LinGWUistics

Exercise #5/Chapter 9 Camille

2007-08-09T16:06:00.000-07:00

Speech synthesis (computer reading text) may be used for:
*language teaching to manipulate the sounds of a foreign language to enhance articulatory competence
*reading instruction to reinforce correspondence between written and spoken language
*process writing instruction (editing…especially for grammar and revising work)
*linguistic and psycholinguistic experiments to examine how aspects of language interact and influence one another (phonology, morphology, lexical)
*assistive technology for the blind and visually impaired

Chapter 9 Example 6

2007-08-09T14:39:00.000-07:00

Think of five other possible uses for speech recognition in our society:

1) Assistance to those who cannot write in a given language

2) Provide assistance to handicapped

3) Voice activation systems- for example for security purposes....I mean, imagine if entry into a home required voice activation and did away with keys.

4) It would change the roles of students- both correcting, and creating language based assigments.

5) Study the evolution of language easier---if there were many different systems using voice recognition and it was accessible to all, I think our language would change to accomadate faster processing and I think that would give insight into how languages evolve/develop.

Allison Chapter 9 Exercise 8

2007-08-09T13:31:00.000-07:00

ELIZA

A. Five intelligent responses:

Me: I think I am crazy.
Eliza: Do you think it is normal to be crazy?

Me: My sister hates me.
Eliza: Why does your sister hate you?

Me: What do you think?
Eliza: This isn't about me.

Me: I want to know if I have serious issues.
Eliza: Why do you want to know if you have serious issues.

Me: I am scared.
Eliza: Do you enjoy being scared?
Me: No I don't enjoy being scared.
Eliza: Do you wish to be able to enjoy being scared?

B. Stock Responses
Please elaborate on that.
Tell me more...
What is it that you really want to know?
That's interesting...
Come, come, elucidate your thoughts.
Are you sure?

C. Ways in which ELIZA uses my input to formulate a response...
When I describe how I am feeling, she automatically questions if I enjoy feeling that way. Sometimes it makes sense ("Do you enjoy feeling angry?") and sometimes it does not ("Do you enjoy being not doing well?").
When I told ELIZA that I am a terrible person, she asked me how long I have been a terrible person.
When I told ELIZA that I beat up my best friend, she used friends in her response, "Do your friends worry you?"
When I told ELIZA that I was seeking her help, she used this in her response, "Do you think it is normal to be seeking help?"
When I asked if she had any advice, she responded, "We were discussing you, not me."
When I told her that I was depressed she asked, "Did you come to me because you are depressed?"

I could keep going because I had way too much fun talking to the computer but I'll spare you!

Sherle: Chapter 9, Exer# 6 (2nd post for Chapt 9)

2007-08-09T12:23:00.000-07:00

Think of five other possible uses for speech recognition in our society:

1) Provides for assistive technology
2) Advantages and disadvantages for individuals with difficulty in writing.
3) Great tool for students with disabilities
4) Easier to find and make corrections in writing
5) Provides better control over a computer

Sherle: Chapter 9, Exer #10

2007-08-09T11:32:00.000-07:00

Think of 10 more words that are likely to lead to false analysis...

1) mustard
must + ard

2) catsup
cat + s + up

3) hamburger
ham + bug + er

4) mayonaise
may + on + aise

5) president
pre + si + dent

6) affordable
af + ford + able

7) cuttiepie
cut + tie + pie

8) hurricane
hur + ri + cane

9) execute
ex + e + cute

10) perfectly
per + fect + ly

Natalie Chap 9 Ex 7

2007-08-09T09:11:00.000-07:00

1. For those of you who have children and don't know it, we have a nursery downstairs.
a. 'it' can refer to the nursery or the children
b. 'it' refers to the nursery
c. people know if they have children or not

2. The police were asked to stop drinking in public places.
a. who needs to stop drinking
b. the police are asked to stop other people (the public) from drinking in public places
c. Police don't drink in public places.

3. Our bikinis are exciting; they are simply the tops.
a. tops as noun or as adjective
b. tops as adjective
c. bikinis come in tops and bottoms

4. It's time we make smoking history.
a. what about smoking?
b. not smoking
c. people want to stop smoking

5. Do you know the time?
a. what is being asked- what is the time or do I know the time? also what time- as in when?
b. the person wants to know what time it is now
c. everyone knows the time

6. Concerned with spreading violence, the president called a press conference.
a. who is spreading violence
b. violence is spreading (in general in the country)
c. the president is non violent

7. The ladies of the church have cast off clothes of every kind and they may be seen in the church basement Friday.
a. they- naked ladies or the clothes
b. they refers to the clothes
c. church ladies won't exhibit themselves naked

8. Red Tape Holds Up New Bridge
a. red tape- literally or figuratively
b. red tape figuratively as in bureaucracy
c. tape can't hold up a bridge - red tape is an idiom

9. Kids Make Nutritious Snacks
a. make as in to do or to be
b. make as in cook or to do
c. kids aren't snacks

10. Sex Education Delayed, Teachers Request Training
a. training in what?
b. training in the curriculum not sex
c. teachers get curriculum training

Linguistic Application Chapter 9 Exercise #1

2007-08-08T22:09:00.000-07:00

Steve Swartzendruber

1. brake fluid -→ blake fruid phonological segment, exchange of segments

2. drink is the curse of the working classes -→ work is the curse of the drinking classes lexical choice, incorrect lexical choice.

3. I have to smoke a cigarette with my coffee -→ …smoke my coffee with a cigarette
lexical choice, incorrect lexical choice.

4. untactful -→ distactful
morphological, failure to apply the correct prefix.

5. an eating marathon -→ a meeting arathon
phonological segment, reversal of segments

6. executive committee -→ executor committee
lexical choice, incorrect lexical choice.

7. lady with a dachshund -→ lady with a Volkswagen
lexical choice, incorrect lexical choice.

8. are we taking the bus back -→ are we taking the buck bass
phonological, reversal

9. he broke the crystal on my watch -→ he broke the whistle on my crotch
phonological, reversal

10. a phonological rule -→ a phonological fool
lexical, incorrect lexical choice

11. pitch and stress -→ piss and stretch
phonological, reversal

12. Lebanon -→ Lemadon
phonological, reversal of voiced and nasal phonemes.

13. speech production -→ preach seduction
phonological, reversal

14. he’s a New Yorker -→ he’s a New Yorkan
morphological, incorrect application of suffix

15. I’d forgotten about that -→ I’d forgot abouten that
phonological, reversal of segment

Ch. 9 ex. 7 Alexandra

2007-08-08T18:43:00.000-07:00

1. For those of you who have children and don't know it, we have a nursery downstairs.
a. Ambiguity: "it" can be the fact that the people didn't know that they had children or that they didn't know that there was a nursery.
b. Likely: It refers to the fact that the people didn't know there was a nursery.
c. Knowledge: Normally, people know that they have children.
2, The police were asked to stop drinking in publlic places.
a. Ambiguity: in the passive voice, someone asked the police to stop their own drinking.
in the active voice, the police were stopping people from drinking in public places.
b. Likely: The second scenario
c. Knowledge: Normally, police enforce anti-drinking and anti-drug laws.
3. Our bikinis are exciting: they are simply the tops.
a. Ambiguity: The bikinis only have tops: no bottoms.
b. Likely: The bikinis are the best also refered to as "the tops".
c. Knowledge: The word "tops" can also mean idiomatically the best.
4. It's time we made smoking history>
a. Ambiguity: Smoking history could be the history of smoking or it could mean make smoking a thing of the past.
b. Likely: the second scenario.
c. Knowledge: That smoking is becoming a thing of the past.
5. Do you know the time?
a. Ambiguity: What time is it? Do you know the time of what?
b. Likely: the first scenario
c. Knowledge: Unless specified, probably asking for the time of day.
6. concerned with spreading violence, the president called a press conference.
a. Ambiguity: The president was scared of himself spreading violence, or the president was concerned with spreading violence in the country.
b. Likely: Spreading violence in the country
c. Knowledge: We have an increasing rate of violence in the country.
7. The ladies of the church have cast off clothing of every kind and they may be seen in the church basement Friday. ... but would anyone come????
a. Ambiguity: The ladies have clothing in the basement of the church to be seen/bought. OR the ladies themselves are naked and waiting in the basement of the church.
b. Likely: That the ladies are selling clothes.
c. Knowledge: churches often have clothing sales and church ladies don't often take off their clothes in public.
8. Red Tape Holds Up New Bridge
a. Ambiguity: There is red tape holding up the new bridge or that there is bureaucracy holding up construction.
b. Likely: Beaurocracy
c. Red tape has an idiomatic meaning as well as literal.
9. Kids Make Nutritious Snacks.
a. Ambiguity: kids can make their own healthy snacks. Someonecould eat a kid as a healthy snack.
b. Likely: the kids are making their own food.
c. Knowledge: That other people aren't generally cannibals.
10. Sex Education Delayed, Teachers Request Training.
a. Ambiguity: The teachers need training in sex. or the teachers need training in how to teach the subject.
b. Likely, the second scenario.
c. Knowledge: Teachers do not receive sex training.

Suzanne Chapter 9, Exercise 3

2007-08-08T17:44:00.000-07:00

The children will eat the fish.
Word for word translation into French: Le enfants volonté manger le poisson.
French Native speaker translation into French: Les enfants mangeront le(s) poisson(s).
English Native speaker translation back into English: The children will eat fish (the fish).

Send the professor a letter from your new school
Word for word translation into French: Envoyer le professeur un lettre de votre nouveau école. A. French Native speaker translation into French: Envoyez au professeur une lettre de votre nouvelle faculté (universitaire).
B. English Native speaker translation back into English: Send a letter from your new school to the professor.

