER To create BUZZ and to generate talkability, we will place an Out-of-home hoarding at SRINAGAR. The hoarding would consist of a giant sized toothbrush with the cartoon character Jerry and the brand name GIGGLES on it. Another way to gain maximum exposure and create buzz around the new innovation will be to use a MOBILE BUS, decorating it with bright bulb lights, and a picture of Giggles toothbrush along with some of the favorite cartoon icons of children. The mobile bus will roam near parks in the evening. PRINT: In Print we will go for Hindustan Times, Times of India and Greater Kashmir(local news paper of Kashmir) ,with articles highlighting important facts and information such as Good oral health is important to your overall well-being. Healthy teeth not only enable you to look feel good, they make it possible to eat speak properly. Steps that should be taken to prevent dental problems and how to keep your smile healthy and bright. What you eataffects your teeth. Proper tooth brushing techniques. We also decided to carry on some other activities like In welcoming the school holiday and the start of new school activities, we will launch a colorful package of Shield toothbrush along with a small tube of toothpaste for milk teeth with famous characters of TOM JERRY, BARBIE etc. CELEBRATING NATIONAL SMILE MONTH OR ORAL HEALTH WEEK: Following are the activities: Dental Expert Talk Oral health educators and dental professionals who want to help the community and for schools, colleges or workplaces who want to educate their pupil or staff. Both children and adults can learn something from an expert talk and different subjects can arise ranging from the importance of fluoride in toothpaste to the systemic links between the health of the mouth and body. Class Visit to the Dentist seeing the dental practice up close and meeting friendly staff can help encourage regular dental visits. Local newspapers will be happy to take a photograph of the event that can benefit both school and dentists. Creating characters and playing a small skit in schools. Characters such as Mickey mouse the tooth brush, exhibiting decayed tooth and a neat and clean tooth that uses SHIELD TOOTHBRUSH. Apartment activities- dental hygiene. FUN BASED ACTIVITIES IN PROMOTING OUR PRODUCT Organizing Special Fun days , an ideal way to grab the attention and interest of children as well as general public and can work well in schools, dental practices, retail outlets, colleges and the community. A fun day can be a great way to create a buzz in your local area as well as to engage your target audience. People are far more likely to learn when they are having fun, so make sure you also hand out information. Writing stories on THE TOOTH FAIRY would be held in various schools, and distributing prizes to winners. Distribute ice creams among children, and the ice cream stick should be shaped like a toothbrush having the brand name SHIELD on it. Tooth brush drawing competition among children in different schools. Take a close-up of each students mouth (smile). Have each student cut out their mouth from the picture and glue it onto a cutout of a tooth. Have them write a sentence under their smile and on the tooth that describes something they do to keep their teeth healthy. (I brush my teeth after every meal. I drink milk. I use SHIELD. I eat a healthy diet) After these are completed staple them to a Bulletin Board entitled; LOOK WHO IS SMILING!!! PROMPT: Consumers Perceive the Brand through these 5 senses Sight, Touch, Sound, Smell and Taste. Marketers can use Sight and Sound for GIGGLES. Logos Contrast Style Size Cartoon characters Slogan Music Bright and happy color combinations can be used to give a certain brand recognition in the minds of the customer. Instead of holding a toothbrush, make the whole thing a Cartoon character to make SHIELD recognizable in the market. A unique rhyme in the ad (mentioned above) with a different tune which whenever. These senses will always help in breaking through the clutter and make SHIELD prominent amongst the different competitor products. This SENSORY BRANDING will stimulate the person to buy the product. POINT- OF -SALE (HIGH PRODUCT VISIBILITY): Audio Visual Display: A display in which audiovisual technology is used to stimulate purchases Big visual display of SHIELD TOOTHBRUSH Special racks, banners, signs Distribution of pamphlets, posters, puzzles, and stories to dentists Retail boards SALES PROMOTION: Placement of drawings of SHIELD TOOTHBRUSH in newspapers ( kids section), requesting them to color the drawing and send it to the company to get a FREE SHIELD tooth brush. ( for trial generation) Free SHIELD tooth brush with SHIELD TOOTHPASTE. Sampling: Organize samplings to pharmacies and dentists to generate trial. Coupons for discounted dental check up for 6 months on purchasing SHIELD TOOTH BRUSH. Coupons for getting free bags, lunch boxes, water bottles for schools (Specialty advertising) EVALUTION OF IMC PLAN IN LEGAL REGULATRY BUSINESS: The advertisement that we are giving in the media is legal which means that it has been approved by the law. All the documents that are required are legally approved. There are no fault chances in the documents. In future there will be no problem to the customer regarding any documented work or any servicing criteria, no problem will arise. This is a step taken for the customer satisfaction, for attracting more customers and this also help in sales area. The advertisement of my product is according to the standards of ASCI (Advertising standards if council of India) the advertisement of my product is within the legal boundaries of Indian Penal Code1860 The young Person act 1956 Indian copyright Act 1957 Trade mark act 1999 Advertisement of my product is truthful and honest. All objective information, claims and comparisons should be capable of substantiation. I the advertisement there is no reference to a person, firm and institution. We have not misled consumers by implication, omission, and ambiguity. We are not abusing the trust of consumers or exploit their lack of experience or knowledge. DEVLOPED A IMC PLAN FOR SOCIAL AND ETHICAL VALUE: There is no objection against any advertisement of our product. There is no problem against our product. Our product is socially accepted which means our product is a social product that will be accepted by the society very easily for sure. There is no negative impact on the customer or people living in the society of our product as it is legal product. Customers are easily attracted towards the product The advertisement of my Tooth brush is according to the codes of ASCI as it is not derides any race, caste, color, creed or nationality. I am sensitive towards ethnic and cultural issues. BIBLOGRAPHY: https://www.multimediamarketing.com/mkc/marketingcommunications/ https://responsiblemarketing.com/blog/tag/imc https://www.slideshare.net/nyssar/shield-imc https://www.scribd.com/doc/13395424/lovely-ads-real-Funny https://www.scribd.com https://www.slideshare.com Books: Advertising Promotions(kruti shah,alan dsouza)

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Irony in Jekyll and Hyde - 2496 Words

Verbal irony presents itself well in Stevensons story (Stevenson 1-78). I am quite sure of him, replied Jekyll, I have grounds for certainty that I cannot share with anyone. (Stevenson 30). Jekyll is speaking about his good friend Mr. Hyde, whom no one knows is his divided other personality (Stevenson 30). Literally, Jekyll knows Hyde very well, but cannot disclose certain personal information about Hydes life that he does not wish to share; yet the reader finds out later, that Jekyll is merely looking for a loophole in order to diverge from talking about his evil alter ego (Stevenson 30). Stevenson puts subtle details into the things his characters say and do, and one who is smart will catch the verbal ironies that sprout from†¦show more content†¦Seeing how Jekyll is a respectable member of society, he cannot fulfill his evil desires and he feels crushed by society’s judgmental ways and begins to ponder what life would be like if he were allowed to be different. He gives into his fascination and starts to experiment using the power of science and in turn concocts a potion which allows him to transform into Hyde, his evil â€Å"twin†. At first, he was satisfied, living this other side of himself, but then it turned into something horrific, causing him to trample a young girl and killing a completely innocent man. Jekyll states in his letter to Utterman â€Å"†¦I was still cursed with my duality of purpose†¦Ã¢â‚¬  (page 72). Stevenson concludes that man is not in fact a purely dual being, but a primitive being, tamed and civilized by the laws of society. Stevenson portrays Hyde in highly animalistic terms – short and hairy with gnarled hands and a horrific face. In contrast, Jekyll is described in the most gentlemanly terms - tall, refined, polite and honorable, with long elegant fingers and a handsome appearance. 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Changes in Various Public Sector Undertakings - 756 Words

