cpsolutions

8/3/2019 CPsolutions

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Conversational Implicature Exercise [solutions]

Note that there’s plenty of room for discussion with these exercises. Bring your ideas to class and we

can discuss them.

1. Mom: What did you think of Junior’s childish behavior last night?

Dad: Well, boys will be boys.

Dad’s implicated message: it’s not a big deal; get over it (or, as a student once said, “don’t trip”)

Maxim violated: QUANTITY (though some of you might prefer MANNER)

Mom’s reasoning to interpret Dad’s message: Dad has said something that, while relevant to the

question, doesn’t address it very specifically. Plus, by using a tautology, he’s telling me something

that I already know (something inherently true). I asked about Junior, but he deliberately respondedin a more general way, never even addressing Junior specifically. We’re both aware of this, so he

must have done this for a reason, rather than giving me all the information I wanted. He must be

telling me that Junior’s behavior is neither unusual nor alterable. If this is the case, then he must think

I’m overreacting.

2. Student A: Do you like Linguistics?

Student B: Well, let’s just say I don’t jump for joy before class.

Student B’s implicated message: not really, but it’s more complicated than that

Maxim violated: MANNER

Student A’s reasoning to interpret Student B’s message: I asked B about his feelings about the class,

and he said he didn’t celebrate each class with a Toyota-esque leap into the air (oh, what a feeling!).

The response is [in the mind of this solution poster] relevant, but it’s kind of cryptic and we bothknow it. There must be a reason for that. Perhaps the lack of a straight forward response is a result of the complicated nature of his true feelings. Maybe he likes some things about the class, but not

everything. Maybe he likes the content but not the instructor (say it isn’t so!). This might be a

warning to drop the subject unless I want to get into an in-depth conversation.

3. Teacher A: Do you have any rude students this semester?

Teacher B: All students are rude.

Teacher B’s implicated message: of course, silly question (or as a student once said “duh!”)

Maxim violated: QUALITY

Teacher A’s reasoning to interpret Teacher B’s message: Teacher B can’t possibly think that all

students are rude, and he knows that I know this, so he must be deliberately lying to make point.Rather than saying yes, he spoke in hyperbole to be more emphatic in his affirmative response. With

this hyperbolic statement, he’s saying that having a rude student is a foregone conclusion and there

was really no need for me to even ask the question.



4. Student: I was absent on Monday - did I miss anything important?

Teacher: Oh no, of course not, we never do anything important in class.

Teacher’s implicated message: yes, stupid question (again “duh!”), and you’ve offended me (as rude

students tend to do!)


Student’s reasoning to interpret the teacher’s message: S knows that T feels that every minute of class

time is valuable (teachers always think that what they have to say is important), so he can’t possibly

mean what he says, and he knows that I know that (after all, the guy’s constantly preaching about

how important coming to class is). He’s deliberately using sarcasm, rather than providing a straight-forward answer, to make a point; specifically, I must have asked a stupid question and offended him

just by asking it (he must be one of those ultra-sensitive teachers who takes himself far too seriously

– gotta watch out for them, you know).

5. Professor X: Student Z has applied to our graduate program; please write a letter of

recommendation.Professor Y: (in the letter of reference for student Z) Dear Professor X: Z is well-dressed, well-mannered and popular with his classmates. Sincerely, Professor Y

Professor Y’s implicated message: Z can’t cut it academically (but my momma taught me to saynothing at all if I couldn’t say anything nice)

Maxim violated: QUANTITY

Professor X’s reasoning to interpret Professor Y’s message: I asked him for an evaluation of Z and he

gave it to me, but he knows that what I’m most interested in is Z’s academic ability, and he gave me

nothing that addressed this kind of ability. He knows that I want this information and expect him togive it to me, so by not providing it, he’s saying that there isn’t anything positive to report. He’s

damning Z with faint praise, as the expression goes.

6. Chelsea: Did the president have an affair with Monica?

Hillary: Well, as far as I know, stains don’t put themselves on dresses

Hillary’s implicated message: I think so, but I don’t want to talk about it (maybe because I’m not

sure, or maybe because it’s too painful)

Maxim violated: RELATION

Chelsea’s reasoning to interpret Hillary’s message: I asked about Dad and Monica, but Mom only

talked about dresses and stains – what up, Mom? We both know that this response seems irrelevanton the surface, but there must be a connection, even though on the surface there doesn’t appear to be

one. The stain must be a relevant by-product, meaning Dad must have contributed to it (even though

he steadfastly denies any wrong-doing), but she must not want to discuss the topic directly, or shewould have been more straight-forward in her response. She must not want to fully acknowledge it



7. Vernon: Do you like Monica?

Bill: She’s the cream in my coffee.

Bill’s implicated message: yes, more than you know


Vernon’s reasoning to interpret Bill’s message: I’ve seen Monica, and she’s no dairy product, and

Billy boy knows this too. He must be speaking metaphorically, and there must be a reason for doingso. A simple “yes” apparently wasn’t enough. He’s trying to tell me that ordinary words can’t express

what he feels for M, so he’s using a metaphor to indicate that his feelings are at another level.

8. Helmut: Has Bill been cheating on Hillary?

Boris: Well, the door to the Oval Office has been closed a lot recently.

Boris’ implicated message: I think so, but you didn’t hear it from me (or something like that)


Helmut’s reasoning to interpret Boris’ message: I asked H about Billy’s infidelity and he responded

by talking about an office door. Although we both know that there’s no connection on the surface,

there must be, so I can conclude that the closed door has something to do with B’s infidelity, namelythat the door’s closed to conceal his adulterous deeds. But H was evasive, suggesting that perhaps he

doesn’t want to be responsible for letting the cat out of the bag. He is, then, covering his butt. Must

be a hush-hush thing, and he apparently has made a promise that he thinks he’s keeping, technically,by not answering me directly.

9. Student A: (while waiting for class to begin) Isn’t Professor X a jerk?

Student B: Uh, It really is a nice day out, isn’t it?

Student B’s implicated message: no comment, inappropriate question, I don’t want to incriminate

myself…..the dude’s standing right behind you!


Student A’s reasoning to interpret Student B’s message: That response came from left field, big time,

and we both know it. He must have a reason for completing changing the subject. He clearly wants toavoid it altogether…..oh SH**, the teacher dude must be standing right behind me! B is trying to tellme that I stuck my foot in my mouth, big time. There goes my “A”!

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