The fish will be eaten by the children
Word for word translation into French: Le poisson volonté être manger par le enfants.
A. French Native speaker translation into French: Les enfants mangeront le(s) poisson(s).
B. English Native speaker translation back into English: The children will eat fish (the fish).

Who is the person that is hugging that dog?
Word for word translation into French: Qui est le personne que est serrer dans les bras que chien?
A. French Native speaker translation into French: Quelle est cette personne qui serre ce chien dans ses bras?
B. English Native speaker translation back into English: Who is that person who is hugging that dog in his/her arms.

The spirit is willing but the flesh is weak.
Word for word translation into French: Le esprit est vouloir mais le chair est faible.
A. French Native speaker translation into French: L’esprit est disposé mais la chair est faible.
B. English Native speaker translation back into English: The spirit is willing, but the flesh is weak.

Five problems with the word by word translations:

1. In English the future tense is formed by adding the word “will”, whereas the future in French is formed by adding a specific ending to the infinitive form of the verb, so the word for word translation from the dictionary of “will eat” as “volonté manger” is false. (Note: Volonté = will, as in volition, resolution, or determination.)
2. The translation of “the” as simply “le” and “a” as just “un” is false as French words can be masculine or feminine. Therefore “the” before a masculine noun should be “le” and before a feminine noun should be “la”. Likewise, “a” should be translated as “un”or “une” depending on the gender of the noun. Articles in French also agree in number so “the” in front of a plural noun like “children” should be written as “les”.
3. The verb “envoyer” in French (which means to send) is always followed by the preposition “à” (meaning “to”). The word for word translation omitted this.
4. The passive voice is rarely used in French so a native speaker would naturally make the sentence “The fish will be eaten by the children” active and say “Les enfants mangeront le(s) poisson(s)” = The children will eat fish (the fish).
5. There is not really a one word equivalent in French for the word “hug” so you have to use the expression “serrer dans les bras” (hold tightly in the arms). The problem arises in the word for word translation because the object (“dog” in this case) is misplaced.

Problems with translations from French back into English:

There were fewer problems with the translation from French back into English. The main issues were that the sentence in the passive voice (The fish will be eaten by the children) that was put in the active voice in the French translation, was translated back to English in the active voice. Also, the words “in his/her arms” were added to “hugging” when “serrer dans les bras” was translated back to English. Lastly, the word order changed in “Send the professor a letter from your new school”

Chapter 9, Exercise #7, Rebecca

2007-08-08T15:43:00.000-07:00

1)For those of you who have children and don't know it, we have a nursery downstairs.
a)ambiguity: Don't know can refer to not knowing if you have children and not knowing there is a nursery
b)likely: don't know about the nursery
c)knowledge: most people know if they have children or not

2) The police were asked to stop drinking in public places.
a)ambiguity: The police were asked to stop drinking (the action performed by them) or drinking as in a gerund (their job is to stop others from drinking)
b) likely: The police were asked to stop others from drinking.
c) knowledge: Police are held to follow the rules such as no drinking in public places and their primary purpose is to make sure others are also following those rules.

3) Our bikinis are exciting: they are simply the tops.
a) ambiguity: simply the tops could mean only the top part of the bikini or top as in the best
b)likely: they are the top (best)
c)knowledge: It is uncommon and odd to sell or wear only a bikini top.

4) It's time we made smoking history.
a) ambiguity: smoking history as a noun phrase in which we want to make it into the history of smoking or smoking as a gerund and we want to make the act history as in finished, done.
b)likely: make it history/done
c)knowledge: an anti-smoking campaign wants to end smoking

5) Do you know the time?
a)ambiguity: the time now or the time or can you tell me the time
b) likely: can you tell me the time
c) knowledge: If someone is asking if you know the time, it is because they want to know the time, not just whether you know it.

6)Concerned with spreading violence, the president called a press conference.
a) ambiguity: Spreading as a verb (the president is spreading violence) or spreading as an adjective (the developing violence)
b) likely: the president is concerned with the phenomenom of spreading (adjective) violence
c) knowledge: A president wants to avoid and not draw public attention to violence that he is responsible for.

7) The ladies of the church have cast off clothing of every kind and they may be seen in the church basement Friday.
a)ambiguity: The ladies have cast off the clothing from their bodies or they have simply cast off the clothing
b) likely: The ladies have just cast off clothing that was sitting around.
c) knowledge: Ladies of the church are very moral and would not just take off their clothes and invite everyone in. Ladies of the church often hold sales of clothing.

8) Red Tape Holds Up New Bridge
a) ambiguity: Red tape-tape that is the color red or the expression red tape to mean bureacracy
b)likely: bureacracy
c) knowledge: red tape is an expression used to describe bureacracy

9) Kids Make Nutritious Snacks
a) ambiguity: Are kids the subject who perform the action of make or are kids the object that is made
b)likely: kids are subject who create their own snacks
c) knowledge: Kids are not eaten.

10) Sex Education Delayed, Teachers Request Training
a) ambiguity: Do teachers request training in sex or training in how to teach sex education
b) likely: Teachers request training on how to teach sex education
c)knowledge: Sex is not something in a relationship, not an action performed at school for purposes of learning

Natalie Chap 12 Ex. 8

2007-08-07T13:17:00.000-07:00

a. They're my brothers' keepers.
In this sentence their/they're and brothers'/brother's sound the same spoken but the apostrophes clarify the meaning in the written sentence.

b. He said, "He will take the garbage out."
The quotation marks in this sentence make the meaning clear. "He said he will take the garbage out" and "He will take the garbage out." he said. In the first sentence it is as if the garbage was not taken out and 'he' said he would do it. The second one suggests that 'he' is going to do it-

c. The red book was read.
Red and read sound the same when spoken but in this case the spelling clarifies which is the color and which is the act.

d. The flower was on the table.
Flower and flour sound the same when spoken but the spelling of flower in this written sentence clarifies what the sentence is referring to.

Sherle: Chapter 12, Ex. 14

2007-08-07T11:04:00.000-07:00

Ex. 14.
Make up five...emoticons along with their meaning:

1) ?^2: What are you 's up
2) :^ : Wake up
3)I% : I'm fine
4)?@: Where are you?
5):)- : Gone!

Jonathan Dworin, Chapter 12, Exercise 12

2007-08-07T10:51:00.000-07:00

The idea of this exercise is to determine a meaning for these emoticons. Enjoy!
>:-( I have a headache
:-# Can't talk because my jaw is wired shut
8:-( I'm confused
:D I just saw a ghost
:-(o) I'm a little hungry
:-(O) I'm starving
l-) I'm tired
:/) I just got punched in the mouth

Ch.12 ex. 9 - Alexandra

2007-08-06T19:52:00.000-07:00

Match the ten samples of writing with the language
a. 7 - Cherokee
b. 6 - Chinese
c. 9 - German (gothic style)
d. 2 - Greek
e. 4 - Hebrew
f. 8 - Icelandic
g.1 - Japanese
h. 10 - Korean
i. 3 - Russian
j. 5 - Twi

Chapter 12 Exercise 10

2007-08-06T17:53:00.000-07:00

Steve Swartzendruber

(* Islam

(){-< Normal Stick Man

(:( Curve in the road

(x( Road block

%%:>{-< Woman with curlers in her hair

Julia Chapter 12 Exercise 16

2007-08-06T13:05:00.001-07:00

Think of 3 or more "majority rules" sound spelling correspondence and an exception to each one that makes English difficult.

1) goes, toes, woes, does

2) raid, paid, maid, said

3) row, blow, mow, throw, ow

Suzanne Chapter 12, Exercise 10

2007-08-05T19:35:00.000-07:00

The languages on the safety card of the Spanish airline are:

1. Spanish
2. English
3. French
4. German
5. Italian
6. Portuguese
7. Japanese
8. Russian
9. Polish
10. Serbo-Croatian
11. Greek
12. Turkish
13. Arabic

Tricia's Chapter 12, Exercise #17

2007-08-03T10:09:00.000-07:00

Nushu is a phonetic writing system where each of the hundreds of characters represents one syllable. Nushu was primarily used by women in the Hunan Province of southern

China

. The secret language came about because women in Jiangyong County were not allowed to use Chinese written language, as it was considered a men's language. Nushu was used in secret until after the Chinese Revolution. As literacy in women was more common, the need for Nushu declined. It seems as though a nushu-like situation would only be necessary in an environment of extreme class prejudice which hopefully, the

United States

is past. I can’t think of any situation currently that would lead to this severe discrimination and rules banning certain group’s use of language. Perhaps Nushu would only be used in situations like secret societies, more by choice of the group than by necessity.

The above information on Nushu was found out through the vast and wondrous pool of knowledge also known as Wikipedia.com.

Chapter 12, Exercise #8, Rebecca

2007-08-03T09:59:00.001-07:00

a) They're my brothers' keepers.
The form of they're that is used shows that the subject is people (brothers' keepers), rather than a statement (there). The use of apostrophe after brothers' shows that there are multiple brothers and the keepers pertain to these multiple brothers. If it were only one brother it would be brother's keepers.
b) He said, "He will take the garbage out."
In this statement the quotation marks show that the speaker is talking about someone else who then becomes the subject of the statement. In the spoken form there would be no quotation marks and the second he pronoun would be vague. It could be he, the speaker, or he, another subject.
c)The red book was read.
In spoken form red/read sound the same and could be interchanged in both cases in this sentence. The written form distinguishes that the red (color) book was read (action).
d) The flower was on the table.
The spelling of flower helps us to discern which type of flower we are talking about. In spoken form, this sentence could refer to either flower or flour because both are pronounced the same.

