Week+Two+Rowe+and+Levine+Chapters+4,+5,+and+6

Chapters 4,5, and 6

1. Inflectional morphemes don’t change the general meaning of the word but the grammatical function. My text-to-world connection is that people use inflectional morphemes to change a word from singular to plural such as cat to cats. Another kind of inflectional morpheme that people use is changing a word from present tense to past tense such as calling to called. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

2. Compounding is combining two root words to create a new word with one combined meaning. My text-to-self connection comes from working with my second graders on compound words. Teaching them that the easiest way to recognize a compound word is if you can split it up and still have to separate words that both mean something. For example, goldfish is a compound word because you have the two separate words gold and fish within it.



Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

3. Neologisms “are newly formed words”. My text-to-world connection would be the constant new words or word meanings being created by pop culture in the United States. I think an example of a neologism would be bae which means someone’s best friend or significant other.



Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

4. Prescriptive grammar or syntax is telling someone the correct way to speak or write. My text-to-self connection would be how amazing it is that overtime grammar and pronunciation of words becomes natural. I find that one of the best tools for editing is reading a sentence or paper aloud to check for mistakes. Often times you might recognize awkward phrasing better when you hear it out loud faster than you would by just reading alone.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

5. Case shows the relationship of nouns, pronouns, and adjectives in a sentence and that with other words in the sentence. My text-to-world comes from how everyone learns in school how to find the subject of a sentence by its placement in relationship to the verb. The subject is usually the first word in a sentence and the one doing the action.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

6. Lexical ambiguity happens when there can be more than one meaning to a sentence. My text-to-world connection comes from how people use multi meaning words all the time and constantly have to judge by the context what the meaning of that word is. For example, someone could say they have a bat in their backyard and that could mean the animal or the baseball bat.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

7. Lexicon is the collection in one’s own mind of all the words they know. My text-to-self connection comes from how I know that I am constantly adding new words to my own lexicon. Just reading this linguistics book I am learning many new words such as phoneme and phone to add to my lexicon.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

8. Referent is the meaning behind a word in a sentence. My text-to-world connection is that words such as dog or him can have many different referent meanings. It all depends on who the specific dog or boy that is being talked about.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 9. Hyponyms is a word or words that are a subclass of another word. For example, my text-to-world connection comes from the many different classifications of types of cars. Words like sedan, coupe, and SUV are all under the umbrella of types of cars.

Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

10. Connotation is a word that can have multiple meanings depending on how it is used in a sentence. My text-to-self connection comes from a word I commonly hear used at my school by the students I work with which is savage. They commonly use this word to mean doing something very cool or awesome. When traditionally this word's connotation was not cool but to do something cruel or violent. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski

**Chapter 4**
 * Morphology** “is the study of the structure and classification of words and the units that make up words (Rowe & Levine, 2015).” In simpler words, Morphology refers to rules that govern the formation and combination of words.

For example: Prefixes or morphemes that precede the root are words like misunderstood, the word is changed by the prefix, “mis-”. Another example is morphemes that are at the end of a word like friendly, the word is changed by the suffix, “-ly”.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 5/30


 * Chapter 4**
 * Allomorphs** “is a variation of a morpheme (Rowe & Levine, 2015).” Allomorphs have difference phonetic forms for the same meaning.

An example from the text is the meaning “more than one” which can be shown when using the suffix -s in English. The -s can be pronounced in three different ways and mean the same thing: /s/ as in mats, /z/ as in zoos, or /ez/ as in churches (Rowe & Levine, 2015).

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 5/30


 * Chapter 4**
 * Foreign Word Borrowing** is a concept that explains how words from one language enter other languages and have similar spelling or the exact spelling (Rowe & Levine, 2015).

A few examples of words that English has borrowed according to the text are listed below:

Spanish: taco, pueblo, pronto French: recipe, dime, menu Italian: solo, piano, casino Native American Languages: chipmunk, Mississippi, Massachusetts German: noodle, pretzel, kindergarten Dutch: yacht, cookie, waffle Yiddish: klutz, schnook, schlep Arabic: sofa, magazine, alcohol Turkish: yogurt, tulip African Languages: tote, gorilla, zebra Misc.: tea (Chinese), whiskey (Gaelic), ski (Norwegian) (Rowe & Levine, 2015)

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 5/30


 * Chapter 5**
 * Descriptive Syntax** refers to the subconscious rules of language that one uses (Rowe & Levine, 2015). Linguists are listening to what is being said to discover the rules being used as opposed to prescriptive syntax (see definition below). They are essentially studying the way language is constructed.

Click on the link to view a video of an example of Descriptive Syntax and the purpose and process for linguists.

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References: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

Retrieved from http://study.com/academy/lesson/what-are-descriptive-linguistics-purpose-process.html

By: Alexsandra Gamboa 5/30


 * Chapter 5**
 * Prescriptive Syntax** “refers to the concept that there is a right and wrong way to speak, write, and sign (Rowe & Levine, 2015).”

The most common example of prescriptive syntax happens in the classroom. When a language teacher tells you that there is a correct and incorrect way. In my own life, I have experienced this in Spanish classes. The teacher will tell us how to conjugate words or tell us ow to place the words in a proper Spanish sentence.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 5/30


 * Chapter 5**
 * The Constituent Structure of Sentences** is a concept that explains how a sentence is made up of small meaningful words (Rowe & Levine, 2015). These units combine with other larger units to make a sentence, which is the largest constituent. In other words, each word has meaning and a specific function in the sentence.

For example, a sentence can be labeled for its part of speech;

References: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

Retrieved from https://commons.wikimedia.org/wiki/File:Basic_constituent_structure_analysis_English_sentence.svg

By: Alexsandra Gamboa 5/30

**Chapter 6**
 * Semantic Domain** “is a set of words that share semantic properties (Rowe & Levine, 2015).” Think about when you make categories of one subject.

