Prosody in Disjunctive Questions: Introducing Class

This paper discusses the semantics and pragmatics of Class Questions: disjunctive questions with a continuation rise on each disjunct. Class Questions cannot be analysed as Alternative Questions or Polar Questions because they pattern in between those two in terms of their syntactic restrictions and pragmatic effects. I provide an overview of the data building on which I argue that Class Questions require a specific analysis and show how this novel data challenges existing accounts of disjunctive questions.