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Lexicology Free Essays

HANDBOOK OF WORD-FORMATION Studies in Natural Language and Linguistic Theory VOLUME 64 Managing Editors Marcel den Dikken, City University of New York Liliane Haegeman, University of Lille Joan Maling, Brandeis University Editorial Board Guglielmo Cinque, University of Venice Carol Georgopoulos, University of Utah Jane Grimshaw, Rutgers University Michael Kenstowicz, Massachusetts Institute of Technology Hilda Koopman, University of California, Los Angeles Howard Lasnik, University of Maryland Alec Marantz, Massachusetts Institute of Technology John J. McCarthy, University of Massachusetts, Amherst Ian Roberts, University of Cambridge The titles published in this series are listed at the end of this volume. HANDBOOK OF WORD-FORMATION Edited by PAVOL STEKAUER Pre o University, Pre ov, Slovakia ov e and ROCHELLE LIEBER University of New Hampshire, Durham, NH, U. We will write a custom essay sample on Lexicology or any similar topic only for you Order Now S. A. A C. I. P. Catalogue record for this book is available from the Library of Congress. ISBN-10 ISBN-13 ISBN-10 ISBN-10 ISBN-13 ISBN-13 1-4020-3597-7 (PB) 978-1-4020-3597-5 (PB) 1-4020-3595-0 (HB) 1-4020-3596-9 (e-book) 978-1-4020-3595-1 (HB) 978-1-4020-3596-8 (e-book) Published by Springer, P. O. Box 17, 3300 AA Dordrecht, The Netherlands. www. springeronline. com Printed on acid-free paper All Rights Reserved  © 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands. CONTENTS PREFACE CONTRIBUTORS vii 1 ANDREW CARSTAIRS-MCCARTHY: BASIC TERMINOLOGY 1. The notion of the linguistic sign 1. 1 EVIDENCE FOR THE MORPHEME-AS-SIGN POSITION IN SAUSSURE’S COURS 1. 2 EVIDENCE FOR THE WORD-AS-SIGN POSITION IN SAUSSURE’S COURS Morpheme and word 2. 1 CASE STUDY: ENGLISH NOUN PLURAL FORMS (PART 1) 2. 2 CASE STUDY: THE PERFECT PARTICIPLE FORMS OF ENGLISH VERBS 2. 3 CASE STUDY: ENGLISH NOUN PLURAL FORMS (PART 2) 2. 4 COMPLEMENTARY DISTRIBUTION AND INFLECTION VERSUS DERIVATION ‘Morphemes’ since the 1960s 5 5 7 8 10 11 14 17 18 20 25 25 2. 3. ELLEN M. KAISSE: WORD-FORMATION AND PHONOLOGY 1. Introduction vi 2. CONTENTS Effects of lexical category, morphological structure, and affix type on phonology 2. 1 EFFECTS OF LEXICAL CATEGORY AND OF MORPHOLOGICAL COMPLEXITY 2. 2 COHERING AND NON-COHERING AFFIXES Morphology limited by the phonological form of the base of affixation Lexical phonology and morphology and its ills More recent developments of lexical phonology and morphology How do related words affect each other? The cycle, transderivational t effects, paradigm uniformity and the like Do the cohering affixes f rm a coherent set? Split bases, SUBCATWORD fo and phonetics in morphology Conclusion 26 26 28 32 34 38 39 41 45 . 4. 5. 6. 7. 8. GREGORY STUMP: WORD-FORMATION AND INFLECTIONAL MORPHOLOGY 1. 2. 3. 4. 5. 6. 7. The conceptual difference between inflection and word-formation The inflectional categories of English Practical criteria for distinguishing inflection from word-formation Practical criteria for distinguishing inflectional periphrases Some similarities between inflection and wor d-formation Complex interactions between inflection and word-formation Inflectional paradigms and word-formation paradigms 7. 1 PARADIGMS AND HEAD MARKING IN INFLECTION AND DERIVATION 7. 2 PARADIGMS AND BLOCKING IN INFLECTION AND DERIVATION 9 49 50 53 59 60 61 65 65 67 CONTENTS ANDREW SPENCER: WORD-FORMATION AND SYNTAX 1. 2. Introduction Lexical relatedness and syntax 2. 1 MORPHOTACTICS IN CLASSICAL US STRUCTURALISM 2. 2 MORPHOLOGY AS SYNTAX 2. 3 LEXICAL INTEGRITY Syntactic phenomena inside words Argument structure realization 4. 1 DEVERBAL MORPHOLOGY 4. 1. 1 Action nominals 4. 1. 2 Nominals denoting grammatical functions 4. 1. 3 -able adjectives 4. 2 SYNTHETIC COMPOUNDS AND NOUN INCORPORATION Theoretical approaches to word formation Summary and afterword vii 73 73 74 74 74 78 82 83 83 83 87 88 88 89 93 99 3. 4. 5. 6. DIETER KASTOVSKY: HANS MARCHAND AND THE MARCHANDEANS 1. 2. Introduction Hans Marchand 2. 1 THEORETICAL FRAMEWORK 2. 2 SYNCHRONIC APPROACH 2. 3 MOTIVATION 2. 4 MORPHONOLOGICAL ALTERNATIONS 2. 5 THE CONCEPT OF SYNTAGMA 2. 6 GENERATIVE-TRANSFORMATIONAL INFLUENCE 2. 7 ANALYSIS OF COMPOUNDS 2. 8 PRECURSOR OF LEXICALIST HYPOTHESIS 99 100 100 100 101 102 102 104 105 106 3. Klaus Hansen 107 3. 1 GENERAL 107 3. 2 WORD-FORMEDNESS VS. WORD-FORMATION 107 3. 3 WORD-FORMATION PATTERN VS. WORD-FORMATION TYPE108 3. 4 ONOMASIOLOGICAL APPROACH VS. SEMASIOLOGICAL APPROACH 109 viii 4. CONTENTS Herbert Ernst Brekle 4. GENERAL 4. 2 FRAMEWORK 4. 3 BREKLE’S MODEL 4. 4 PRODUCTION AND INTERPRETATION OF COMPOUNDS Leonhard Lipka 5. 1 GENERAL 5. 2 THEORETICAL DEVELOPMENT Dieter Kastovsky 6. 1 GENERAL 6. 2 THEORETICAL BACKGROUND 6. 3 WORD-FORMATION AT THE CROSSROADS OF MORPHOLOGY, SYNTAX, SEMANTICS, PRAGMATICS AND THE LEXICON Gabriele Stein (Lady Quirk) Conclusion 109 109 110 110 112 112 112 113 114 114 11 5 116 116 118 125 125 126 127 128 130 132 133 133 134 136 138 141 142 143 143 5. 6. 7. 8. TOM ROEPER: CHOMSKY’S REMARKS AND THE TRANSFORMATIONALIST HYPOTHESIS 1. Nominalizations and Core Grammar 1. CORE CONTRAST 1. 2 TRANSFORMATIONS The Subject Enigma 2. 1 PASSIVE -ABILITY NOMINALIZATIONS 2. 2 -ING NOMINALIZATIONS Case Assignment 3. 1 COPING WITH EXCEPTIONS 3. 2 THEMATIC-BINDING Intriguing Issues: Aspectual Differentiation of Nominalization Affixes Where do Affixes Attach? Elaborated Phrase Structure and Nominalizations 6. 1 BARE NOMINALS: PREDICTABLE RESTRICTIONS 6. 2 HIGH -ING 6. 3 ACCUSATIVE AND -ING NOMINALIZATIONS 2. 3. 4. 5. 6. CONTENTS 7. Conclusion ix 144 SERGIO SCALISE AND EMILIANO GUEVARA: THE LEXICALIST APPROACH TO WORD-FORMATION AND THE NOTION OF 147 THE LEXICON 1. . 3. 4. A definition A Brief History 2. 1 LEES (1960) The Lexicon Lexicalism 4. 1 HALLE (1973) 4. 2 ARONOFF (1976) 4. 2. 1The Word-based Hypothesis 4. 2. 2 Word-Formation Rules 4. 2. 3 Productivity 4. 2 . 4 Restrictions on WFRs 4. 2. 5 Stratal features 4. 2. 6 Restrictions on the output of WFRs 4. 2. 7 Conditions 4. 2. 8 Summary on Word-Formation Rules Some Major Issues 5. 1 STRONG AND WEAK LEXICALISM More on the Notion of Lexicon Lexicalism Today 7. 1 INFLECTIONAL MORPHOLOGY 7. 2 SYNTACTIC MORPHOLOGY 7. 3 THE SYNTACTIC INCORPORATION HYPOTHESIS 7. 4 WORD-FORMATION AS SYNTAX 7. DISTRIBUTED MORPHOLOGY Conclusion 147 148 150 151 153 153 157 157 158 159 159 161 162 162 166 166 170 171 173 174 176 176 178 180 181 189 5. 6. 7. 8. ROBERT BEARD AND MARK VOLPE: LEXEME -MORPHEME BASE MORPHOLOGY 1. Introduction 189 x 2. CONTENTS The Three Basic Hypotheses of LMBM 2. 1 THE SEPARATION HYPOTHESIS 2. 2 THE UNITARY GRAMMATICAL FUNCTION HYPOTHESIS 2. 3 THE BASE RULE HYPOTHESIS Types of Lexical (L-) Derivation 3. 1 COMPETENCE: GRAMMATICAL L-DERIVATION 3. 1. 1 Feature Value Switches 3. 1. 2 Functional Lexical-Derivation 3. 1. 3 Transposition 3. 1. Expressive Derivations Conclusion 189 190 191 192 194 194 194 195 198 199 200 201 207 207 208 209 209 211 211 212 214 217 219 221 225 226 226 227 229 3. 4. Appendix PAVOL STEKAUER: ONOMASIOLOGICAL APPROACH TO WORD-FORMATION 1. 2. 3. Introduction Methods of Onomasiological Research Theoretical approaches 3. 1 MILOS DOKULIL 3. 2 JAN HORECKY 3. 3 PAVOL STEKAUER 3. 3. 1 Word-formation as an independent component 3. 3. 2 The act of naming 3. 3. 3 Onomasiological Types 3. 3. 4 Conceptual (onomasiological) recategorization 3. 3. 5 An Onomasiological Approach to Productivity 3. . 6 Headedness 3. 3. 7 Summary 3. 4 BOGDAN SZYMANEK 3. 5 ANDREAS BLANK 3. 6 PETER KOCH DAVID TUGGY: COGNITIVE APPROACH TO WORD-FORMATION 233 1. Basic notions of Cognitive grammar (CG) 1. 1 THE GRAMMAR OF A LANGUAGE UNDER CG 1. 2 LEXICON AND SYNTAX 233 233 235 CONTENTS 2. Schemas and prototypes 2. 1 SCHEMAS AND ELABORATIONS 2. 2 PARTIAL SCHEMATICITY AND THE GROWTH OF SCHEMATIC NETWORKS 2. 3 PROTOTYPICALITY AND SALIENCE 2. 4 ACCESS TO THE STORE OF CONVENTIONAL KNOWLEDGE, INCLUDING NEIGHBORING STRUCTURES 2. 5 SANCTION Schemas for word formation 3. 1 SCHEMAS FOR WORDS 3. SCHEMAS FOR CLEARLY IDENTIFIABLE WORD PIECES: STEMS AND AFFIXES AND CONSTRUCTIONAL SCHEMAS M 3. 3 COMPLEX SEMANTIC AND PHONOLOGICAL POLES 3. 4 SCHEMAS FOR COMPOUNDS 3. 5 STRUCTURAL DESCRIPTIONS, CREATIVITY AND PRODUCTIVE USAGE 3. 6 SANCTION (OF VARIOUS KINDS) FROM COMPONENTS 3. 7 COMPONENTS AND PATTERNS FOR THE WHOLE; OVERLAPPING PATTERNS AND MULTIPLE ANALYSES R A 3. 8 CONSTITUENCY Overview of other issues 4. 1 VALENCE 4. 2 THE MORPHOLOGY-SYNTAX BOUNDARY 4. 