LING1111 – Introduction to Linguistics (1) Assignment 2 – Phonology

LING1111 – Introduction to Linguistics (1) Assignment 2 – Phonology

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages To Order	5-10 Pages
Description/Paper Instructions Submitting your assignment on Blackboard Please submit your assignment electronically through Blackboard. There is NO hardcopy submission. You can prepare your assignment on computer, or by hand. When you are inserting IPA symbols in a Word document, you will find a character picker such as the one found here is helpful: https://r12a.github.io/pickers/ipa/ Once you have done the assignment in Word, save the Word doc as a pdf to upload to Blackboard (BB) as IPA characters in Word documents can fail to read properly in BB. If you prepare a handwritten answer, then it must be clearly legible. Illegible assignments will be returned. You will be permitted to resubmit, but the resubmission will count as a late submission, and the penalties for late submission will apply. Handwritten answers should be scanned and saved as jpg, png, or pdf files. There are scanners in the Library. As a general principle applying to all assessment items uploaded to BB, once you’ve uploaded your assignment, you should open it from inside BB and look at each page to make sure it has uploaded right. Every year there are a sizable subset of uploaded assignments where the upload or scanning process has only captured half a page, or else fonts have been scrambled, or it’s in a format that is unopenable from BB, or the student has accidentally uploaded the assignment question not their answer, etc. You need to always check that what you have uploaded looks right on BB and is openable. Questions 1 – 4 (each worth 0.5) Do the following sets of consonants form natural classes? If they do, what are the feature values that they share? They may share only one feature value, or they may share more than one feature value. It is possible that the set may share a negative feature value. They might all be [-continuant], for example. [w l m̥ʎ ɲ ɰ] [β s k ɳ ɹ l̪] [ʐ ʁ ʃ v s ʒ] [c ɖ j ʃ ɭ ɳ] Questions 5 – 8 (each worth 0.5) Do the following sets of vowels form natural classes? If they do, what are the feature values that they share? They may share only one feature value, or they may share more than one feature value. It is possible that the set may share a negative feature value. They might all be [-front], for example. For the purposes of Questions 5 – 8, ignore the features [-consonantal], [+continuant], [+sonorant], [+voice], [-nasal] as all vowels share these features.   [æ i ə y ɔ ɶ] [ɒ ø ʉ œ u y] [ɤ ʊ ɯ ɔ o u] [ɵ ɤ œ ɛ ɔ e]   Question 9 (3 marks) Consider the sounds [k] and [k’] ([k’] is a glottalised [k]. Treat it as a single sound). Do they contrast and are therefore separate phonemes, or are they in complementary distribution and therefore allophones of a single phoneme? If they contrast, give minimal and/or subminimal pairs as evidence. If they are in complementary distribution, write a rule describing the complementary distribution.   1. kisim ‘my beard’ 2. čak’a ‘chop it down’ 3. koktik ‘our feet’ 4. k’ak ‘flea’ 5. p’akan ‘hanging’ 6. k’aʔem ‘sugar cane’ 7. sak ‘white’ 8. k’iʃin ‘warm’ 9. skuču ‘he is carrying it’ 10. k’uutes ‘to dress’ 11. snika ‘he stirred it’ 12. ʔak’ ‘reed’   Question 10 (3 marks) Consider the sounds [ʌ], and [ɛ]. Do they contrast and are therefore separate phonemes, or are they in complementary distribution and therefore allophones of a single phoneme? If they contrast, give minimal and/or subminimal pairs as evidence. If they are in complementary distribution, write a rule describing the complementary distribution.   1. fʌllʌɡʌ ‘he wanted’ 2. ɡʌnzʌb ‘money’ 3. laccɛ ‘he shaved’ 4. fʌrʌs ‘horse’ 5. ʒɛle ‘unarmed’ 6. ɟɛɡna ‘brave’ 7. nʌɲ ‘I am’ 8. aʃʃɛ ‘he rubbed’ 9. mʌc ‘when’ 10 aɡʌɲɲɛ ‘he found’
RUBRIC Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization;  and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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