VAGUENESS! Another important source of confusion in real life Chapter 3; third part of 3.

 YOU: Dr. Teacher, Dr. Teacher! I missed class! What’s the reading assignment?  DR. TEACHER: Read a lot. © 2009 McGraw-Hill Higher Education. All rights reserved.2

“Read a lot????” That’s pretty vague. A statement is too VAGUE when it lacks enough detail for our purposes. A judgment call. But reasonable people agree that “Read a lot” is too vague for a reading assignment. © 2009 McGraw-Hill Higher Education. All rights reserved.3

Which is more vague? JJeremy turned his ankle. JJeremy turned to religion. © 2009 McGraw-Hill Higher Education. All rights reserved.4

Which is more vague? OOswald was dealt a full house. OOswald is not playing with a full deck. © 2009 McGraw-Hill Higher Education. All rights reserved.5

Which is more vague? MMy car turns on a dime. TThese scales turn on a hair. © 2009 McGraw-Hill Higher Education. All rights reserved.6

In your judgment, is the italicized term too vague given the implied context? “I’d just like a regular haircut, please.” TThere is no “correct” answer, BUT: SSeems pretty vague to this teacher. © 2009 McGraw-Hill Higher Education. All rights reserved.7

In your judgment, is the italicized term too vague given the implied context? “If you get ready for bed quickly, Mommy has a surprise for you.” SSeems just right, no? © 2009 McGraw-Hill Higher Education. All rights reserved.8

Too vague given the implied context? “Let’s have a little less noise, for God’s sake! I’m trying to sleep!!” SSeems just right! © 2009 McGraw-Hill Higher Education. All rights reserved.9

Too vague given the implied context? ““To avoid unsafe levels of carbon monoxide, do not set the wick on your kerosene stove too high.” SSeems pretty darn vague. © 2009 McGraw-Hill Higher Education. All rights reserved.10

Too vague, in your opinion? ““Nothing short of total victory is acceptable in Iraq.” © 2009 McGraw-Hill Higher Education. All rights reserved.11

Too vague given the implied context?  “War on Terrorism” © 2009 McGraw-Hill Higher Education. All rights reserved.12

Anything wrong with any of these?  “Today we face a crisis in higher education.”  “What should be done about immigration?”  “In this company, you need to be creative. You need to think outside the box.” © 2009 McGraw-Hill Higher Education. All rights reserved.13

If a term is too vague or is ambiguous or is otherwise unclear, what you need is what? EE.g. Define “total victory.” What do you mean by “too high”? What is a “regular haircut”? © 2009 McGraw-Hill Higher Education. All rights reserved.14 A definition.

The text discusses three types of definition. The main point is to do whatever it takes to make a concept clear. BBut one type of definition deserves special attention… © 2009 McGraw-Hill Higher Education. All rights reserved.15

“What is a conservative? I’ll tell you what a conservative is. A conservative is a hypertensive hypocrite who believes in telling people what kind of sex life they should have.” TThis is called a “rhetorical definition.” Its real purpose is not to define, but to influence attitudes. MMore later! © 2009 McGraw-Hill Higher Education. All rights reserved.16

Good habit: Always ask questions like: “What do you mean by _____?” “I’m not sure I understand what you have in mind when you say _____.” “Could you clarify a bit ? What is a ______?” “Could you define _______?” © 2009 McGraw-Hill Higher Education. All rights reserved.17

But… you want to define the appropriate term: From a Peanuts cartoon: LINUS:Fat? I’m not fat! LUCY:Of course you’re fat… Look at that stomach! LINUS:Define “stomach”! © 2009 McGraw-Hill Higher Education. All rights reserved.18

Review of Chapter 3:  Semantic ambiguity  Syntax ambiguity  Grouping ambiguity  Vagueness: a matter of degree  Rhetorical definition © 2009 McGraw-Hill Higher Education. All rights reserved.19