Page 23 - Smart Thinking: Skills for Critical Understanding and Writing, 2nd Ed

10 SMART THINKING: SKILLS FOR CRITICAL UNDERSTANDING & WRITING

Understanding language

A basic look at language
Every time we argue or explain something, we use language—regardless of whether
we are thinking to ourselves or communicating with others. As children, we learn
to use language so 'naturally' that we tend to take its use for granted. In fact, there
are many subtleties and complexities in language. Knowing something about these
can help our reasoning by giving us more conscious control over the material
(language) with which we are reasoning. There are four distinct 'levels' of language-
use that build together to create 'language' as we know it.
The first level is a word—for example, 'student' or 'reasoning'—which is the
basic unit of language. Words have meanings, usually more than one, and often
multiple meanings are 'denotative' (that is, what the word explicitly says) or
'connotative' (the more subtle, 'hidden' meanings of words). We will see, through
this book, that definitions of words are important but, for the moment, we are just
interested in words insofar as they can form statements.
When we put some words together, we get the second level of language: a
statement, such as 'there are several hundred students who have studied smart
thinking at Curtin University'. We probably think of statements as being the same
things as sentences, but they are not. In the following example we can see how one
sentence can be made up of more than one statement: 'We use reasoning everyday
of our lives, but most of us have no formal training, and the more practice and the
more training, the better we will be at it'. The first statement is 'We use reasoning
everyday of our lives'; the next is 'most of us have no formal training [in reasoning]';
the third is 'the more practice and the more training, the better we will be at it
[reasoning]'.
The third level of language-use is the text, which is made up of any group of
statements, such as the sentence above. Now, usually, the texts we encounter are
much longer than just a few statements (for example, this book is a text, as is a
newspaper article). But, remembering that we are talking about something different
to 'natural' things we read and hear, we define a text as a group of statements that
is of any length, so long as there is more than one statement and these statements
are related to one another in some way. Texts are not just lists of statements; they
are groups of connected statements. In the example of a multi-statement sentence
from the previous paragraph, as well as in single statements, words like 'but' or
'and', and punctuation like commas and semi-colons, are not included in the
statements. They act both to distinguish one statement from another and, at the
same time, to join together the various statements to make a text. Practical com-
munication via texts depends on the way these words connect the statements.
Finally, the last level of language-use is the context, which consists of all the
elements outside a particular text that make it meaningful. Contexts cannot be 'seen'
in the way, say, that the text you are now reading can be. A context for this book
would include (at least) the purposes and goals of its author and readers, the