Chapter 4, Ex.13 - Alexandra

2007-08-02T12:47:00.000-07:00

a. The man located.
The verb locate or to locate takes a direct object. One must "locate" a place or an object for the sentence to make sense.

b. Jesus wept the apostles.
"to weep" does not take a direct object. It could take an indirect object, but it would need a preposition (like, at).

c. Robert is hopeful of his children.
Robert is hopeful could take a complementizer but not a simple prepositional phrase. He could be hopeful that....

d. Robert is fond that his children love animals.
Fond is usually a phrasal verb, "fond of", and it doesn't take a complementizer. You can be fond of _____ , not fond at_____.

e. The children laughed the man.
This is assuming that laugh takes a direct object (the man). It can take an indirect object (prepositional phrase) such as...The children laughed at the man.

Valery Excerise 1, 15 Chapter 4

2007-08-02T12:35:00.001-07:00

Chapter 4 Ex. 1

a. Ambiguity: I hate annoying children. This is an ambiguous sentence because from this sentence you can derive two meanings (1) I hate children who have annoying personalities, or (2) I personally dont like it when I am annoying children.

b. Different Structures, same meaning: I quietly waited or I waited quietly. Despite the different structures, you know that I waited in a quiet fashion.

c.Systematic relationships: I do like you or Do I like you? Changing the declaritive sentence that confirmed a feeling into an interrogative sentence changes its meaning.

I tried to think of ambiguous sentences in otherlanguages but it seems that the DOP always saves you from being ambiguous.

____________________________________________________________________

15. Verb compliments

a. want (transitive verb that needs an NP) I want a dog.
b. force (intransitive C-selection) She spoke with force.
c.try (verb compliment - NP CP) I will try to beleive her.
d.beleive (Intransitive that needs a PP or CP) I beleive in love. I beleive that I love him.
e. say (verb compliment- NP CP) She will say that her wallet was never stolen.

Sherle, Chapter 4,Ex 16

2007-08-02T12:12:00.000-07:00

1) Where
a) Where do the William sisters attend school?
b) The William sisters do attend school where?

2) What
a) What did Niecy ask you to do?
b) Niecy did ask you to do what?

3) Which
a) Which car did Mary drive to work?
b) Mary did drive car to work which?

Steve Swartzendruber

2007-08-02T12:01:00.000-07:00

Exercise 18 Chapter 4
a. French: Adjective comes before the noun. The determiner “the” changes according to number – la/les. No auxiliary word is used to determine future tense.

b. Japanese: Subject markers are used. Object markers are used. Object comes before verb. “To be” verb comes after main verb.

c. Swahili: Uses a class marker instead of a determiner. Past tense markers are prefixes instead of suffix changes or word changes. Uses sex markers.

d. Korean: Uses subject markers. Uses object markers. Verb comes after object. Uses a word to mark a question instead of a symbol.

e. Tagalog: Verb comes before subject. Adjective (already) comes after noun. Uses an article for a proper noun.

Allison Chapter 4 Exercise 14

2007-08-02T11:53:00.000-07:00

Ditransitive Verbs:

1) The magic turned the pumpkin into a carriage.
2) The genie granted him three wishes.
3) The little girl baked her grandmother some cookies.

Exercise 16, ch.4 (camille)

2007-08-02T11:47:00.000-07:00

Invent 3 sentences with what, which, and where. Write 2 versions of each sentence

1)WHAT:
a) What did she name the baby?
b)She named the baby what?

2)WHICH:
a)Which sandwich would you like?
b)You would like which sandwich?

3)WHERE:
a)Where is your mother?
b)Your mother is where?

Tricia's Chapter 4, Exercise #14

2007-08-02T11:22:00.000-07:00

Think of three other ditransitive verbs in English and give example sentences.

1) buy: The mother bought the baby a teddybear.

2) bring: Alex brought the children ice cream.

3) throw: Jason Campbell threw Santana Moss a touchdown.

Emily Chapter 12 Exercise 8

2007-08-01T14:32:00.000-07:00

The devices that are used in writing to make the meanings explicit:

a) the placement of the apostrophe (brothers' vs brother's)
b) the use of the comma and quotation marks (He said he will take the garbage out. vs He said, "He will take the garbage out.")
c) the spelling (red vs read)
d) the spelling (flower vs flour)

Sherle, Chapter 4, Ex#14

2007-08-01T10:28:00.000-07:00

Think of three other ditransitive verbs in English and give examples sentences.

1) Gave: He gave his ball to Tina.

2) Work: He did work in the yard.

3) Talk: She did talk to John yesterday.

Emily and Natalie Chapter 4 Exercise 4

2007-07-31T14:10:00.000-07:00

Emily Manice and Natalie Govanlu

Tree Diagrams for Exercise #4:

“The magician touched the child with the wand.”

Tree # 1: The magician used the wand to touch the child.
(see handout)

Tree # 2: The magician touched a boy who was holding a wand.
(see handout)

References:

Chan, Alice Y.W. (2004). Syntactic Transfer: Evidence from the Interlanguage of Hong Kong Chinese ESL Learners. The Modern Language Journal, 88, 56-74.

http://www.lifeprint.com/asl101/pages-layout/syntax.htm

http://www.buzzin.net/english/syntax.htm

Natalie Test Question Chapter 4 Syntax

2007-07-31T14:05:00.002-07:00

Paraphrase each of the following sentences in two ways to show that you understand the abmiguity involved:

1. Bill sold the invisible men's hat.
2. Students hate annoying professors.

Emily Test Question for Chapter 4 (Syntax)

2007-07-31T14:05:00.001-07:00

Draw two phrase structure trees that represent the ambiguity of the sentence and label which meaning goes with which tree.

"The intelligent young woman decided on the plane."

Suzanne Chapter 4, Exercise 1

2007-07-31T13:00:00.000-07:00

Besides distinguishing grammatical from ungrammatical sentences, the rules of syntax account for other kinds of linguistic knowledge:

A. Examples of structurally ambiguous sentences.

In English: I realized that I forgot to turn off the light in the shower.

In French: Une petite brise la glace. (A little one breaks the ice. OR A light breeze chills her.)

B. Examples of sentences with different structures but the same meaning.

In English: The bus will arrive soon. OR Soon the bus will arrive.

In French: J’irai au marché demain. OR Demain j’irai au marché. (I’ll go to the market tomorrow. OR Tomorrow I’ll go to the market.)

C. Examples of systematic relationships of form and meaning between two sentences, (declarative sentences and their corresponding interrogative form).

In English: She will come to the party. OR Will she come to the party?

In French: Tu peux m’appeler après 8 heures. OR Peux-tu m’appeler après 8 heures? (You can call me after 8 o’clock. OR Can you call me after 8 o’clock?)

Steve Swartzendruber

2007-07-31T11:52:00.000-07:00

Chapter 4
Exercise #2
A. I know that he knows that you know that I hate war.
B. It is possible to create an infinitely long, and grammatically correct sentence, but it would complicate the way we process the meaning of sentences.

Jon G. Chapter 4 Exercise 3

2007-07-31T10:01:00.000-07:00

a. i. Dick bought a new boat
ii. Dick decided to get married while standing on his boat.
b. i. The professor had a doctor's appointment where she found out she was born a man.
ii.The fact that they appointed the professor head of the department shocked the staff.
c. i. The design had big squares and circles of different sizes.
ii.The design had big sqaures and big circles.
d. i. The sheepdog was so hairy that he had trouble eating.
ii. The sheepdog is to hairy for human consumption.
e. i. This tonic belongs to the invisible man.
ii. This man's tonic is invisible.
f. i. The governor fights dirty.
ii. The governor fights on dirty streets.
g. i. I can't praise this guy enough.
ii. I can't praise this guy very much.
h. i. Terry loves his wife, and I love Terry's wife.
ii. Terry loves his wife, I love my wife.
i. i. Yesterday they told me she would go.
ii. Today they told me she was planning to leave yesterday.
j. i. There is a no-smoking section available
ii. There is no availability in the smoking section

Exercise 1, Chapter 4 (camille)

2007-07-31T09:17:00.000-07:00

1. Besides distinguishing grammatical from ungrammatical strings, the rules of syntax account for other kinds of linguistic knowledge, such as
a. structurally ambiguous
The snack was eaten by my students.
b. structurally different with parallel meaning
During D.E.A.R. time, students read quietly or During D.E.A.R. time, students quietly read.
c. structurally and semantically different, but related structurally
Can (can’t) Amirah clean that up? Or Amirah can clean that up.

Julia Chapter 4 Exercise 2

2007-07-30T21:28:00.000-07:00

A. Write another sentence that includes (c).
Mom knows that he knows that you know that I hate war.

B. What does this set of sentences reveal about the nature of language?
These sentences reveal that speakers of English can produce an infinite number of sentences by adding adjectives, or a noun connected by and, or a relative clause.

C. How is this characteristic of langugae related to the difference between linguistic competence and performance?
Linguistic competence refers to one's mental grammar, while linguistic performance refers to the use of this knowledge in spoken language. Thus, although we know the rules to create a long sentence we wouldn't actually use one. This is because such a long sentence becomes cumbersome, the audience will become bored, and the speaker will run out of breath, etc. So, while our knowledge of grammar tells us that it is possible to create long, grammatical sentence, our linguistic performance does not permit the use of such a sentence.

Allison Chapter 4 Exercise 6

2007-07-30T09:42:00.000-07:00

Yesterday I noticed my accountant repairing the toilet.
Becky said that Jake would play the piano.
I deplore the fact that bats have wings.
That Guinevere loves Lorian is known to all my friends.
Who promised the teacher that Maxine wouldn’t be absent?
It’s ridiculous that he washes his own Rolls Royce.
The woman likes for the waiter to bring water when she sits down.
The person who answers this question will win $100.
The idea of Romeo marrying a 13-year-old is upsetting.
I gave my hat to the nurse who helped me cut my hair.
For your children to spend all your royalty payments on recreational drugs is a shame.
Give this fork to the person I’m getting the pie for.
Khaw chya waa khruu maa.
Je me demande quand il partira.
Jan zei dat Piet dit boek niet heeft gelezen.