3 INFLECTION VS. DERIVATION What’s special about English word formation? Conclusion: Implications of accounting for morphology by schemas i 235 235 236 238 238 239 240 240 244 246 248 251 254 256 257 258 258 259 260 261 262 267 267 268 268 268 270 271 272 274 274 276 3. 4. 5. 6. WOLFGANG U. DRESSLER: WORD-FORMATION IN NATURAL MORPHOLOGY 1. 2. Introduction Universal, system-independent morphological naturalness 2. 1 PREFEREN CES 2. 2 PREFERENCE FOR ICONICITY 2. 3 INDEXICALITY PREFERENCES 2. 4 PREFERENCE FOR MORPHOSEMANTIC TRANSPARENCY 2. 5 PREFERENCE FOR MORPHOTACTIC TRANSPARENCY 2. 6 PREFERENCE FOR BIUNIQUENESS 2. 7 FIGURE-GROUND PREFERENCES 2. 8 PREFERENCE FOR BINARITY xii CONTENTS 2. 9 OPTIMAL SHAPE OF UNITS 2. 0 ALTERNATIVE NATURALNESS PARAMETERS 2. 11 PREDICTIONS AND CONFLICTS 276 276 277 278 279 279 280 281 285 285 285 286 287 287 290 294 298 298 301 303 304 307 311 315 315 316 317 3. 4. Typological adequacy System-dependent naturalness 4. 1 SYSTEM-ADEQUACY 4. 2 DYNAMIC VS. STATIC MORPHOLOGY 4. 3 UNIVERSAL VS. TYPOLOGICAL VS. SYSTEM-DEPENDENT NATURALNESS PETER ACKEMA AND AD NEELEMAN: WORD-FORMATION IN OPTIMALITY THEORY 1. Introduction 1. 1 OPTIMALITY THEORY 1. 2 COMPETITION IN MORPHOLOGY Competition between different morphemes 2. 1 THE BASIC CASE 2. 2 HAPLOLOGY 2. MARKEDNESS Competition between components 3. 1 ELSEWHERE CASES 3. 2 COMPETITION BETWEEN MODULES THAT DOES NOT INVOLVE THE ELSEWHERE PRI NCIPLE Competition between different morpheme orders 4. 1 CONFLICTS BETWEEN LINEAR CORRESPONDENCE AND TEMPLATIC REQUIREMENTS 4. 2 CONFLICTS BETWEEN LINEAR CORRESPONDENCE AND OTHER CORRESPONDENCE CONSTRAINTS Conclusion 2. 3. 4. 5. LAURIE BAUER: PRODUCTIVITY: THEORIES 1. 2. 3. Introduction Pre-generative theories of productivity Schultink (1961) CONTENTS 4. 5. 6. 7. 8. 9. Zimmer (1964) Aronoff Natural Morphology Kiparsky (1982) Van Marle (1985) Corbin (1987) iii 318 318 321 322 323 324 324 326 327 328 330 332 335 335 335 335 336 336 339 340 340 340 341 344 345 347 348 349 349 10. Baayen 11. Plag (1999) 12. Hay (2000) 13. Bauer (2001) 14. Some threads 15. Conclusion FRANZ RAINER: CONSTRAINTS ON PRODUCTIVITY 1. 2. Introduction Universal constraints 2. 1 CONSTRAINTS SUPPOSEDLY LOCATED AT UG 2. 2 PROCESSING CONSTRAINTS 2. 2. 1 Blocking 2. 2. 2 Complexity Based Ordering 2. 2. 3 Productivity, frequency and length of bases Language-specific constraints 3. 1 LEVEL ORDERING 3. 2 AFFIX-SPECIFIC RESTRICTIONS 3. 2. 1 Phonology 3. 2. 2 Morphology 3. 2. 3 Syntax 3. 2. 4 Argument structure 3. 2. Semantics 3. 2. 6 Pragmatics and Sociolinguistics 3. xiv 4. Final remarks PREFACE 349 PETER HOHENHAUS: LEXICALIZATION AND I INSTITUTIONALIZATION TITUTIONALIZATION 1. 2. Introduction Lexicalization 2. 1 LEXICALIZATION IN A DIACHRONIC SENSE 2. 2 LEXICALIZATION IN A SYNCHRONIC SENSE: LISTING/LISTEDNESS 2. 3 THE LEXICON AND THEORIES OF WORD-FORMATION Institutionalization 3. 1 TERMINOLOGY 3. 2 IDEAL AND REAL SPEAKERS AND THE SPEECH COMMUNITY 3. 3 DE-INSTITUTIONALIZATION: THE END OF A WORD’S LIFE Problems 4. 1 NONCE-FORMATIONS AND NEOLOGISMS 4. 2 (NON-)LEXICALIZABILITY 4. 3 WHAT IS IN THE (MENTAL) LEXICON AND HOW DOES IT GET THERE? . 4 UNPREDICTABLE PLAYFUL FORMATIONS, ANALOGY, FADS, AND NEW DEVELOPMENTS 4. 5 LEXICALIZATION BEYOND WORDS 353 353 353 353 356 357 359 359 360 362 363 363 365 367 369 370 375 375 375 376 378 379 379 383 390 391 393 400 402 3. 4. ROCHELLE LIEBER: ENGLISH WO RD-FORMATION PROCESSES 1. 2. Introduction Compounding 2. 1 DETERMINING WHAT COUNTS AS A COMPOUND 2. 2 ROOT COMPOUNDING 2. 3 SYNTHETIC COMPOUNDING 2. 4 STRUCTURE AND INTERPRETATION Derivation 3. 1 PREFIXATION 3. 1. 1 Negative prefixes (un-, in-, non-, de-, dis-) 3. 1. 2 Locational prefixes 3. 1. 3 Temporal and aspectual prefixes 3. 1. Quantitative prefixes 3. CONTENTS 3. 1. 5 Verbal prefixes 3. 2 SUFFIXATION 3. 2. 1 Personal nouns 3. 2. 2 Abstract nouns 3. 2. 3 Verb-forming suffixes 3. 2. 4 Adjective-forming suffixes 3. 2. 5 Collectives 3. 3 CONCLUSION 4. 5. Conversion Conclusion xv 402 403 403 406 410 413 417 418 418 422 429 429 430 431 BOGDAN SZYMANEK: THE LATEST TRENDS IN ENGLISH WORD-FORMATION 1. 2. 3. 4. 5. 6. 7. 8. 9. Introduction Derivational neologisms Analogical formations, local analogies Changes in the relative significance of types of word-formation processes 431 Secretion of new affixes ‘Lexicalisation’ of affixes 435 436 Changes in the productivity, relative productivity and scope of individual 436 affixes Semantics: changes in formative functions 438 Trends in the form of complex words 441 9. 1 CHOICE OF RIVAL AFFIXES – MORPHOLOGICAL DOUBLETS 441 9. 2 PHONOLOGICAL FORM – STRESS 443 449 459 465 SUBJECT INDEX NAME INDEX LANGUAGE INDEX PREFACE Following years of complete or partial neglect of issues concerning word formation (by which we mean primarily derivation, compounding, and conversion), the year 1960 marked a revival – some might even say a resurrection – of this important field of linguistic study. While written in completely different theoretical frameworks (structuralist vs. transformationalist), from completely different perspectives, and with different objectives, both Marchand’s Categories and Types of Present-Day English Word-Formation in Europe and Lees’ Grammar of English Nominalizations instigated systematic research in the field. As a result, a large number of seminal works emerged over the next decades, making the scope of wordt formation research broader and deeper, thus contributing to better understanding of this exciting area of human language. Parts of this development have been captured in texts or ‘review’ books (e. g. P. H. Matthews’ Morphology: An Introduction to the Theory of Word-Structure (1974), Andrew Spencer’s Morphological Theory: An Introduction to Word Structure in Generative Grammar (1991), Francis Katamba’s Morphology (1993), r Spencer and Zwicky’s Handbook of Morphology (1998)), but these books tend to discuss both inflectional and derivational morphology, and to do so mostly from the generative point of view. What seemed lacking to us was a volume intended for advanced students and other researchers in linguistics which would trace the many strands of study – both generative and non-generative – that have developed from Marchand’s and Lees’ seminal works, on both sides of the Atlantic. The ambitions of this Handbook of Word-formation are four-fold: 1. To map the state of the art in the field of word-formation. 2. To avoid a biased approach to word-formation by presenting different, mutually complementary, frameworks within which research into wordformation has taken place. vii xviii 3. 4. PREFACE To present the specific topics from the perspective of experts who have significantly contributed to the respective topics discussed. To look specifically at individual English word formation processes and review some of the developments that have taken place since Marchand’s comprehensive treatment forty five years ago. Thus, the Handbook provides the reader wi th the state of the art in the study of k word formation (with a special view to English word formation) at the eginning of the third millennium. The Handbook is intended to give the reader a clear idea of the k large number of issues examined within word-formation, the different methods and approaches used, and an ever-growing number of tasks to be disposed of in future research. At the same time, it gives evidence of the great theoretical achievements and the vitality of this field that has become a full-fledged linguistic discipline. We wish to express our gratitude to all the contributors to the Handbook. The editors CONTRIBUTORS Peter Ackema is lecturer in linguistics at the University of Edinburgh. He has worked extensively on issues regarding the morphology-syntax interface, on which he has published two books, Issues in Morphosyntax (Amsterdam: John Benjamins, 1999), and Beyond Morphology (Oxford: Oxford University Press, 2004, co-authored with Ad Neeleman). He has also published on a wide range of syntaxinternal and morphology-internal topics. Laurie Bauer holds a personal chair in Linguistics at Victoria University of Wellington, New Zealand. He has published widely on international varieties of English, especially New Zealand English, and on aspects of morphology, including English Word-formation (Cambridge University Press, 1983), Morphological Productivity (Cambridge University Press, 2001), Introducing Linguistic Morphology (Edinburgh University Press, 2nd edn, 2003), A Glossary of Morphology (Edinburgh University Press, 2004). Robert Beard received his PhD in Slavic linguistics from the University of Michigan and taught for 35 years at Bucknell University. In 2000 he retired as the Ruth Everett Sierzega Professor of Linguistics at Bucknell to found the web-based company of language products and services, yourDictionary. com, where he is currently CEO. He is the author of The Indo-European Lexicon (Amsterdam: NorthHolland, 1981) and Lexeme-Morpheme Base Morphology (New York: SUNY Press, 1995). Andrew Carstairs-McCarthy is Professor in the Department of Linguistics at the University of Canterbury, New Zealand. He is the author of Allomorphy in Inflexion (London: Croom Helm, 1987), Current Morphology (London and New York: Routledge, 1992) and An Introduction to English Morphology (Edinburgh: Edinburgh University Press, 2002). He is also interested in language evolution, and has published The Origins of Complex Language: An Inquiry into the Evolutionary Beginnings of Sentences, Syllables and Truth (Oxford: OUP, 1999). 