3. The long jump
STATEMENTS
Statements with the Long Jump have the definiteness and completeness of all the falling tone groups; and, as we might expect from the fact that both have the High Fall nuclear tone, it also shares the sense of participation and involvement of the High Drop. In addition the Long Jump, with its rising head, adds an attitude of protest, as if the speaker were suffering under a sense of injustice.
Examples
John said you disliked the play. I „liked it im‛mensely.
Haven't you brought the car? You „didn't ‛ask me to.
You ought to have told me. I „didn't „think it was im‛portant.
If these replies were given with the High Drop they would sound light, airy and relatively mild; but with the Long Jump they are much more emotional and protesting.
WH-QUESTIONS
These give much the same effect as statements; the speaker is asking about something very unexpected to him and perhaps not very pleasing. The protest is still very evident.
Examples
I told David about it. „Why did you do ‛that? || (It wasn't necessary.)
I know I brought a knife. But „where in the „world have you‛put it?
John's here. „How on „earth did he „manage to‛get here? || (The road's flooded.)
YES-NO QUESTIONS
As with the Low Drop and the High Drop, yes-no questions with the Long Jump are offered as subjects for discussion and decision rather than for an immediate answer. In addition, the speaker is suggesting, with the same overtone of protest, that the question is crucial, and if it can be decided, then everything will be straightforward.
Examples
I can't think who to turn to. „Would it be „any „good „trying‛John?
I doubt whether David'll help. „Is it „fair to ex‛pect him to?
I can't do it today. Well „can you „do it to‛morrow, then?
COMMANDS
As with the High Drop, commands with the Long Jump are not so much orders as recommendations for a course of action. At the same time the speaker expresses surprise, and some criticism, that such an obvious course has not occurred to the listener before.
Examples
What on earth shall I do? „Try it a‛gain. || (You've no alternative.)
I wish Ann didn't dislike me Well „don't be so ‛rude to her in future.
I wonder who'd repair it. „Take it „back to the „shop where you ‛bought it.
INTERJECTIONS
The protest associated with the Long Jump in statements is equally present in interjections. The speaker seems to feel that he has been taken, perhaps unfairly, by surprise and that some explanation is due to him.
Examples
John refused to come „What an ex „traordinary ‛thing!
You’ve passed your exam. What „wonderful ‛news! (It’s almost incredible.)
But I really wanted them. What a „pity you didn't „say so‛ sooner!
4. THE JACKKNIFE
STATEMENTS
The Jackknife implies all the definiteness and completeness associated with the other tone groups having falling nuclear tones. It particularly shows that the speaker is greatly impressed, perhaps awed.
Examples
Have you heard about Pat? ^Yes! || (Isn't it scandalous!)
He's got two wives. I ^know!
With the High Drop, that is, with the High Fall nuclear tone instead of the Rise-Fall as here, these statements would sound politely interested but not nearly so impressed.
The Jackknife is very often used in echoing an immediately prior remark, in order to show how impressed the speaker is, whether favourably or not.
Examples
She was wearing purple tights. ^Purple!
I got two hundred pounds for it. 'Two ^hundred!
The speaker often sounds complacent, self-satisfied, even smug.
Examples
Are you sure? ^Certain.
It's absolutely ridiculous. I 'quite a^gree with you.
Is that your last word? I'm a'fraid it ^is.
This tone group lends itself especially well to the expression of a challenging or censorious attitude.
Examples
I don't like the man. You've 'never even ^spoken to him.
Jane was terribly upset. You can 'hardly ^blamе her.
He thinks you're afraid. He can 'think what he ^likes.
This tone group has an intensifying function very similar to the use of the word even.
Examples
Do you weigh as much as twelve stone? ^Моге. (=Even more.)
I can't do it. You 'aren't ^trying. (= ... even trying.)
Sometimes the speaker gives the impression of disclaiming responsibility, of shrugging aside any involvement; he emphasises that he is an onlooker rather than a responsible authority.
Examples
May I take this chair? ^Certainly.
Can I have a word with you? By ^all means.
Do you mind if I join you? 'Not in the ^least.
WH-QUESTIONS
The Jackknife gives to these questions a note of challenge and antagonism, which is usually equivalent to the word but placed before the question or the word though after it.
Examples
You could surely find some money somewhere. (But) ^where?
I know it for a fact. ^How do you know, (though)?
I'm worried about the situation. 'What's it ˚got to ˚do with ^you?
As with statements, there is often a disclaiming of responsibility for the situation.
Examples
I've had this pain for days. 'Why don't you ^do something about it?
Where's Jane? How on 'earth should ^I know?
I can't understand her. 'Who ^can?
YES-NO QUESTIONS
The Jackknife is very commonly found with comments of the type below, where it shows that the speaker accepts what has been said and is impressed by it, either favourably or unfavourably.
Examples
He shot an elephant. ^Did he!
They've nowhere to live. ^Haven't they!
Quite often such comments sound challenging.
Examples
You can't do that. ^Can't I ! || (We'll see about that!)
I'll punch your head. ^Will you!
You'd better mind your manners. ^Had I!
Negative question forms used exclamatorily again show that the speaker is vastly impressed, favourably or unfavourably.
Examples
What do you think of my roses? ^Aren't they .lovely!
And this is Charles, the eldest. 'Hasn't he ^grown!
Maximum exclamatory effect is gained if the Rise-Fall is placed on the special finite, as in the first example above.
This tone group is used with question tags when the preceding word group also has the Rise-Fall as its nuclear tone and the speaker wishes to compel agreement.
Examples
It's ^terrible, | ^isn't it?
You can 'hardly ^blame her, | ^can you?
With fuller questions the Jackknife puts the matter forward for discussion, with the same challenging, rather antagonistic note as with wh-questions.
Examples
Can we afford to buy it? 'Can we afford ^not to?
It's a faster car. But 'is it any ^safer?
You certainly ought to sit for the exam. But 'have I any chance of ^passing?
COMMANDS
The main contribution of the Jackknife with commands is again a matter of shrugging off responsibility, of refusing to be embroiled.
Examples
Which of these hats shall I buy? 'Please your^self.
My doctor's useless. 'Try a ^different one.
I hate it, but what can I do? ^Tell them you ,hate it
The intention of the speaker is not necessarily hostile (though it obviously may be so), and sometimes he is concerned to refuse credit for his acts.
Examples
Thank you very much. 'Don't ^mention it.
May I take this newspaper? ^Do
INTERJECTIONS
When the speaker uses the Jackknife with interjections he sounds greatly impressed by something not entirely expected.
Examples
You can borrow my Jaguar. ^Thank you.
I've got a knighthood. ^Splendid!
Sally's just had triplets. 'My ^goodness!
The same is true of greetings, and there may also be a hint of accusation. For instance, Good ^morning suggests in a bantering way that the listener has some explaining to do, perhaps because he is late or because of his conduct the previous night, or for some other reason that his conscience is expected to appreciate.