Chapter 4, Exercise #6, Rebecca

2007-07-30T07:44:00.000-07:00

a. Yesterday I noticed my accountant repairing the toilet.
b. Becky said that Jake would play the piano.
c. I deplore the fact that bats have wings.
d. That Guinevere loves Lorian is known to all my friends.
e. Who promised the teacher that Maxine wouldn't be absent?
f. It's ridiculous that he washes his own Rolls-Royce.
g. The woman likes for the waiter to bring water when she sits down.
h. The person who answers this question will win $100.
i. The idea of Romeo marrying a 13-year old is upsetting.
j. I gave my hat to the nurse who helped me cut my hair.
k. For your children to spend all your royalty payments on recreational drugs is a shame.
l. Give this fork to the person I'm getting the pie for.
m. khaw chya waa Khruu maa.
n. Je me demande quand il partira.
o. Jan zei dat Piet dit boek niet heeft gelezen.

Jonathan Dworin, Chapter 4, Exercise 3

2007-07-29T09:16:00.000-07:00

A. Dick finally decided on the boat.
1. He made the decision whether to buy the boat or not.
2. He made the decision while on the boat.

B. The professor's appointment was shocking.
1. The fact that the professor was appointed is shocking.
2. The actual appointment with the professor was shocking.

C. The design has big squares and circles.
1. The design has big squares and normal sized circles.
2. The design has big squares and big circles.

D. That sheepdog is too hairy to eat.
1. The dog is so hairy that it prevents him from eating food.
2. The dog is so hairy that he can't be eaten by something else.

E. Could this be the invisible man's hair tonic.????
1. Does this hair tonic belong to an invisible man?
2. Is the man's invisible hair tonic.

F. The governor is a dirty street fighter.
1. The governor is an unsanitary person that steet fights.
2. The governor doesn't follow the rules when he is street fighting.

G. I cannot recommend him too highly.
1. I couldn't recommend him any higher because words don't describe his amazingness.
2. I can't recommend him highly because he is lacks positive characteristics.

H. Terry loves his wife and so do I.
1. Both Terry and I love Terry's wife.
2. Terry loves his wife and I love my wife also.

I. They said she would go yesterday.
1. Yesterday they said she would go.
2. Today they said that she would have gone by somewhere yesterday.

J. No smoking section available.
1. There is a non-smoking section available to sit in.
2. There is no availability in the smoking section.

Valery and Suzanne (from our presentation) : Answers to Chapter 5, Exercise 22

2007-07-26T19:02:00.001-07:00

22. In each of the following dialogues between Jack and Laura, there is a conversational implicature. What is it?

A. Jack: Did you make a doctor's appointment?
Laura: Their line was busy.

Implicature: She didn't make an appointment.

B. Jack: Do you have the play tickets?
Laura: Didn't I give them to you?

Implicature: She doesn't have the play tickets.

C. Jack: Does your grandmother have a live-in boyfriend?
Laura: She is very traditional.

Implicature: Her grandmother does not have a live-in boyfriend.

D. Jack: How did you like the string quartet?
Laura: I thought the violist was swell.

Implicature: She didn't like the string quartet very much.

E. Laura: What are Boston's chances of winning the World Series?
Jack: Do bowling balls float?

Implicature: He thinks that Boston does not have a good chance of winning the World Series.

F. Laura: Do you own a cat?
Jack: I'm allergic to everything.

Implicature: Jack does not own a cat.

G. Laura: Did you mow the grass and wash the car like I told you to?
Jack: I mowed the grass.

Implicature: He did not wash the car.

H. Laura: Do you want dessert?
Jack: Is the Pope Catholic?

Implicature: He definitely wants dessert.

camille (again), chapter 5 (again) #1

2007-07-26T14:19:00.000-07:00

Exercise #1
STATE THE SEMANTIC PROPERTY FOR THE GROUP OF WORDS
A. group a and group b are male/animant words.
group a words are human
group b words are non-human
B. group a and group b words are inanimant objects
group a words are solids
group b words are liquid in consistency
C. group a words are concrete objects
group b words are abstract emotions
D. group a and groub b words are vegetation
group a words are trees
group b words are flowers
E. group a words are print media
group b words are writing utensils
F. group a words and group b words relate to motion
group a words are motion related to animate objects
group b words are motion related to inanimate objects or vehicles of motion
G. group a and group b words are woys of communicating or typing
group a words forms of speech (what we do when we talk)
group b words are forms of volume of speech/how we modulate our voices
H. group a and group b words are opposites/antonyms
group a words are complimentary
group b words are gradable
I. I think
group a words are non-implicational but sometimes contradictory
group b words are implicational and situational

camille. exercises #11 & 12

2007-07-26T14:13:00.000-07:00

Exercise 11:
IDENTIFY ANALYTIC SENTENCES AS "A" AND SITUATIONAL SENTENCES AS "S"
a. A
b. A
c. S
d. S
e. A
f. A
g. S
h. A
i. S
j. A

Exercise 12:
IDENTIFY CONTRADICTORY SENTENCES AS "C" AND SITUATIONAL SENTENCES AS "S"
a. C
b. S
c. S (because the statement could be referring to a brother via marriage, adoption or some other alteration to familial situation)
d. S
e. C
f. C
g. S
h. C
i. C
j. s

Steve Swartzendruber

2007-07-26T13:24:00.000-07:00

Chapter 5 The Meaning of Language
Exercise #12

a. Custer’s Last Stand
b. Enchiladas
c. Lying on the Beach
d. Peter, Paul, and Mary
e. Thanks for the Memories
f. Winner take all
g. Dressed to Kill
h. Dearly Beloved
i. Gone with the Wind
j. Anchovy pizza
k. Polyester
l. Do we cheat them and how?
m. Tie me up, café
n. Romancing the Stone

Natalie Chapter 5 Ex. 6

2007-07-26T12:54:00.000-07:00

a. He waited by the bank. (bank as in place where they store money or by the water)
b. Is he really that kind? Kind as in character or type
c. The protrietor of the fish store was the sole owner (sole as in only or as in type of fish)
d. The long drill was boring. (the length of the drill make it boring v a specific drill 'long drill')
e. He got the clear title to the land, it was a good deed. (as in good act or as in document)
f. It takes a good ruler to make a straight like (literal) It takes a good ruler (of a group) to makes a straight line (to keep things in order) (figurative)
g. He saw that can of gasoline explode. v He saw that gasoline has the ability to explode.
h. You should see her in the act of shopping vs You should see the shop she owns. (verb v noun)
i. Every man loves a woman (as in there is only one woman for every man or as in all men love women)
j. Bill wants to marry a Norwegian woman. (Bill is the Norwegian woman's husband v Bill married the woman to her husband)

Allison Chapter 5 Exercise 12

2007-07-26T12:22:00.001-07:00

a. Mustard's Last Stand - Custer's last stand
b. Aunt Chilada's - Enchilada
c. Lion on the Beach - Lyin' on the beach
d. Pizza Paul and Mary - Peter, Paul and Mary
e. Franks for the Memories - Thanks for the memories
f. Weiner Take All - Winner take all
g. Dressed to Grill - Dressed to kill
h. Deli Beloved - Dearly beloved
i. Gone with the Wings - Gone with the Wind
j. Aunt Chovy's Pizza - Anchovies
k. Polly Esther's - Polyester
l. Dewey, Cheatham & Howe - Do we cheat them and how?
m. Thai Me Up Cafe - Tie me up
n. Romancing the Cone - Romancing the Stone

Jon G. Chapter 5 Exercise 17

2007-07-26T12:22:00.000-07:00

A.
(a) Bralkions are red.
(b) Czolgosz shot McKinley.
(c) Cinna stabbed Caesar.
(d) Sam was exhausted.

B.
(e) T
(f) F
(g) F - assuming "card" refers to birthday card
(h) F - assuming "card" refers to birthday card
(i) Unknown

Alexandra: Chapter 4 Ex. 6

2007-07-26T11:29:00.000-07:00

1. Yesterday I noticed my accountant repairing the toilet.
2. Becky said that Jake would play the piano.
3. I deplore the fact that bats have wings.
4. That Guinevere loves Lorian is known to all my friends.
5. Who promised the teacher that Maxine wouldn't be absent?
6. It's ridiculous that he washes his own Rolls-Royce.
7. The woman likes for the waiter to bring water when she sits down.
8. The person who answers this question will win $100.
9. The idea of Romeo marying a13 year old is upsetting.
10. I gave my hat to the nurse who helped me cut my hair.
11. For your children to spend all your royalty payments on recreational drugs is a shame.
12. Give this fork to the person I'm getting the pie for.
13. khaw chya waa khruu maa.
14. Je me demande quand il partira.
15. Jan zei dat Piet dit boek niet heeft gelezen.