1 2 CONTRIBUTORS Wolfgang Dressler is Professor of linguistics, Head of the Department of r Linguisics at the University of Vienna and of the Commission for Linguistics of the Austrian Academy of Sciences. He is the author of Morphonology (Ann Arbor: Karoma Press, 1985) and Morphopragmatics (with Lavinia Merlini Barbaresi) (Berlin: Mouton de Gruyter, 1994). Emiliano Guevara is lecturer of General Linguistics at the University of Bologna and is member of the Mor-Bo reserach group at the Department of Foreign languages in Bologna. His publications include â€Å"V-Compounding in Dutch and Italian† (Cuadernos de Linguistica, Instituto Universitario Ortega y Gasset, 1-21 (with S. Scalise) and â€Å"Selection in compounding and derivation† (to appear) (with S. m Scalise and A. Bisetto). Peter Hohenhaus is lecturer in modern linguistics at the University of Nottingham (UK). He received his PhD in English Linguistics from the University of Hamburg and has published on standardization and purism, humorology, computer-mediated communication as well as English and German word-formation, in particular nonce word-formation, including the volume Ad-hoc-Wortbildung – Terminologie, Typologie und Theorie kreativer Wortbildung im Englischen (Frankfurt, Bern etc. : Lang, 1996). Ellen M. Kaisse is Professor of Linguistics, University of Washington, Seattle. Her main fields of research include morphology-phonology and syntaxphonology interfaces, intonation, historical phonology, and Spanish phonology. She is an author of Connected speech: the interaction of syntax and phonology (Orlando: t Academic Press, 1985), Studies in Lexical Phonology (ed. with S. Hargus, Orlando: y Academic Press, 1993), â€Å"Palatal vowels, glides, and consonants in Argentinian Spanish† (with J. Harris) (Phonology 16, 1999, 117-190), â€Å"The long fall: an intonational melody of Argentinian Spanish† (In: Features and interfaces in Romance, ed. by Herschensohn, Mallen and Zagona, 2001, 147-160), and â€Å"Sympathy meets Argentinian Spanish† (In: The nature of the word: essays in honor of Paul Kiparsky, ed. by K. Hanson and S. Inkelas, MIT Press, in press). Dieter Kastovsky is Professor of English Linguistics at the University of Vienna and Director of the Center for Translation Studies. His main fields of interest include English morphology and word-formation (synchronic and diachronic), semantics, history of linguistics, and language typology. He is the author of Old English Deverbal Substantives Derived by Means of a Zero Morpheme (Esslingen/N. : Langer, 1968), Wortbildung und Semantik (Tubingen/Dusseldorf: k Francke/Bagel, 1982), and more than 80 articles on English morphology and wordformation (synchronic and diachronic), semantics, history of linguistics, and language typology. Rochelle Lieber is Professor of English at the University of New Hampshire. Her publications include: Morphology and Lexical Semantics HANDBOOK OF WORD-FORMATION 3 (Cambridge: Cambridge University Press 2004), Deconstructing Morphology (Chicago: University of Chicago Press 1992), and An Integrated Theory of Autosegmental Processes (New York: SUNY Press 1987), as well as numerous articles on various aspects of word formation and the interfaces between morphology and syntax, and morphology and phonology. Ad Neeleman is Reader in Linguistics at University College London. His main research interests are case theory, the syntactic encoding of thematic dependencies, and the interaction between syntax and syntax-external systems. His main publications include Complex Predicates (1993), Flexible Syntax (1999, with Fred Weerman), Beyond Morphology (Oxford: Oxford University Press 2004, with Peter Ackema), as well as articles in Linguistic Inquiry, Natural Language and Linguistic Theory, and Yearbook of Morphology. Franz Rainer is Professor of Romance languages at the Vienna University of Economics and Business Administration. He is the author of Spanische Wortbildungslehre (Tubingen: Niemeyer, 1993) and co-editor (with Maria Grossmann) of La formazione delle parole in italiano (Tubingen: Niemeyer, 2004), both of these publications being comprehensive treatments of the word-formation in the respective languages. Tom Roeper, Professor of Linguistics at the University of Massachusetts, has written widely on morphology and language acquisiton, including compounds, nominalizations, implicit arguments, and derivationial morphology. In the field of language aquisition, he is also Managing Editor of Studies in Theoretical Psycholinguistics (Kluwer), a Founding editor of Language Acquisition (Erlbaum), and also the author of Understanding and Producing Speech (London: Fontana, g 1983, co-authored with Ed Matthei), Parameter Setting (Dordrecht: Reidel, 1987, with E. Williams), Theoretical Issues in Language Acquisition (Hillsdale: Erlbaum, 1992, with H. Goodluck and J. Weissenborn), and the forthcoming The Prism of Grammar (MIT Press). Sergio Scalise is Professor of General Linguistics at the University of Bologna. He is the editor of the journal Lingue e Linguaggio. His pulications include Generative Morphology (Dordrecht: Foris, 1984), Morfologia (Bologna: Il Mulino, 1994), and Le lingue e il Linguaggio (Bologna: Il Mulino, 2001 (with Giorgio Graffi)). Andrew Spencer is Professor of Linguistics in the Department of Language and Linguistics at the University of Essex. He has worked on various problems of phonological and morphological theory. In addition to English, his major language area is Slavic. He is the author of Morphological Theory (Oxford: Blackwells, 1991) and co-editor (with Arnold Zwicky) of the Handbook of Morphology (Oxford: Blackwells, 1998). CONTRIBUTORS Pavol Stekauer is Professor of English linguistics in the Department of British and American Studies, Presov University, Slovakia. His research has focused on an onomasiological approach to word-formation and on the history of research into word-formation. He is the author of A Theory of Conversion in English (Frankfurt am Main: Peter Lang, 1996), An Onomasiological Theory of En glish Word-Formation (Amsterdam/Philadelphia: John Benjamins, 1998)), and English Word-Formation. A History of Research (1960-1995). Tubingen: Gunter Narr, 2000), and the forthcoming Meaning Predictability in Word-Formation (Amsterdam/Philadelphia: John Benjamins) Gregory T. Stump is Professor of English and Linguistics at the University of Kentucky. His research has focused on the development of Paradigm Function Morphology. He is the author of The Semantic Variability of Absolute Constructions (Dordrecht: Reidel, 1985), Inflectional Morphology: A Theory of Paradigm Structure (Cambridge: CUP, 2001). He is currently serving as an Associate Editor of Language and as a Consulting Editor for Yearbook of Morphology. Bogdan Szymanek is Professor of English linguistics, Head of the Department of Modern English, Catholic University of Lublin, Poland. His major research interests include morphology and its interfaces with other grammatical components, lexicology, English and Slavic languages. He is the author of Categories and categorization in morphology (RW KUL Lublin, 1988) and d Introduction to morphological analysis (PWN Warsaw, 1998 (3rd ed. )). David Tuggy has worked in Mexico with the Summer Institute of Linguistics since 1970. His main areas of interest include Nahuatl, Cognitive f grammar, translation, lexicography, and inadvertent blends and other bloopers. He is an author of The transitivity-related morphology of Tetelcingo Nahuatl; An exploration in Space grammar (UCSD Doctoral dissertation, 1981), â€Å"The affix-stem r distinction; A Cognitive grammar analysis of data from Orizaba Nahuatl† (Cognitive Linguistics 3/3, 237-300), â€Å"The thing is is that people talk that way. The question is is why? † (In: E. Casad (ed. ). 