Name: Group members (up to 3) For each of the datasets, (i) do a phonemic analysis and (ii) list the phonological rule(s) and process(es) if present. 1. Thangmi (Sino-Tibetan; Nepal & India) Compare [n] vs. [n] vs. [n] vs. [ɲn] (all 4 with each other) [nu:n] 'salt' [y] [ghonti:] [ont] e. [ancar] a. LIN 3010 - Module #4 - Phonological Analysis -Assignment #1 (30pts) Due Tuesday February 6th at 11:59pm on Canvas b. C. d. (i) Phonemic analysis Statement: Evidence: 'grumbling' 'bell' 'end' 'pickles' 1 f. g. h. i. [conda:] [noram] [gunda:] [nutan] (15pts + 1 Bonus) 'subscription' 'soft' lampoons' 'new' Visual: (ii) Phonological rule(s) & process(es) Describe the rule: State the rule: Name the rule (Bonus +1): 2 2. Northern East Cree (Algonquian; Canada) Compare: [p] vs. [b]; [t] vs. [d]; [k] & [g] (compare each pair separately) [wa:bəmau] [ma:difowau] [pa:fiwau] [ku:gunau] [na:dau] i. [pispa:biu] [ti:binau] j. [ahta:uwit] [miskiwau] k. [i:yik] f. [ta:gumau] 1. [a:gup] a. b. C. d. e. (i) Phonemic analysis Statement: Evidence: Visual: 'sees' 'brings' 'goes' 'wins' 'finds' 'chokes' 3 g. h. (15pts + 3 Bonus) 'cuts' 'pushes' 'looks through' 'bag' 'frog' 'coat' (ii) Phonological rule(s) & process(es) Describe the rule: State the rule: Name the rule (Bonus +1): (iii) Extra Bonus (max. 2pts) Is there a single rule which accounts for all 6 sounds in Northern East Cree? If no, why not? If yes, state & describe the rule. 4

Question 2: Give the broad transcription and narrow transcription for each of the following English words being sure to use correct bracketing. Your narrow transcriptions should indicate aspiration, liquid devoicing, Canadian raising, flapping/tapping, nasalization, and syllabic consonants, if applicable. [7 points] a. fitter b. plant c. kite d. patter e. pringles f. flout g. loud Broad transcription Narrow transcription/nAssignment 3 - LINA01H3F-Summer2022 Name: Name: Student number: Student number: Question 1: In each set of symbols, there is one that doesn't belong. Identify the odd one out, and then name the characteristic that the rest of the symbols share. The first one has been done for you. [5 points] Odd one out The rest are all... [m] a. [bmdg] b. [ej æ & UI] c. [bndg] d. [vsz mn 3] e.[κολε] f. [kgŋn] oral

Consider the vowels (1-5) of an existing language plotted below. 1. For each vowel, provide a height/backness/rounding label. Note that Vowel 4 is the only rounded vowel in this language. Suggest the appropriate transcription for the vowels using the IPA symbols and diacritics (where necessary).

Based on your understanding write an academic essay on the following topic: Macro-linguistics tends to focus on broader, larger concepts and tendencies of language, while micro-linguistics is concerned with smaller, more specific linguistic elements. Demonstrate your understanding of the topics covered by writing an academic essay of at least 300 words identifying aspects of micro-linguistics and how they are covered under Computational Linguistics

Name: (Note: Every person in the group must hand-in their own copy) A. Huixtan Tzotzil (Mayan; Mexico) a. nibát b. nikóm nivé? d. nitál Group members (up to 3; excluding yourself) C. LIN 3010 - Module #6 Morphological Analysis Assignment (30pts) r. i. tfibát j. tfikóm k. tfivé? 1. tfitál q. bátemun kómemun vé?emun tálemun S. t. 1 'I went' 'I stayed' 'I ate' 'I came' 'I will go' 'I will stay' 'I will eat' 'I will come' 'I have gone' 'I have stayed' 'I have eaten' 'I have come' e. nabát f. nakóm g. h. m. tfabát n. tfakóm tfavé? p. tfatál O. u. navé? V. natál W. bátemot kómemot vé?emot X. tálemot (15pts) 'you went' 'you stayed' 'you ate' 'you came' 'you will go' 'you will stay' 'you will eat' 'you will come’ 'you have gone' 'you have stayed' 'you have eaten' 'you have come’ 1. Identify the following morphemes (including any allomorphs) 'go' 2 'stay' 'eat' 'come' 2. Identify the morpheme order PAST (9pts) FUTURE ('will') PERFECT ('have') 'I' (1st person) 'you' (2nd person) (2pts) 3. Fill-in the empty cells by translating between Huixtan Tzotzil & English ex. ex. (i) (11) (iii) (iv) (v) (vi) (vii) (viii) Huixtan Tzotzil tfik'ót láxemot nak'ót tfaláx láxemun nik'ót English translation 'I will arrive' 'you have seen’ 'I have arrived' 'I saw' 'you will arrive' 'you have arrived (4pts) B. Totonopec Mixe (Mixe-Zoque; Mexico) a. b. c. n?is m?if y?if g. nyu?u h. myu?u i. yu?u 4 'I see' 'you see' 'she sees' 'I plow' 'you plow' 'she plows' m. nha?andza n. mha?andza 'you sneeze' o. hya?andza 'she sneeze' 'I sneeze' nko:?ya mko:?ya f. kyo:?ya d. e. j. n?ekha k. m?ekha 1. y?ekh p. nzi?ik 9. mzi?ik Syi?ik r. (15pts) 'I play' 'you play' 'she plays' 'I get angry' 'you get angry' 'she gets angry' ‘I laugh’ 'you laugh' 'she laughs' 1. Identify the following morphemes (including any allomorphs) 'see' 5 'play 'plow' 'get angry' 'sneeze' ‘laugh' 2. Identify the morpheme order (11pts) 'I' (1st person) 'you' (2nd person) 'she' (3rd person feminine) (1pts)

WP2 Outline Introduction Definition of "linguistic racism" or "linguistic bias" - quote sandwich or paraphrase Thesis statement Which types (two) of linguistic bias the essay will examine. How linguistic bias is harmful How to solve the problem Example: Linguistic bias is apparent in various places, such as the educational environment and workplace. This discrimination can cause harm, such as psychological effects and limiting opportunities. It is clear that policies need to be put into place to ensure that educators and co-workers cannot impose this harm in the future. ● O ● ● Body Paragraph 1 Define General American Accent Explain how GAA leads to or contributes to linguistic bias If there is a correct way to speak, then other ways of speaking must be considered incorrect . . ● • • . O Body Paragraph 2 Example of linguistic bias (housing or workplace or educational environment) Explain how a certain behavior is a manifestation of linguistic bias Explain how this bias is harmful Body Paragraph 3 Offer a different example of linguistic bias (housing or workplace or educational environment) Explain how a certain behavior is a manifestation of linguistic bias Explain how this bias is harmful Body Paragraph 4 Your story of linguistic bias It should connect to the example of BP3 Conclusion Is linguistic bias a problem (in our opinion)? How can we solve this problem (in your opinion)? The solutions should address the problem that you identify in BP3 and BP4 You can offer a solution from a text BUT you need to expand upon it

Discuss Hockett's Design Features of Languages. Which of these do you believe to be the most significant in terms of understanding the uniqueness of human language? in 200 words