Julia Chapter 5 Exercise 20

2007-07-26T07:34:00.000-07:00

State for each pronoun in the following sentences whether it is free or bound.

a. Louise said to herself in the mirror: "I'm so ugly."
herself - bound; I - bound
b. The fact that he considers her pretty pleases Maria.
he - unbound; her - bound.
c. Whenever I see you, I think of her.
I - bound (because it is the speaker, even though the speaker could be anybody); her - unbound
d. John discovered that a picture of himself was hanging in the post office, and that fact bugged him, but it pleased her.
himself - bound; him - bound; her - free.
e. It seems that she and he will never stop arguing with them.
she - free; he - free; them - free.
f. Persons are prohibited from picking flowers from any but their own graves.
their - bound (because even though we don't know who the person are, them is bound to persons)

Emily Chapter 5 Exercise 12

2007-07-26T06:52:00.000-07:00

Basis for the proper names of U.S. restaurants:

a) Custer's last stand
b) Enchilada
c) Lying on the beach
d) Peter, Paul, & Mary
e) Thanks for the memories
f) Winner takes all
g) Dressed to kill
h) Dearly beloved
i) Gone with the wind
j) Anchovy pizza
k) Polyester
l) Do we cheat 'em and how?
m) Tie me up
n) Romancing the stone

Chapter 5, Exercise #6, Rebecca

2007-07-25T13:38:00.002-07:00

a. He waited by the bank.
He waited by the waterside.
He waited by the financial institution.

b. Is he really that kind?
Is he really so nice?
Is he really that kind of person?

c. The proprietor of the fish store was the sole owner.
The proprietor of the fish store was the only owner.
The proprietor of the fish store was the owner of the sole (fish).

d. The long drill was boring.
The drill that was long in length was boring.
The drill that was long in time was boring.

e. When he got the clear title to the land, it was a good deed.
When he got the clear title to the land, it was a good legal document.
When he got the clear title to the land, it was a good act.

f. It takes a good ruler to make a straight line.
It takes a good measuring device to make a straight line.
It takes a good leader to make a straight line.

g. He saw that gasoline can explode.
He saw that gasoline is able to explode (i.e. he read this information somewhere)
He saw that gasoline can explode (because he saw it).

h. You should see her shop.
You should see her take part in the act of shopping.
You should see her store.

i. Every man loves a woman.
Every man (every single one) loves a (any) woman.
Every man (every single one) loves a particular woman.
Every man (any one) loves a (any) woman.
Every man (any one) loves a particular woman.

j. Bill wants to marry a Norwegian woman.
Bill wants to get married to a woman from Norway.
Bill wants to officiate a ceremony for a Norwegian woman.

last posting-Rebecca

2007-07-25T13:38:00.001-07:00

I forgot to put my name, but the last posting for Chapter 7 was me!

Chp. 7, Exercise #1

2007-07-25T13:35:00.000-07:00

this is a combination of my own answers and some of the ones that you all contributed to the discussion last night. If you are interested in the article or website that I mentioned, check the class website for links.

/k/-/g/
Kill, gill
Picking, pigging
Lock, log

/m/-/n/
Map, nap
Scamming, scanning
Lame, lane

/l/-/r/
Late, rate
Failing, fairing
Bowl, roll

/b/-/v/
Boat, vote
Rebel, revel
Gabe, gave

/b/-/m/
Ban, man
Tubby, tummy
Dab, dam

/p/-/f/
Pat, fat
Lapping, laughing
Lap, laugh

/s/-/ ʃ /
Sip, ship
Pusses, pushes
Bus, bush

/tʃ /-/dʒ/
Chill, jill
Batches, badges
Batch, badge

/s/-/z/
Sue, zoo
Buses, buzzes
Race, raise

Chapter 5 Ex. 1- Alexandra Core

2007-07-25T11:41:00.000-07:00

TA. The a and b words are male

The a words are human males.

The b words are animal males.

B. The a words are solid objects.

The b words are pourable objects.

C. The a words are vehicles/mediums of transportation - literal or otherwise.

The b words are concepts.

D. The a and b words are all plants/trees - horticultural terms- hyponyms

The a words are trees.

The b words are flowers.

E. The a words are recording communication (writing)

The b words are materials used to communicate.

F. The a and b words are all action verbs.

The a words are action verbs you do with only your body.

The b words are action verbs that you do with an object (skates, skis, bicycle, etc.)

G. The a and b words are communication verbs

The a words are types of communication fulfilling different purposes.

The b words are ways of communication such as exaggeration.

H. The a and b words are opposites/antonyms

The a words are complementary pairs

The b words are graded pairs.

I. The a words are .. follow the model for adjectives. an Adj X is an X
The b words do not follow the model for adjectives and Adj X is an X because adding an adjective before certain noun phrases cancels the noun out.

Tricia's Chapter 5, Exercise # 10

2007-07-25T08:30:00.000-07:00

Indicate whether the pairs are complementary, gradable, or relational antonyms.

1. good/bad – complementary
2. expensive/cheap – gradable
3. parent/offspring – relational
4. beautiful/ugly – gradable
5. false/true – complementary
6. lessor/lessee – relational
7. pass/fail – complementary
8. hot/cold – gradable
9. legal/illegal – complementary
10. larger/smaller – gradable
11. poor/rich – gradable
12. fast/slow – gradable
13. asleep/awake – complementary
14. husband/wife – relational
15. rude/polite – complementary

Explanations on tricky ones...
1. I said complementary because something is not “gooder” or “badder.” The words would have to change to better/worse.
15. Again, for this one I said complementary because usually in a certain situation, someone is either being rude or being polite, not more or less rude/polite (unless they’re being compared to someone else).

camille, exercise 13 chapter 7

2007-07-24T14:15:00.000-07:00

a. the two forms of the "ing" morpheme in the African language Maninka is li
b. there doesn't seem to be a predictible form. for example, neither the word ending in a vowel or number of syllables does not seem to indicate use of li vs. ni. it probably has something to do with the noun used and/or the context
c. because the example doesn't lend itself to predicting the "ing" form of the verbs...possibities are:
dali or dani
famuni or famuli
menli or menni
sunogoli or sunogni

Natalie Chapter 7 Ex1

2007-07-24T13:28:00.000-07:00

Initial Medial Final
a. game/came
b. map/nap bum/bun
c. lot/rot flute/fruit
d. bat/vat
e. mob/mom
f. pat/fat lap/laugh
g. sun/shun
h. chill/jill
i. sap/zap

*with flute/fruit and lap/laugh the sound is the same but not the spelling- does that count?

Jon G. Chapter 7 Excercise 9

2007-07-24T12:48:00.000-07:00

(1) The stress does indeed seem predictable. To me the penultimate vowel sound gets the stress in this made up language.

(2) Nazalization would seem likely to be a distinctive feature for vowels preceding nasalized consonants (m, n) if these words were pronounced by an American speaker. As we can't hear how they are pronounced it is difficult to really know if nasalization is governed by a rule and is, in fact, distinctive in Paku. I wasn't sure whether the ~ was supposed to mean nasalized, which would support the rule of preceding nasalized consonants -- except in the case of (~u) which may be special because its the name of the people/language.

Allison Chapter 7 Exercise 1

2007-07-24T12:02:00.000-07:00

a) kilt/guilt, picking/pigging, kink/king
b) moon/noon, dimmer/dinner, Kim/kin
c) lot/rot, belly/berry, pal/par
d) bile/vile, grabby/gravy, curb/curve
e) bite/mite, tubby/tummy, rub/rum
f) port/fort, copy/coffee, cop/cough
g) sell/shell, closer/closure, bus/bush
h) chill/Jill, rechecked/reject, march/Marge
i) seal/zeal, buses/buzzes, cease/seize

Jonathan Dworin, Chapter 7, Exercise 13

2007-07-24T11:01:00.000-07:00

A. The two forms of the "ing" morphemes in the African language Maninka are "li" and "ni"
B. I do not see a phonetic pattern that would help someone predict which phonetic form will occur. However, if there is a rule, I would guess that if the verb involves a person doing something to another object (hitting it or repairing it) it will end in "li". If the verb doesn't follow that rule than it will end with "ni". There is a possibility that there is another pattern that exists so don't bet on that one.
C.
lying down=dali or dani
hearing=menli or menni
understanding =famuli or famuni
sleeping=sunogoli or sunogoni

Tricia's Chapter 7, Exercise #1

2007-07-24T09:15:00.000-07:00

Initial; Medial; Final.

a. kate/gate; backed/bagged; sunk/sung.

b. map/nap; spamming/spanning; ram/ran.

c. lap/rap; shelly/sherry; real/rear.

d. bet/vet; rebel/revel; gibe/vibe.

e. berry/merry; subbed/summed; mob/mom.

f. pry/fry; puppy/puffy; cop/cough.

g. same/shame; messy/meshy; crass/crash.

h. chill/Jill; lunches/lunges; smutch/smudge.

i. seal/zeal; faces/phases; hearse/hers.

Valery Chap.7 Ex. 3

2007-07-23T19:46:00.000-07:00

I definitly had some difficulty...so ladies that presentation better rock!

Considering the distribution of [r] and [l] in Korean words, it seems as though the two are allophones of the same phonemes. The rule for [r] is that is must be in the beginning of a word, or between to vowels. The rule for [l] is that it is always after a vowel. If in seperate unidentical environments the allophones would be complementary.

I think that there are minimal pairs in this group:
irum-i/kir-i, as well as mul/ and seul (that e should be an upside down e).

Hey if I did this wrong--please leave a comment for me before class.....ill give it a check to see if I can hand in a corrected version before class on paper!

Ch. 7 Phonology Ex. 1

2007-07-23T19:09:00.000-07:00

1. great- krate
giggle - nickel
bog-balk

2. mat - gnat
himey - hiney
grim - grin

3. lead-read
belly- berry
hell - her

4. bail - vail
robbing- roving
swab - suave

5. bat - mat
grabby - grammy
grab-gram

6. part - fart
supper - suffer
cup - cough

7. sell - shell
bossy - bushy
less - lush

8. chill - jill
branches - bridges
grinch - grudge

9. sip - zip
lacy - lazy
race - raise

Suzanne Chapter 7, Exercise 1 (pp.299-300)

2007-07-22T21:51:00.000-07:00

Minimal pairs contrasting in initial, medial and final positions.

