By Wednesday, each student in the class will be responsible for the following, posting a blog posting tagged word formation processes:

1. Researching the word formation process assigned to you.
2. Explaining what, exactly, that process is (what happens, why is it used...what purpose it serves in English, etc.).
3. Providing at least three examples of the process (not found in the book or on another person's posting)
4. Where you got your information.
5. Commenting on two other word formation process postings. Other examples? Other insights? Thoughts?

Provide something interesting, academic, relevant,and not said on another posting. You are to extend to conversation, not repeat it.

Derivation Group

Category Extension/Conversion Group

According to my philosophy of education, especially for this class, extra credit is an unnecessary educational concept. I rarely provide opportunities for such things; but, a rare opportunity has presented itself here on Purdue's campus. There will be a showing and related discussion of "The Linguists," a film that chronicles the journey of two linguists, Professor K. David Harrison and colleague Gregory Anderson, in an effort to document three stages of language extinction in Bolivia, India, and Siberia and to address the reasons behind their endangerment.

You can view the Trailer on YouTube here:

“We thus make a fundamental distinction between competence (the speaker-hearer’s knowledge of his language) and performance (the actual use of language in concrete situations). [...] A record of natural speech will show numerous false starts, deviations from rules, changes of plan in mid-course, and so on. The problem for the linguist, as well as for the child learning the language, is to determine from the data of performance the underlying system of rules that have been mastered by the speaker-hearer and that he puts to use in actual performance” (Chomsky 1965, p. 4).

Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.

Even Tarzan struggled with this schism...

By Wednesday, each student in the class will be responsible for the following, posting a blog posting tagged phonological processes:

The following students need to post questions or comments (as a comment to this page) on Chapter 5 of The Study of Language by noon on the day of class.

• Rashel Coulter
• Alexa Cooper
• Alexandra Cash
• Emilee Brock
• Adam Beasley
  

Here are the grades for test #1...

Determine which of the following are voiced and which are voiceless.

[ s ] [ d ] [ g ] [ ð ] [ tʃ ] [ b ] [ t ] [ ʔ ] [ r ] [ θ ] [ p ]
[ o ] [ f ] [ ʃ ] [ z ] [ k ] [ i ] [ m ] [ v ] [ h ] [ w ] [ ɪ ]

Write the phonetic symbol representing each of the following sounds (don’t forget to use square brackets). The first one is given as an example.

E.g. voiced palatal glide: [ j ]

The following students need to post questions or comments (as a comment to this page) on Chapter 4 of The Study of Language by noon on the day of class.

• Ashley Mikutis
  
• Caitlin Lane
  
• Kristen Irwin
  
• Sean Huguenard
  
• Jeff Hamilton

Answers to Writing Systems Exercise

1. Ideographic
2. Pictographic (or ideographic [you would have to pose an argument])
3. Morphographic
4. Syllabic
5. Pictographic
6. Ideographic
7. Alphabetic
8. Morphographic
9. Syllabic
10. Ideographic

To get started with ENGL 227, you'll need to complete a few steps, which include

• Registering for the course website.
• Logging in for the first time.
• Editing your account for the first time.

Please click on each of the following links and follow the directions in order to use the course site.

Registering for the course website

Class,

Follow this link to purchase the course textbook, The Study of Language (3rd ed.) by George Yule.