1995. Cognitive linguistics in the redwoods; the expansion of a new paradigm in linguistics. Berlin: Mouton de Gruyter, 713-752. ), and â€Å" â€Å"Abrelatas and scarecrow nouns: Exocentric verb-noun compounds as illustrations of basic principles of Cognitive grammar† ( (International Journal of English Studies (2004) III, 25-61). Mark Volpe is a Ph. D candidate at SUNY at Stony Brook expecting to defend his dissertation on Japanese morphology in early spring 2005. He is currently a visiting lecturer in the Department of Humanities at Mie National University in Tsu, Japan. He has published independently in Lingua and Snippets and has coauthored with Paolo Acquaviva, Mark Aronoff and Robert Beard. BASIC TERMINOLOGY ANDREW CARSTAIRS-MCCARTHY 1. THE NOTION OF THE LINGUISTIC SIGN In this introductory chapter I will discuss the notions ‘morpheme’ and ‘sign’ in relation to word-formation. The starting-point will be Ferdinand de Saussure’s notion ‘sign’ (signe) (Saussure 1973), which since the early twentieth century has influenced enormously how linguists have analysed words and parts of words as grammatical units. There will be no tidy conclusion, partly because Saussure himself was vague on crucial points, and partly because among contemporary linguistic theorists there is little agreement about even the most fundamental aspects of how word-formation should be analysed and what terminology should be used in describing it. But I hope that this chapter will alert readers to some of the main risks of misunderstanding that they are sure to encounter later. 1 A handbook of English syntax in the twenty-first century would not be likely to begin with a discussion of Saussure. Why then does it make sense for a handbook on word-formation to do so? There are two reasons. The first is that syntax is centrally concerned not with individual signs in Saussure’s sense but with combinations of signs. That makes it sound as if word-formation, by contrast, is concerned not with combinations of signs but only with individual signs. As to whether that implication is attractive or not, readers can in due course form their own opinions. For the present, it is enough to say that, in the opinion of most but not all linguists, the way in which meaningful elements are combined in syntax is different from how they are combined in complex words. The second reason has to do with Saussure’s distinction between language as social convention (langue) and language as ( utterance (parole). Each language as langue belongs to a community of speakers and, because it is a social convention, individuals have no control over it. On the other hand, language as parole is something that individual speakers have control over; it consists of the use that individuals freely make of their langue in the sentences and phrases that they utter. Hence, because syntax is concerned with the structure of sentences and phrases, Saussure seems to have considered the study of syntax as belonging to the study of parole, not langue (the exception being those sentences or phrases that are idioms or cliches and which therefore belong to langue because they are conventional rather than freely constructed). So, because his focus was on langue rather than parole, Saussure had little to say about syntax. 1 I will use ‘Saussure’ in this chapter as shorthand for ‘Saussure’s view as presented in the Cours de linguistique generale’. The Cours is a posthumous compilation based on notes of various series of lectures that Saussure delivered over a number of years. Apparent inconsistencies in the Cours may be due to developments in Saussure’s thinking over time or faulty note-taking on the part of the compilers or both. Nevertheless, it is the Cours as a whole that has influenced subsequent linguists, and on that basis it is fair to discuss it as if it were created by one author as a single coherent work. 5 Stekauer P. and R. Lieber (eds. ), Handbook of Word-Formation, 5—23. 2005 Springer. Printed in the Netherlands. 6 ANDREW CARSTAIRS-MCCARTHY Saussure introduced his notion ‘sign’ with a famous example: a diagram consisting of an ellipse, the upper half containing a picture of a tree and the lower half containing the Latin word arbor ‘tree’ (Saussure Cours, part 1, chapter 1; 99; r 67). 2 The upper half of the diagram is meant to represent a concept, or what the sign signifie s (its signifie), while the lower half represents the unit of expression in Latin that signifies it (the signifiant). As Saussure acknowledges, the term ‘sign’ in its normal usage seems closer to the signifiant than the signifie, and at first one is t inclined to ask what the point is in distinguishing the signifiant from the sign as a t whole. Saussure’s answer lies largely in his view of how signs are related to each other. Signs (he says) do not function in isolation but rather have a ‘value’ (valeur) as part of a system (part 2, chapter 4; 155-69; 110-20). Concepts (signifies) do not exist in the world indepently of language but only as components of the signs to which they belong. By this Saussure does not mean that (for example) trees have no real existence apart from language, but rather that the term for the concept ‘tree’ will differ in valeur from one language to another depending on whether or not that r language has, for example, contrasting terms for the concept ‘bush’ (a small tree) or the concept ‘timber’ (wood from trees for use in building or furniture-making). 3 Each signifie has a wider or narrower scope, according to how few or how many are the related signs that its sign contrasts with. And with signifiants, too, what matters most is not the sounds or letters that compose them but their role in distinguishing one sign from another. Thus the Attic Greek verb forms ephe:n ‘I was saying’ and este:n ‘I stood’ both have the same structure (a prefix e-, a root, and a suffix -n), but their valeur within their respective verbal paradigms is different: ephe:n is an r ‘imperfect’ tense form while este:n is ‘aorist’. So far, so good, perhaps. The Latin word arbor and the English word tree are r simple words, not analysable into smaller meaningful parts, and each is in Saussure’s terms a sign. But consider the word unhelpfulness, which seems clearly to consist of four elements, un-, help, -ful and -ness, each of which contributes in a l transparent way to the meaning of the whole. Consider also the words Londoner, Muscovite, Parisian, Roman, and Viennese, all meaning ‘inhabitant of †¦ ’, and all consisting of a stem followed by a suffix. What things count as signs here: the whole words, or the elements composing them, or both? It is at this point that Saussure’s exposition becomes frustratingly unclear, as I will demonstrate presently. Let us call these elements ‘morphemes’. This is consistent with the usage of Baudouin de Courtenay, the inventor of the term, who speaks of ‘the unification of the concepts of root, affix, prefix, ending, and the like under the common term, morpheme’ (Baudouin de Courtenay 1972: 151) and defines it as ‘that part of a word which is endowed with psychological autonomy and is for the very same reason not 2 Because readers are likely to have access to Saussure’s Cours in various different editions and translations, I will give first a reference to the relevant part and chapter, then a page reference to the 1973 edition by Tullio de Mauro, and finally a page reference to the 1983 translation by Roy Harris. I quote passages from the Cours in the translation by Harris. I use Saussure’s original technical terms langue, parole, signifiant and signifie, for which no consistent English equivalents have become t established. 3 This illustration is mine, not Saussure’s, but is in the spirit of Saussure’s discussion of how two English words sheep and mutton correspond to one French word mouton. BASIC TERMINOLOGY 7 further divisible’ (1972: 153). It is also consistent with rough-and-ready definitions of the kind offered in introductory linguistics courses, where morphemes are characterised as individually meaningful units which are minimal in the sense that they are not divisible into smaller meaningful units. 4 The question just posed now becomes: Do morphemes count as signs, or do only words count, or both? Much of the divergence in how the term ‘morpheme’ is used can be seen as due to implicit or explicit attempts to treat morphemes as signs, despite the difficulties that quickly arise when one does so. These are difficulties that Saussure never confronts, because the term ‘morpheme’ never appears in the Cours. In Saussure’s defence, one can fairly plead that he could not be expected to cover every aspect of his notion of the sign in introductory lectures. Yet the question that I have just posed about morphemes is one that naturally arises almost as soon as the notion of the sign is introduced. A case can be made for attributing to Saussure two diametrically opposed positions relating to the role of signs in word-formation. I will call these the morpheme-as-sign position and the word-as-sign position. I will first present evidence from the Cours for morphemes as signs, then present evidence for words as signs. 1. 