A. Initial: kill/gill
Medial: hackle/haggle
Final: sack/sag

B. Initial: might/night
Medial: foamy/phony
Final: sum/sun

C. Initial: laughed/raft
Medial: dolly/Dari
Final: fall/far

D. Initial: bet/vet
Medial: cubby/covey
Final: dub/dove

E. Initial: batter/matter
Medial: tabby/tammy
Final: mob/mom

F. Initial: pan/fan
Medial: snipping/sniffing
Final: lap/laugh

G. Initial: said/shed
Medial: classing/clashing
Final: lass/lash

H. Initial: chin/gin
Medial: richer/rigor
Final: hutch/hug

I. Initial: sip/zip
Medial: racer/razor
Final: hiss/his

The F- bomb

2007-07-22T19:20:00.000-07:00

http://www.youtube.com/watch?v=TOBXTB6IJj0

Hey Guys,

I was looking for some great clips for our Thursday class, and ran into this one about the use of the F-word.....hey its linguistics.

Phonetics sites

2007-07-19T20:22:00.000-07:00

Hi there sports fans,
As promised, here are some online resources to help you practice your phonetics. To make IPA symbols on the computer, I usually use word (you can then cut and paste into a blog post or anywhere else), and from the "Edit" menu, choose "Insert" and "Symbol." You might have to scroll down or use a drop-down menu in that window to see the IPA symbols. You can also search online for "IPA fonts"--there are a whole bunch of places to download free fonts, so just look for one compatible with your computer and the programs you want to use. Remember, if you have trouble, you can always turn in a paper copy (with the symbols handwritten in) of your next homework. For help with APA style, go to http://www.lib.berkeley.edu/TeachingLib/Guides/Citations.html and click on "APA Style sheet" on the left side of the page. This will give you a quick reference for how to cite various types of sources. Have fun practicing!

“Sammy” will pronounce sounds for you, and show you what his mouth and vocal tract look like:
http://www.chass.utoronto.ca/%7Edanhall/phonetics/sammy.html

Two phonetics books online by Peter Ladefoged. Especially helpful is the chart found by clicking “Vowels and Consonants” and then “1. Sounds and languages -The IPA chart sounds” --a clickable chart that will pronounce each symbol for you.
http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/index.html
Hunt around this main site for lots of other neat stuff like x-ray movies of speakers pronouncing sounds in Chapter 14, or a comparison of BBC English and American English vowels in Chapter 3.

Take this tutorial on plosive sounds to test your knowledge: http://www.phon.ucl.ac.uk/cgi-bin/wtutor?tutorial=siphtra/plostut1/plostut1.htm

More practice transcribing into IPA:
http://www.umanitoba.ca/faculties/arts/linguistics/russell/138/practice/prelim.htm

Chart organizing sounds into natural classes:
http://cla.calpoly.edu/%7Ejrubba/phon/nat_class.html

Check the class website class calendar page for today's class for even more ideas!

Natalie

2007-07-19T14:12:00.000-07:00

Hey how did you guys type the phonetic letters?

Natalie Chapter 6 Ex. 5

2007-07-19T14:05:00.000-07:00

Is this right?
a. heat
b. stroke
c. phase
d. tone
e. boney
f. screem
g. fruit
h. preacher
i. crack

Chapter 6 Ex. 10 - Alexandra Core

2007-07-19T12:08:00.000-07:00

a. Noam Chomsky is a linguist who teaches at MIT.

b. Phonetics is the study of speech sounds.

c. All spoken languages use sounds produced by the upper respiratory system.

d. In one dialect of English, cot the noun and caught, the verb, are pronounced the same.

e. Some people think phonetics is very interesting.

f. Victoria Fromkin, Robert Rodman and Nina Hyams are the authors of this book.

Julia Chapter 6 Exercise 1

2007-07-19T11:53:00.000-07:00

The computer I am using this afternoon does not have Word or any program with symbols. But I hope that the point comes across, and my phonetic symbols are understood anyway.

a. judge [d3]
b. Thomas [t]
c. though [o (with the x on top)]
d. easy [i]
e. pneumonia [n]
f. thought [0 (with a line through it)]
g. contact [k]
h. phone [f]
i. civic [s]
j. usual [j]

Jon G. Chapter 6 Exercise 2

2007-07-19T11:50:00.000-07:00

a. fleece [s]
b. neigh [e]
c. long [nj]
d. health [θ]
e. watch [t∫]
f. cow [w]
g. rough [f]
h. cheese [z]
i. bleached [t]
j. rags [z]

Tricia's Chapter 6, Exercise #3

2007-07-19T10:35:00.000-07:00

Write the following words in phonetic transcription, according to your pronunciation.

a. physics - [ f I dʒ ə k s ]

b. merry – [ m ɛ r i׃ ]

c. marry - [ m ɛ r i׃ ]

d. Mary - [m ɛ r i׃]

e. yellow – [ j ɛ l o ]

f. sticky – [ s t I k i׃ ]

g. transcription – [ t r ə n s k r I p ʃ ə n ]

h. Fromkin – [ f r a m k ə n ]

i. tease – [ t i׃ z ]

j. weather – [ w ɛ ð ə r ]

k. coat – [ k o t ]

l. Rodman – [ r a d m ə n ]

m. heath – [ h i׃ θ ]

n. Tricia – [ t r I ʃ ə ]

Su profesora en Barcelona quiere algo

2007-07-19T09:20:00.000-07:00

Hola!
Please send me your handout with references for your presentations!

Me duelan las peirnas de tan caminando en Barcelona!

Jill

Valery Chapter 6 Ex. #1

2007-07-19T05:31:00.000-07:00

Valery Dragon
Chapter 6 Exercise 1
TRED 257 Linguistics
Professor Jill Robbins

Sorry it took so long- but I couldn't find the phonetic symbols.

1. Write the phonetic symbol for the first sound in each of the following words according to the way you pronounce it.

a. judge [ d3 ]

b. Thomas [ t ]

c. though [ ð ]

d. easy [ i ]

e. pneumonia [ n ]

f. thought [ θ ]

g. contact [ k ]

h. phone [ f ]

i. civic [ s ]

j. usual [ j ]

Links for Morphology

2007-07-18T07:25:00.000-07:00

Howdy!
Here are the links I mentioned last night:
To read about the morphology of the Jabberwocky, visit: http://www.alphadictionary.com/articles/ling005.html
To see the list of new words and definitions published in the 2006 Merriam Webster Dictionary, visit:

http://www.m-w.com/info/new_words.htm

Stay tuned for Phun with Phonetics on Thursday!
Abbe

Chapter 6, Exercise 10, Rebecca Bergey

2007-07-17T18:27:00.000-07:00

10.
a. Noam Chomsky is a linguist who teaches at MIT.
b. Phonetics is the study of speech sounds.
c. All spoken languages use sounds produced by the upper respiratory system.
d. In one dialect of English cot the noun and caught the verb are pronounced the same.
e. Some people think phonetics is very interesting.
f. Victoria Kromkin, Robert Rodman, and Nina Hyams are the authors of this book.

Allison Chapter 6 Exercise 10

2007-07-17T15:47:00.000-07:00

a) Noam Chomsky is a linguist who teaches at MIT.
b) Phonetics is the study of speech sounds.
c) All spoken languages use sounds produced by the upper respiratory system.
d) In one dialect of English cat, the noun, and caught, the verb, are pronounced the same.
e) Some people think phonetics is very interesting.
f) Victoria Fromkin, Robert Rodman and Nina Hyams are the authors of this book.

Jon G. Chapter 3 Exercise 11

2007-07-17T12:19:00.000-07:00

a. Acronyms: FUBAR (fouled up beyond all recognition), CORE (Center for Oceanographic Research and Education), ROM (read-only memory), NATO (North Atlantic Treaty Organization), NAFTA (North American Free Trade Agreement)

Abbreviations: MLB (Major League Baseball), NHL (National Hockey League), GWU (George Washington University), GDTRFB (Going Down the Road Feeling Bad), USB (Universal Serial Bus)

b. Alphabetic Abbreviations: UCJCG (The Unified Church of Jonathan Charles Gorham), PWC (People Without Cars), LBWD (Looks Better When Drunk), DAB (Dead After Burial) , OBTTT (Official Backyard Table Tennis Tournament)

Acronyms: PETOP (People for the Ethical Treatment of People), FORD (fix or repair daily), LAFA (Linguistic applications for all), UNDER (United Nations of the Dark Elven Realms), PONG (Paddle Operated Net Games)

Chapter 2 Presenters Blog (Alexandra and Jonathan)

2007-07-17T12:14:00.000-07:00

Summary of Exercise-
We looked up all of these words in the etymological dictionary and posted the definitions as well as the morpheme-breakdown of each word. You can find the word origin of basically any word on this website. We found the results very interesting and plan on using this website with our students in the future.
http://www.etymonline.com/index.php?search=sick&searchmode=none

We will be handing out a summary of the chapter including critical definitions and common affixes. This can be used as a studyguide for the grammar test.