1 Evidence for the morpheme-as-sign position in Saussure’s Cours The distinction between langue and parole is far from the only important binary distinction introduced by Saussure in his Cours. Another is the distinction between syntagmatic relationships (involving elements in linear succession) and associative relationships (involving elements that contrast on a dimension of choice). 5 Elements that can be related syntagmatically include signs, and in particular the signifiants of signs, which are ‘presented one after another’ so as to ‘form a chain’ (part 1, chapter 1, section 3; 103; 70). Chains of items that form syntagmatically related combinations are called syntagmas (syntagmes) (part 2, chapter 5; 170-5; 121-5). Some syntagmas have meanings that are conventionalised or idiomatic. This conventionalisation renders them part of langue. An example is the phrase prendre la mouche (literally ‘to take the fly’), which means ‘to take offence’ (part 2, chapter 5, section 2; 172; 123). However, the great majority of phrases and sentences have meanings that are transparent, not idiomatic. As such, they belong to parole, not to langue. As examples of syntagmas that belong to parole, Saussure cites contre tous ‘against all’, la vie humaine ‘human life’, Dieu est bon ‘God is good’, and s’il fait beau temps, nous sortirons ‘if it’s fine, we’ll go out’ (part 2, chapter 5, section 1; 170; 121). These phrases and sentences do not constitute signs as wholes; rather, t 4 5 This resembles Bloomfield’s classic definition: ‘a linguistic form which bears no partial phoneticsemantic resemblance to any other form’ (1933: 161). One implication of the specification ‘partial’ is that two morphemes may display total phonetic identity (so as to be homonyms) or total semantic identity (so as to be synonyms). In the technical terminology of linguistics, the term ‘paradigmatic’, promoted by Louis Hjelmslev (1961), has come to replace ‘associative’ as the counterpart of ‘syntagmatic’. But I will stick to Saussure’s term in this chapter. 8 ANDREW CARSTAIRS-MCCARTHY they are made up of smaller signs, namely the words or idiomatic expressions that they contain. On this basis, the question ‘Do morphemes count as signs? ’ can be refined as ‘Can morphemes as such compose syntagmas that belong to parole rather than to langue? ’ At first sight, the answer is yes. In the very same passage where Saussure gives the examples just quoted, he cites the word re-lire ‘to read again’. Saussure uses the hyphen to draw attention to the divisibility of this word into two elements, re- ‘again’ and lire ‘to read’. The word relire thus has a meaning that is as transparent as that of unhelpfulness. Here, at least, it seems clear that Saussure intends us to analyse the morpheme re- as a sign, forming part of a syntagma that belongs to parole rather than to langue. Further evidence for this ‘morpheme-as-sign’ position seems to be supplied by Saussure’s discussion of suffixes such as -ment and -eux, and of zero signs. The t words enseignement ‘instruction’, enseigner ‘to teach’ and enseignons ‘we teach’ t r clearly share what Saussure calls a ‘common element’. Similarly, the suffixes -ment and -eux are ‘common elements’ in the set of words enseignement, armement ‘armament’ and changement ‘change (noun)’, and in the set desir-eux ‘desirous’ t (from desir ‘desire’), chaleur-eux ‘warm’ (from chaleur ‘warmth’), and peur-eux r r ‘fearful’ (from peur ‘fear’) (part 2, chapter 5, section 3; 173-5; 123-5). 6 These r common elements are morphemes, in terms of our rough-and-ready definition. Are they also signs, in Saussure’s sense? Saussure hints at the answer ‘yes’ when he discusses a set of instances where overt suffixes contrast with zero. In Czech, the noun zena ‘woman’ illustrates a widespread pattern in which the genitive plural form zen is differentiated from the other case-number forms, such as the accusative singular zenu and the nominative plural zeny, simply by the absence of a suffix. Here the genitive plural has as its exponent ‘zero’ or ‘the sign zero’ (part 1, chapter 3, section 3; 123-4; 86). Surely then (one is inclined to think) the accusative singular suffix -u and the nominative plural suffix -y, both being morphemes in our sense, must have at least as much right as zero has to count as signs. It is tempting to conclude that, in complex words, Saussure recognises individual morphemes as signs provided that the complex word is regularly formed and semantically transparent. A reader of the Cours who looks for explicit confirmation of this tempting conclusion will be frustrated, however. Many complex words other than re-lire and forms of zena are discussed, but always it is in contexts that emphasise the associative relationships of the word as a whole, rather than the syntagmatic relationship between the morphemes that compose it. These discussions point away from morphemes as signs and towards words as signs, therefore. 1. 2 Evidence for the word-as-sign position in Saussure’s Cours Closely parallel in structure to relire is the verb de-faire ‘to undo’, also discussed by Saussure (part 2, chapter 6, section 2; 177-8; 127-8). Again he uses a hyphen to draw attention to its internal structure. The meaning of defaire, at least in many 6 The inconsistency in the use of hyphens here is Saussure’s. BASIC TERMINOLOGY 9 contexts, seems just as transparent as that of relire, on the basis of the meanings of faire ‘to do’ and de- implying reversal. Indeed, Saussure draws our attention to this transparency by citing the parallel formations decoller ‘to unstick’, deplacer ‘to r r remove’ (literally ‘to un-place’) and decoudre ‘to unsew’. However, comparing the discussion of relire, we find an important difference in emphasis here. With relire, the emphasis was on syntagmatic relationships. With defaire, however, the emphasis is on the associative relationships that it enters into: not just with decoller, deplacer and decoudre but also with faire itself, refaire ‘to redo’, and contrefaire ‘to caricature’. Now, it is clear that contrefaire is something of an outsider in this list, because its meaning cannot be predicted from that of its elements faire and contre ‘against’. One might therefore have expected Saussure to say something like this: â€Å"Because of its unpredictable meaning, the syntagma contrefaire is conventionalised and belongs as a unitary sign to langue, so that contre and faire do not count as signs in this context. However, the meanings of the other complex words I have cited are predictable, so they are examples of syntagmas that belong to parole, and in them the morphemes re- and de-, as well as the verb stems that accompany them, are signs. † But what Saussure actually says is almost the opposite of that. The word defaire is decomposable into ‘smaller units’, he says, only to the extent that is ‘surrounded by’ those other forms (decoller, refaire and so on) on the axis of association. Moreover, a word such as desireux is ‘a product, a combination of interdependent elements, their value [i. . valeur] deriving solely from their mutual contributions within a larger unit’ (part 2, chapter 6, section 1; 176; 126). Recall that valeur is a property of signs, dependent on their place within the sign system as a r whole. Saussure’s words here imply, therefore, that in desireux, the ‘smaller unit’ or ‘element’ -eux, though c learly identifiable, is not a sign. Saussure hints that even the root desir, in the context of this word, does not count as a sign either, although it clearly does so when it appears as a word on its own. We are thus left with a contradiction. The word relire is cited in a context that invites us to treat it as a unit of parole, not langue, composed of signs, just like the sentence If it’s fine, we’ll go out. On the other hand, the discussion surrounding defaire insists on its status as a unit of langue, a sign as a whole, composed of ‘elements’ or ‘smaller units’ that are not signs. On the basis of my presentation so far, the evidence for the two positions (morpheme-as-sign and word-as-sign) may seem fairly evenly balanced. But there are solid reasons to think that the word-as-sign position more closely reflects Saussure’s true view. Consider the French number word dix-neuf ‘nineteen’ (literally f ‘ten-nine’). In such a transparent compound as this, the two morphemes dix and neuf, being words (and hence signs) on their own, must surely still count as signs f (one may think). But no, says Saussure: dix-neuf does not contain parts that are signs f any more than vingt ‘twenty’ does (part 2, chapter 6, section 3; 181; 130). The t difference between dix-neuf and vingt, as he presents it, involves a new distinction: f t between signs that are motivated and signs that are unmotivated. The sign vingt is unmotivated in that it is purely arbitrary: the sounds (or letters) that make it up give f no clue to its meaning. The sign dix-neuf however, contains subunits which give clues to its meaning that could hardly be stronger. Even so, according to Saussure, 10 ANDREW CARSTAIRS-MCCARTHY dix-neuf is still a single sign on the same plane as vingt or neuf or soixante-dix f t f ‘seventy’ (literally ‘sixty-ten’). It is the valeur of dix-neuf in the system of French r f number words that imposes on it the status of a unitary sign, despite its semantic transparency. Saussure might also have added that this transparency, real though it is, depends on a convention that belongs to French langue, not parole: the convention that concatenation of dix and neuf means ‘ten plus nine’, not ‘ten times f nine’ or ‘ten to the ninth power’, for example. His neglect of this point reflects his general neglect of syntactic and sy ntagmatic convention. 