1.retro+act+ive - 3 
Fr. rétroactif (fem. rétroactive) "casting or relating back," from L. retroactus, pp. of retroagere "drive or turn back," from retro- "back" + agere "to drive, set in motion" (see act).
2.be+friend+ed - 3 
O.E. freond, prp. of freogan "to love, to favor
3.tele+vise - 2 
1927 back-formation from television, on model of other verbs from nouns ending in -(v)ision (e.g. revise).
4.Margin - 1 
1362, "space between a block of text and the edge of a page,"
5.En+dear+ment - 3 
c.1580, from en- "make, put in" + dear. Endearment "act of endearing" is from 1663.
6.Psych+ology – 2
1653, "study of the soul," probably coined mid-16c. in Germany by Melanchthon as Mod.L. psychologia, from Gk. psykhe- "breath, spirit, soul" (see psyche) + logia "study of." Meaning "study of the mind" first recorded 1748, from G. Wolff's Psychologia empirica (1732); main modern behavioral sense is from 1895. 
7.Un+palat+able - 3 
1382, "roof of the mouth," from O.Fr. palat, from L. palatum "roof of the mouth," perhaps of Etruscan origin. Popularly considered the seat of taste, hence transferred meaning "sense of taste" (1526). Palatable "good-tasting" is attested from 1669.
8.Holi+day - 2 
O.E. haligdæg, from halig "holy" + dæg "day;" in 14c. meaning both "religious festival" and "day of recreation," but pronunciation and sense diverged 16c.
9.Grand+mother - 2 
1424, from grand + father. Replaced O.E. ealdefæder. The use of grand- in compounds, with the sense of "a generation older than, or younger than," is first attested c.1225, in Anglo-Fr. graund dame "grandmother." L. and Gk. had similar usages. Grandmother also first attested 1424, from M.Fr.
10.Morph+em+ic - 3 

11.Mis+treat+ment - 3 
Treatment "conduct, behavior" is recorded from c.1560; in the medical sense, it is first recorded 1744.

12.De+act+iv+a+tion - 5 
c.1384, from O.Fr. acte, from L. actus "a doing" and actum "a thing done,"
13.Salt+peter - 2 
"potassium nitrate," 1501, earlier salpetre (c.1325), from O.Fr. salpetre, from M.L. sal petrae "salt of rock," from L. sal "salt" (see salt) + petra "rock, stone." So called because it looks like salt encrusted on rock.
14.Air+sick+ness – 3
"unwell," O.E.

Natalie Chapter 3 Ex. 4

2007-07-17T11:57:00.000-07:00

Terrorized- inflectional suffix
uncivilized- free root because civil has meaning on its own
terrorize- derivational suffix
lukewarm- derivational prefix
impossible- derivational prefix

Derivational changes meaning
Inflectional changes tense, shows possessive, plural, comparative and superlative

Allison Chapter 3 Exercise 6

2007-07-17T11:21:00.000-07:00

Michoacan Aztec:

a. The morpheme meaning "house" is: 2) kali
b. The word meaning "cornfields" is: 1) kwahmilimes
c. The word meaning "his dogs" is: 2) ipelomes
d. If the word meaning "friend" is mahkwa, then the word meaning "my friends" is: 5) nomahkwames
e. The word meaning "dog" is: 1) pelo

One more link

2007-07-17T07:21:00.000-07:00

Sorry--I forgot one link I mentioned on Tuesday. Here is the link for the dichotic listening test. It's quick and really neat--you need stereo headphones (the ones that come with an ipod work fine), and be sure you have the Left and Right ends in the corresponding ears. To take part, you have to give yourself a user name, and location, but you can make it up, and you can list your institution as "unaffiliated" if you want. Have fun!

http://psychexps.olemiss.edu/Exps/Dichotic_Listening/startd.htm

Suzanne - Chapter 3, Exercise 1

2007-07-17T07:06:00.000-07:00

Estimation of the number of words in my mental lexicon

The dictionary I used (Random House College Dictionary) had 48 entries on a page.
There were 1,534 pages in the dictionary. 1534 X 48 entries per page = 73,632 words
The number of words on the following pages

Page 50 had 59 words on it
Page 75 had 39 words on it
Page 125 had 60 words on it
Page 303 had 58 words on it

I know thirty-two of the fifty-nine words on page 50, twenty-three of the thirty-nine words on page 70, thirty-six of the sixty words on page 125, and thirty-three of the fifty-eight words on page 303.
I know 124 of the 216 words on pages 50, 75, 125 and 303. Therefore I know 57.4% of the words on those four pages.
73,632 X 57.4% = 42,265 words in my mental lexicon.

Valery Chap.3 Ex.5

2007-07-16T19:29:00.000-07:00

Absurdatioin, confuzzled, ludicrosity, and the list goes on. Never did I imagine that simple word play between my sisters and I would demonstrate an understanding of how language evolves, or how it is used.

This chapter was so interesting to me that I missed my train stop on the metro twice because of reading. It had so many highlights. When they dfif the "F" test to show the different hierarchy applied to words by the brain, it just emphasized how many things our brain does automatically. It makes you wonder if there probably is something to theories that suggest a certain level of automaticity in the acquisition of language and the idea of different compartments with switches needing to be activated.

Also, it mad me take a look at some of the controversy behind how different groups may force the development of language down an unpopular path. Who has the right to authenticate language, make it valid, judge it....? Why are certain words scoffed at, and others accepted? I mean, the first time I heard a newsanchor use the word BLING, I almost choked. Is it just a matter of the source and whether that individual has a resume to support the "expert" label?

It seems that for the most part, words may evolve but we use certain morphemes to guide that direction. For that matter, in certain languages we see the same morphemes being applied to many different stemwords. For instance, the morpheme meaning "singular in Zulu is "um", and "aba" is used for "plural".

By removing the "um" morpheme from the words listed in the first column we would be able to find definition. For example umfazi means "married woman". We can look at the morpheme "um" to mean "a" or "one", and therefore understand that fazi means "married woman".

Examine the following words. Remove the bolded morphemes to find the stem.

umfani/abafani--> fani--> boy

umzali/abazali--> zali---> parent

umfundisi/abafundisi-->fundisi-->teacher

umbazi/ababazi--> bazi--> carver

umlimi/abalimi-->limi--> farmer

umdlali/abadlali--> dlali-->player

umfundi/abafundi-->fundi--> reader

Pix & thanks

2007-07-16T15:22:00.000-07:00

Thanks for the links, Abbe! I had fun with the Stroop tests. I must have been a bit slowed down by the half glass of Sangria tonight since I was a little below average on the time to complete a couple of them.
If you want to get more jealous, here are my pictures from the weekend with AUC in Mallorca. http://jillrobbins.com/mallorca/mallorca.html
Happy morphing tomorrow!

Tricia - Chap. 3, Exercise #15

2007-07-16T15:07:00.000-07:00

A. In Italian, the root morpheme meaning "robust" is robust.

B. The morpheme meaning "very" is issim.

C.
1) "A robust wine" is un vino robusto.
2) "A very red face" is una faccia rossissima.
3) "A very dry wine" is un vino seccissimo.

For B, I think the morpheme is only the "-issim-" part, even though it will also have an inflectional ending of "o" or "a" depending on the word gender. Thoughts?

Julia Chapter 3 Exercise 6

2007-07-16T12:22:00.000-07:00

A. The morpheme meaning "house" would be 2. kali.
B. The word meaning "cornfield" is 1. kwahmilimes.
C. The word meaning "his dogs" would be 2. ipelomes.
D. If the word meaning "friend" in this language is mahkwa, then the word meaning "my friends" would be 5. nomahkwames.
E. The word meaning "dog" in this langauge is 1. pelo.

Useful Links

2007-07-16T08:34:00.000-07:00

Hi Everyone,
If you're not too jealous of Jill's jet-setting to work on linguistics, here are some useful links.

From Thursday:
Neuroscience for Kids site: http://faculty.washington.edu/chudler/neurok.html
Split Brain experiment: http://nobelprize.org/educational_games/medicine/split-brain/index.html
PET scan: http://cerncourier.com/cws/article/cern/28507/1/cernimag2-10-01
fMRI: http://www.csulb.edu/~cwallis/482/fmri/fmri.html
ERP: http://brainlang.georgetown.edu/erplab.htm
Stroop test: http://faculty.washington.edu/chudler/words.html

For Tuesday:
Online Etymologic Dictionary: http://www.etymonline.com/
This site isn't a list of morphemes in English, but a dictionary that gives detailed information about a word's components and their meanings.

See you Tuesday!
Abbe

Hi from Barcelona!

2007-07-16T00:02:00.001-07:00

Well, I've just done my level test here and am waiting to find out what level I'll be in. I realized that I couldn't remember the future or subjunctive at all (at least to produce it) when the interviewer asked me what I'd do with her if she came to visit me in DC.

It's very interesting seeing the signs here in Catalan. In Mallorca over the weekend, there were signs in Mallorqui, with Spanish translations next to them in some places. It looks a little like Italian and Spanish with a bit of French...

Mallorca is beautiful - the perfect Mediterranean climate; crystal clear blue skies, a cooling breeze, and warm sunshine. I saw the Cathedral there and the Museum of Modern art. Anna & I had tapas and fried fish (very fresh, as it was at the docks) and I found that I really like 'clara' the mixture of beer and lemonade.

The apartment I'm staying in is very old - you have to pull a chain to flush the toilet. No AC and one TV shared among 4 students. One is from Italy, one is from Russia, and the other is from Switzerland.

Bye for now...

Chpt. 3, Exercise 4, Rebecca Bergey

2007-07-15T17:13:00.001-07:00

4.
a. terrorized-inflectional suffix
b. uncivilized-free root
c. terrorize-derivational suffix
d. lukewarm-bound root
e. impossible-derivational prefix

Chpt. 3, Exercise 4, Rebecca Bergey

2007-07-15T17:13:00.000-07:00

4.

a. terrorized- inflectional suffix
b. uncivilized-free root
c. terrorize-derivational suffix
d. lukewarm-bound root
e. impossible-derivational prefix

Chapter 2, Ex. #13, Rebecca Bergey

2007-07-15T15:54:00.000-07:00

When looking at the chinese characters compared to the written symbol in pinyin, I remember a presentation in my last class by a native Chinese speaking classmate and try to recall everything that she mentioned about the differences. A few things to test would be the time spent reading each sound and also to do brain scans while participants read each word to see what type of the brain is used. Perhaps this is also a test that could be done do someone with split brain (like the online activity with Mr. Split Brainy) to see if these two types of reading are done in different parts of the brain. My initial inclination is that yes, the reading of Chinese characters would have to do with interpreting symbols and images and would be associated specifically with items or actions, while reading the pinyin would be more like decoding. When I asked a native Chinese speaker, however, she said that although she reads slower with pinyin, she does not necessarily believe that it is done with a different part of the brain.