7 Similarly, the English plural form ships is motivated because it ‘recall[s] a whole series like flags, birds, books, etc. ’, while men and sheep are unmotivated because they ‘recall no parallel cases’. The plural suffix -(e)s is, in the English-speaking world, among the first halfdozen ‘morphemes’ that every beginning student of linguistics is introduced to. Yet for Saussure it does not count as sign; it is merely a reason for classifying the words that it appears in (ships, flags etc. ) as relatively motivated signs rather than purely d arbitrary ones. There is thus a striking discrepancy between the word-centred approach to complex words, predominant in the work of the pioneer structuralist Saussure, and the morpheme-centred approach that (as we shall see) predominated among his structuralist successors. In section 2 I will outline the attractions and pitfalls of morpheme-centred approaches. 2. MORPHEME AND WORD Saussure recognised some of the difficulties inherent in using ‘word’ as a technical term (part 2, chapter 2, section 3). Nevertheless, when illustrating his notion ‘sign’, he chose linguistic units that in ordinary usage would be classified as r r words, such as Latin arbor ‘tree’ and French juger ‘to judge’ (part 1, chapter 1, section 1; part 2, chapter 4, section 2). This may be largely because the languages from which he drew his examples were nearly all well-studied European languages with a long written history and a tradition of grammatical and lexical analysis in f terms of which the identification of words (in some sense) was uncontroversial. However, accompanying the theoretical developments in linguistics in the early twentieth century was an explosion in fieldwork on non-Indo-European languages, particularly in the Americas and Africa. In these languages, lacking a European-style tradition of grammatical description, identifying words as linguistic units often seemed problematic. In fact, there was a strong current of opinion according to which the word deserves no special status in linguistic description, and in particular no special status warranting a distinction between the internal structure of words (‘morphology’) and the internal structure of phrases and sentences (‘syntax’). As Malinowski put it, ‘isolated words are in fact only linguistic figments, the products of an advanced linguistic analysis’ (Malinowski 1935: 11, cited by Robins 1990: 154). So what units are appropriate as tools for a preliminary linguistic analysis? It seemed natural to answer: those units that are clearly indivisible grammatically and t 7 I owe this point to Harris (1987: 132). BASIC TERMINOLOGY 11 lexically, or, in other words, units of the kind that we provisionally labelled ‘morphemes’ in section 1. Thus, despite Saussure’s leaning towards the word-assign position, the experience of fieldwork on languages unfamiliar to most European and American scholars imposed a preference for a version of the morpheme-as-sign position. Where, then, does the morpheme-as-sign position leads us? Let us recall first the Saussurean norm of what constitutes a signifiant: a sequentially ordered string of sounds, such as Latin [arbor] (spelled arbor) or French [ y e] (spelled juger), such that every unit of parole is analysable exhaustively as a string of signifiants (part 1, chapter 1, section 3). What we will observe is a temptation towards signs with signifiants that deviate progressively further from this norm. The analyses that I will discuss are based on an approach to morphemes that was expounded in particular by Zellig S. Harris (1942), Charles F. Hockett (1947), Bernard Bloch (1947) and Eugene A. Nida (1948). None of these explicitly espouses the morpheme-as-sign position, because none of them cites Saussure. However, the issues that they discuss can all be seen as prima facie difficulties for that position. The fact that all these references are clustered more than half a century ago reflects the replacement of f morphology by syntax at the centre of grammatical theory-construction. Nevertheless, I will comment in section 3 on uses of the term ‘morpheme’ since about 1960. 2. Case study: English noun plural forms (part 1) f For Saussure, as we have seen, the -s suffix of flags and ships is not a sign but an element that renders those words relatively motivated, by contrast with men and sheep. Let us say instead that this -s suffix is indeed a sign, with the signifie ‘plural’. What is its signifiant? So far as English spelling is concerned, the answer is simple. When we turn to phonology, however, we encounter our first stumbling-block. In a conventional phonemic transcription for these two words, the suffix will appear in two different shapes, /z/ and /s/, (/fl? , ps/), and there is yet a third shape, either / z/ or / z/, according to dialect, found in words such as roses, horses, churches and judges. 8 Must we then recognise three different signs with the same signifie? Such an analysis would place these three signs on a par with sets of synonyms such as courgettes and zucchini, or nearly and almost. That is hardly satisfactory, because it neglects the role of phonology in determining the complementary distribution of the three shapes: / z/ appears after strident coronal sounds, while elsewhere /z/ appears after voiced sounds and /s/after voiceless ones. It was in relation to patterns such as this that the term ‘allomorph’ was first introduced in morphology. The intended parallel with the notions ‘phoneme’ and ‘allophone’ is evident. Just as sounds that are phonetically similar and in 8 In my dialect, the third shape is / z/, so that taxes sounds the same as taxis, but roses sounds different from Rosa’s. For many speakers of other dialects, the homophony pattern is the other way round. The examples that I will discuss fit my own dialect, but similar examples can easily be constructed to t make the same point for speakers with the other homophony pattern. 2 ANDREW CARSTAIRS-MCCARTHY complementary distribution count as allophones of one phoneme, so individually meaningful units that are not divisible into smaller meaningful units, provided that they are synonymous and in complementary distribution, count as allomorphs of one morpheme. And just as it is the allophones of a phoneme that get p ronounced, rather than the phoneme itself, a morpheme is likewise not pronounced directly, but represented in the speech chain by whichever of its allomorphs is appropriate for the context. This applies even to morphemes that have the same shape in all contexts, because there is no reason in principle why a morpheme should not have only one allomorph, just as a phoneme may have only one allophone. Notice, however, that that phrase ‘individually meaningful units that are not divisible into smaller meaningful units’ is lifted from my provisional definition of ‘morpheme’ in section 1. It seems, then, that our exploration of the morpheme-assign position has led us already to a dilemma. If the units / z/, /z/ and /s/ are l Saussurean signs, just like the units / n/ (un-), /help/ (help), /f l/ (-ful) and /n s/ (-ness) that served to introduce the ‘morpheme’ notion in section 1, then we must concede that the units that deserve ‘sign’ status, as an alternative to words, are not after all morphemes but allomorphs of morphemes. 