Emily Chapter 6 Exercise 1

2007-07-14T12:14:00.000-07:00

Phonetic Symbols

a) [d3]
b) [t]
c) [ð]
d [i]
e [n]
f) [θ]
g) [k]
h) [f]
i) [s]
j) [j]

Emily Chapter 3 Exercise 6

2007-07-13T18:10:00.000-07:00

Michoacan Aztec

a) The morpheme meaning "house" is: kali
b) The word meaning "cornfields" is: kwahmili
c) The word meaning "his dogs" is: ipelomes
d) If the word meaning "friend" is mahkwa, the the word meaning "my friends" is: nomahkwames
e) The word meaning "dog" is: pelo

2007-07-13T12:20:00.000-07:00

Chapter 3 Ex. 2 Alexandra Core and Jonathan Dworin

1.retro+act+ive - 3
2.be+friend+ed - 3
3.tele+vise - 2
4.Margin - 1
5.En+dear+ment - 3
6.Psych+ology - 2
7.Un+palat+able - 3
8.Holi+day - 2
9.Grand+mother - 2
10.Morph+em+ic - 3
11.Mis+treat+ment - 3
12.De+act+iv+a+tion - 5
13.Salt+peter - 2
14.Air+sick+ness - 3

Jon D's post Ch 2 Ex 2

2007-07-12T16:49:00.000-07:00

A.
1.
liberty-noun, state of being free
freedom- noun, similar conceptual definition

canary-noun, tropical bird
parrot- noun, also a tropical bird, not the same species

abroad-adverb,adj. beyond one’s borders
overseas-adverb, similar definition

large-adj. deals with grand size
long-adj. deals with length more than size

short- adj. small in stature(length)
small-adj. deals with size

tall-adj. high in stature
long-adj. length

2.
decide-verb, infinitive form, infers choice
decision-noun, the action of deciding

conceal-verb- to hide, infinitive
concealment- extra morpheme added, transitive verb, same root verb

portray-verb, infinitive, to show
portrait-noun, a picture of what is portrayed

bathe- verb, infinitive, to cleanse
bath-noun, place where bathing occurs, similar idea

speak-verb, infinitive, converse
discussion-noun, a forum for speaking

remember- verb, infinitive, to use one’s memory
memory- noun, similar idea, the power of remembering

B. The results of the spoken word differing from the written word demonstrates that there is a definite neourological disconnect between the process of reading and speaking. The similarities in definitions of the two groups demonstrates that the meaning is not lost djavascript:void(0)uring the eye to brain process. In most of the cases, a synonym is spoken or at least a word with similar meaning. However, when dealing with verbs, an infinitive form was often changed to either a conjugated verb or a completely different form of the word. In the case of reading nouns and adjectives, this was not the case. As a result, this would prove that certain types of words are stored together in different parts of the brain, i.e. all nouns are in one section of the brain while verbs are in another section.

Suzanne - Chapter 2, Exercise 10

2007-07-12T13:17:00.000-07:00

Mini-research project: Is there a critical period for developing “perfect pitch”

Perfect pitch (a.k.a. absolute pitch) is the ability to name or produce a note of particular pitch in the absence of a reference note. It is a mysterious and extraordinary gift possessed by such musical geniuses as Mozart and Beethoven. Generally, perfect pitch implies some or all of the following abilities:

Identify and name individual pitches played on various instruments
Name the key of a given piece of tonal music
Identify and name all the tones of a given chord or other tonal mass
Sing a given pitch without an external reference
Name the pitches of common everyday occurrences such as car horns

There is a good deal of evidence that perfect pitch is acquired during the first year of life, part of the critical period in which infants acquire other features of speech. Studies indicate that musicians who started taking music lessons before the age of four were more likely to have perfect pitch than musicians who started musical training after the age of nine. According to researchers, the involvement of a critical period, however, may only be part of the picture. Musicians with absolute pitch tend to have greater asymmetry in an area of the brain that is critical to speech processing than among other individuals. This asymmetry emerges before birth, which shows that there is a genetic predisposition to perfect pitch.

In one study I found, researchers surveyed more than 600 musicians in music conservatories, training programs, and orchestras, to dissect the influences of early musical training and genetics on the development of this ability. Their results showed that early musical training appeared to be necessary but not sufficient for the development of perfect pitch. Forty percent of musicians who had begun training at or before 4 years of age reported having perfect pitch, whereas only 3% of those who had initiated training at or before 9 years of age did so. Self-reported perfect pitch possessors were four times more likely to report another perfect-pitch possessor in their families than were non-perfect-pitch possessors. These data suggest that both early (during the “critical period”) musical training and genetic predisposition are needed for the development of perfect pitch.

Here is an article I found about the part of the brain that is responsible for perfect pitch.

http://www.abc.net.au/science/news/stories/s593744.htm

Alexandra C.- Ch.2 p.64 #3

2007-07-12T12:57:00.000-07:00

a. There is under a horse a new sidesaddle. - There is a new sidesaddle under a horse.
Here is misplacement of the predicate noun phrase. The direct object appears at the end of the sentence.

b. In girls we see many happy days. I'm not sure about this one, although I am sure that there are a few men out there that would argue that this sentence is right on.
There is either a problem with the direct object (happy days)... or a problem with the object of the preposition. (in girls).

c. I'll challenge a new bike. I'll challenge a new idea.
The direct object shouldn't be bike.

d. I surprise no new glamour. I'm surprised that there is no new glamour. ??
If you use surprise as a verb, it takes a direct object. You surprised what or who?

e. Is there three chairs in this room? Are there three chairs in this room?
The verb isn't conjugated properly.

f. Mike and Peter is happy. Mike and Peter are happy.
The verb isn't conjugated properly.

g. Bill and John likes hot dogs. Bill and John like hot dogs.
The verb isn't conjugated properly.

h. Proliferate is a complete time about a word that is correct Wow... not sure on this one but I know that proliferate is an adjective and not a noun and that proliferate is not a time.

i. Went came in better than it did before. I'm not sure here either although I'm sure our class could come up with a few inappropriate interpretations. Possibly.. it went in better than it came out. Went is a the conjugated form of the verb to go and can not be used as a subject noun as it is in this case.

Jon G. Chapter 2 Exercise 5

2007-07-12T11:50:00.000-07:00

There are many clear arguments to support the notion that there are two separate parts of the brain. Anatomically, humans - like many, many, many, other living things - have bilateral symmetry. In terms of the brain, this symmetrical division works out as two hemispheres (imagine a globe here).

Even before the advanced scientific and medical technologies and notions of today, people were able to note (if not truly understand) these separate parts of the brain and their functions.
As discussed in the chapter, even in Biblical and ancient times people were able to see a relationship between the left side of the brain and the right side of the body and vice versa - this was evidenced by paralysis to the opposite side of the body after a brain injury to a specific side.

More rigorous scientific study, such as autopsy, has revealed that the brain is indeed constructed in two hemispheres which are connected by the corpus callosum. When this connection is severed, the two sides of the brain work independently. However, even when the corpus callosum is intact, and in cases where no brain damage has occurred, the parts of the brain still work on different tasks.

This directly relates to language:
-Postmortem studies of the brain in patients with language disabilities revealed that, for the most part, language is controlled by the left side of the brain (Broca and Wernicke's areas for example).
-With newer technology (MRI and PET scans) computer imaging can actually show which parts of the brain are active when non disabled patients are asked to complete different tasks

Yeah... so there are basically two separate parts of the brain... Don't think the professor from the one neurobiology class I foolishly took as a freshman in college would be too happy (I seem to recall there being a few more "parts" in there)... but yeah, two separate parts.

Julia Chapter 2 Exercise 8

2007-07-12T11:42:00.000-07:00

a. Goodnight and in the pansy I can't say but into a flipdoor you can see it (W)
b. Well...sunset...uh...horses nine, no, uh, two, tails want swish (B)
c. Oh, if I could I would, and a sick old man dsflined a sinter, minter. (W)
d. Words...words....words...two, four, six eight...blaze am he. (B)

Jonathan Dworin, Chapter 2, Exercise 2

2007-07-12T10:42:00.001-07:00

A.
1.
liberty-noun, state of being free
freedom- noun, similar conceptual definition

canary-noun, tropical bird
parrot- noun, also a tropical bird, not the same species

abroad-adverb,adj. beyond one’s borders
overseas-adverb, similar definition

large-adj. deals with grand size
long-adj. deals with length more than size

short- adj. small in stature(length)
small-adj. deals with size

tall-adj. high in stature
long-adj. length

2.
decide-verb, infinitive form, infers choice
decision-noun, the action of deciding

conceal-verb- to hide, infinitive
concealment- extra morpheme added, transitive verb, same root verb

portray-verb, infinitive, to show
portrait-noun, a picture of what is portrayed

bathe- verb, infinitive, to cleanse
bath-noun, place where bathing occurs, similar idea

speak-verb, infinitive, converse
discussion-noun, a forum for speaking

remember- verb, infinitive, to use one’s memory
memory- noun, similar idea, the power of remembering

B. The results of the spoken word differing from the written word demonstrates that there is a definite neourological disconnect between the process of reading and speaking. The similarities in definitions of the two groups demonstrates that the meaning is not lost during the eye to brain process. In most of the cases, a synonym is spoken or at least a word with similar meaning. However, when dealing with verbs, an infinitive form was often changed to either a conjugated verb or a completely different form of the word. In the case of reading nouns and adjectives, this was not the case. As a result, this would prove that certain types of words are stored together in different parts of the brain, i.e. all nouns are in one section of the brain while verbs are in another section.