9 Furthermore, if / z/, /z/ and /s/ are all signifiants of signs whose signifie is ‘plural’, the morpheme that they all belong to seems somehow superfluous from the point of view of the Saussurean t sign, constituting neither a signifiant nor a signifie. On the other hand, if we wish to continue to say that it is morphemes that are signs, rather than allomorphs, we must depart from the Saussurean doctrine that a signifiant is a linearly ordered string t within the speech chain (/ z/, for example), and say instead that it is, or may be, a set d of linearly ordered strings in complementary distribution (/ z/, /z/ and /s/, in this instance). The fact that the distribution of these allomorphs is phonologically conditioned may suggest an escape from this dilemma. If the choice between the three allomorphs is determined purely by constraints of English phonology, then perhaps we can say that, in phonological terms at least (although not phonetic), we really are dealing with only one string within the speech chain, not three. If so, the problem of multiple signifiants disappears, and the plural -s suffix conforms to the norm for a Saussurean sign. The stumbling-block is not quite so easily surmounted, however. English phonological constraints do not supply a conclusive verdict on which allomorph is appropriate in all contexts. There are many contexts where more than one of the three allomorphs is phonologically admissible, and some contexts where all three are. Consider the noun pen /pen/. Its plural form is /penz/, complying with the generalisation that the voiced form of the suffix appears after voiced sounds (other than coronal stridents). But this is not because the alternative suffix shapes yield bad phonotactic combinations. Both /pens/ and / pen z/ are phonologically wellformed, and indeed both exist as words (pence and pennies). So something more than pure ( phonotactics is at work in the choice between the three allomorphs. Only in terms of a phonological theory more sophisticated than any available in Saussure’s time (for 9 This is the view defended by Me uk (1993-2000). BASIC TERMINOLOGY 13 example, contemporary Optimality Theory) can we motivate a single phonological underlier for all three. Around the middle of the twentieth century, problems such as the one we have just encountered were typically handled by positing a level of analysis in some degree distinct from both phonology and morphology, called morphophonology (sometimes abbreviated to morphonology) or morphophonemics. The terms ‘morphophonology’ and ‘morphophonological’ are sometimes used to mean simply ‘(pertaining to) the interface between morphology and phonology’. However, morphophonemics has a more specific sense, implying a unit called a morphophoneme. In this instance, one might posit a morphophoneme /Z/ (say), realised phonologically as / z/, /z/ or /s/, according to the context. 10 This allows us to posit a single signifiant underlying / z/, /z/ and /s/, but at the cost (again) of t recognising a signifiant which departs from Saussure’s norm in that it is not t pronounceable directly. The morphophoneme /Z/, as just described, is realised by allomorphs that are distributed on a phonological basis. But complementary distribution may be based on grammar rather than phonology. English nouns such as wife, loaf and bath supply f f f an illustration of this. In the singular, they end in a voiceless fricative: /waif/, /louf/, / /ba /. In the plural, however, their stems end in a voiced fricative (/waiv/, /louv/, /ba /). (This difference between the singular and plural stems is reflected orthographically in wives and loaves, though not in paths. The allomorph of the plural suffix that accompanies them is therefore, as expected, the one that appears after voiced sounds: /z/. Do the singular and plural stems therefore belong to distinct morphemes? To say so would be consistent with Baudouin de Courtenay’s usage. However, more recent linguists, influenced by the identity in meaning and the nearcomplete identity in sound in pairs such as has wife and wive-, have always treated them as allomorphs of one morpheme. Yet there is nothing phonological about the plural suffix that enforces the selection of the voiced-fricative allomorph. The noun wife itself can carry the possessive marker -’s to yield a form wife’s /waifs/ with a voiceless fricative in a phonologically wellformed cluster. Moreover, not all nouns whose stems end in voiceless fricatives exhibit this voicing in the plural; for example, it does not occur in the plural forms fifes, oafs or breaths. So the voicing is restricted both lexically (it occurs in some nouns only) and grammatically (it occurs only when the plural suffix /Z/ follows). Some morphologists have handled this by positing morphophonemes such as /F/ and / /, units that are realised as a voiced phoneme in the plural and a voiceless one in the singular (Harris 1942). These nouns 10 The convention of using capital letters to represent morphophonemes was quite widespread in the mid twentieth century (see e. g. Harris 1942). But capital letters were also used to represent a purely phonological notion, the archiphoneme. An archiphoneme is a unit that replaces two or more phonemes in a context where the contrast between them is unavailable, as for example in German the m contrast between /t/ and /d/ is unavailable in syllable codas. The [t] that appears in codas in German was often said to realise not /t/, which would imply a contrast with /d/, but an archiphoneme /T/, t d implying no such contrast. It is important not to be misled by notation into confusing t morphophonemes with archiphonemes. 14 ANDREW CARSTAIRS-MCCARTHY an then be represented morphophonologically (rather than phonologically) as /waiF/, /louF/ and /ba /. The morphophoneme can be seen as a device which enables a morpheme to be t analysed as having a single signifiant (and thus as constituting a single Saussurean sign) even when in terms of its phonology it seems necessary to recognise multiple allomorphs and hence multiple signifiants – a possibility that Saussure does not allow for. But is the morphophoneme device capable of handling all multipleallomorph patterns satisfactorily? The answer is no, as I will demonstrate in the next subsections. . 2 Case study: the perfect participle forms of English verbs I use ‘perfect participle’ to refer to the form in which the lexical verb appears when accompanied by the auxiliary have, as in I have waited, I have played, I have swum. The regular English perfect participle suffix -(e)d has three shapes, /t/, /d/ and d 11 / d/. These are distributed in a fashion closely parallel to the allomorphs of the noun plural suffix: / d/ appears after coronal plosives, while elsewhere /d/ appears after voiced sounds and /t/ after voiceless ones. But, just as with the noun plural suffix, phonology alone does not always guarantee the correct choice of suffix. For d t example, /’k? n d/, /k? nd/ and /k? nt/ are all phonologically possible words and indeed actual words: canid ‘member of the subgroup of mammals to which wolves d and dogs belong’, canned ‘contained in a can’ and cant ‘hypocrisy’. These suffix d t shapes therefore illustrate the same stumbling-block and the same dilemma as the three shapes of the plural suffix. One way of handling this, as with the plural suffix, is to posit a morphophoneme (say, /D/), realised as /t/, /d/ or / d/, according to the phonological context. However, the perfect participle exhibits complications, one of which is not paralleled in noun plurals. Some verbs have a perfect participle form with the suffix t d /t/ (orthographically -t rather than -ed) which appears even where /d/ would be expected, because the last sound of the verb stem is voiced, or where / d/ would be expected, because what precedes is a coronal plosive. Examples of these ‘orthographic-t’ verbs are build (perfect participle built), bend (bent), feel (felt), keep d t d t l t (kept), spell (spelt), lose (lost), teach (taught), and buy (bought). Corresponding to t l t t t each of these it is possible to find a verb with a similar stem shape but whose perfect participle is formed with /t/, /d/ or / d/ according to the regular pattern: (1) Orthographic-t verbs Base Perfect participle build built bend bent feel felt Regular verbs Base gild tend peel Perfect participle gilded tended eeled 11 In many dialects other than mine, the third allomorph is not / d/ but / d/. This does not affect my d d argument, however. BASIC TERMINOLOGY 15 seeped heaved felled oozed bleached lied keep leave spell lose teach buy kept left spelt lost taught bought seep heave fell ooze bleach lie As is clear, a further characteristic of orthographic-t verbs is that they nearly t always display a stem form that differs from the base or present-tense stem. What immediately concerns us is the suffix, however. Is it or is it not a distinct morpheme from the regular /t/ (spelt -ed) which is in complementary distribution with / d/ and d /d/? If we answer ‘yes’, we implicitly claim that the fact that /t/ is a common allomorph of the -ed morpheme as well as the sole allomorph of the -t morpheme is d t a mere coincidence. But, just as with wife and wive-, it goes against the grain to posit two distinct morphemes with the same meaning and such similar shapes. Thus the consensus in analyses of English verb morphology is that ‘orthographic-t’ in an allomorph of the same morpheme that regular /t/, /d/ and / d/ belon How to cite Lexicology, Papers