An example the text used is “trees”. Trees can be one domain of many words that share the same semantics like oak, maple, ash, birch, pine, and palm (Rowe & Levine, 2015).

Reference: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

By: Alexsandra Gamboa 5/30

**Chapter 6**
 * Gradable pairs** are “antonyms that are part of a larger set of related words and express the concept that one of them is more, and the other is less(Rowe & Levine, 2015).”

An example of gradable pairs that are part of a larger set of related words is shown in our text in the example below:

“Humungous-gigantic-huge-big-large-medium-little-small-tiny-miniscule” (Rowe & Levine, 2015).

References: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

By: Alexsandra Gamboa 5/30

**Chapter 6**
 * Oxymorons** “are phrases that combine contradictory words (Rowe & Levine, 2015).” Oxymorons can be used for dramatic effect to stimulate emotions. The importance of an oxymoron in Linguistics is to understand that in semantics, languages will play with meaning.

Common examples are listed below;

“Act naturally” “Baggy tights” “Alone together” “Old news” Sweet sorrow (William Shakespeaere) Hateful good (Geoffrey Chaucer) Proud humility (Edmund Spenser) Darkness visible (John Milton) Melancholy merriment (Lord Byron) Falsely true (Alfred Lord Tennyson)

References: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

Retrieved from https://atkinsbookshelf.wordpress.com/tag/famous-oxymorons/

Retrieved from http://www.oxymoronlist.com

By: Alexsandra Gamboa 5/30

**Chapter 6**
 * Code switching** is “when one deliberately changes from one style of speaking to another (Rowe & Levine, 2015).”

A few examples I can think of right off the top of my head are: 1. When children talk to teachers and when children are talking to their classmates outside of the school. 2. My husband annoyingly changes the way he talks on the phone to his buddies versus his mom or anyone else. 3. When you are talking in an interview versus having a conversation with someone in a non-professional setting. In all of these situations the style is deliberately changed to show different dispositions.

Reference: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

By: Alexsandra Gamboa 5/30

References: Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.)//.// New York, NY: Pearson.

Retrieved from https://www.slideshare.net/cristineyabes1/lexicology

By: Alexsandra Gamboa 5/30

**Annotations by Nancy Perez** **Chapter 4** **1.****Neologisms** – newly formed words. (Rowe & Levine, 2015, p.77) These are words that are added to languages. When I think of neologisms, the first thing that pops into my head are all the terms we use regarding technology. Words like internet, app, cellphone, etc. haven’t always been around. When these words came about, they were classified as neologisms. The following video is a cute and innovative way to explain neologisms, it can encourage students to be creative in their story writing, and make up words of their own! [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **2. Compounding** – creating a word with more than one root. (Rowe & Levine, 2015, p.77) After reading the term our book uses to reference compounds, “bunkhouse”, I reflected on some of the compounds I can think of in the top of my head and there’s so many! Someone, something, somewhere, club house, tree house, dog house, and more. The following video is a simple and catchy way to review compounds. I look forward to using these kinds of videos with my future students. [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **3. Acronyms** – words that are formed from the first letter or letters of more than one word. (Rowe & Levine, 2015, p.94) In relation to the world, acronyms have become a huge part of our daily life. Terms that are frequently used by everyone include: LOL, SOS, BRB, FB, and more! When teaching kids acronyms, it’s important to make sure they don’t confuse them with abbreviations. The following video is a great tool to use when teaching acronyms & abbreviations: [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **Chapter 5** **4. Sentence** – a string of words that is grammatically complete with at least two components a subject and a predicate. (Rowe & Levine, 2015, p.112) I find it interesting that something as short as “I ran” can technically be considered a sentence. The following video is a wonderful way to teach students about the different components of a sentence. Enjoy! [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

**5. A grammatical (well-formed) sentence** – one in which the sequence of words conforms to the syntactic knowledge (rules of native speakers of language). (Rowe & Levine, 2015, p.135) Personally, it’s interesting how we’re never really taught how to make grammatically correct sentences as native speakers, the way in which ESL learners are. The following video teaches students how to make a correct English sentence. It has over 1.3 million views, which means many people have needed guidance and insight as to how to form a grammatically correct sentence. By watching the video, I learned that the importance of knowing how grammatically correct sentences are formed, can help you understand the general idea of a sentence. [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **6. Phrasal verb** – a verb phrase consisting of a verbal base consisting of a verbal base and a verbal particle. (Rowe & Levine, 2015, p.129) it can have an idiomatic or special meaning. This is one of those terms that made me realize how often we use phrasal verbs without knowing it, and how difficult this must be for nonnative speakers to be able to understand all the phrasal verbs. The following video really explains how difficult phrasal verbs can be for those who are learning English, and how we use phrasal verbs in our daily conversations. [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **7. Linear word order** – the specific sequence that different types of words follow. (Rowe & Levine, 2015, p.136) In my opinion, this specially is one of the biggest contrasts in English and Spanish. In Spanish we say the noun before the adjective like “El gato negro”, as opposed to English were it would be “The black cat”, where the color would come before the subject. The following video teaches us how word order works in sentence structures in English. [] Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **Chapter 6** **8. Synonyms** – words that are very similar in meaning. Knowing the value of synonyms is a great tool to have as you become older and need to sound more professional. The ability to replace one word for one that’s more professional is a great skill. In my job, I’m required to write emails to important clients, and to use “fancier” words that get certain ideas across. The following video is a fantastic way to teach and even learn synonyms using a song. [] **9. Paraphrase** – to restate an utterance using synonyms for some of the original words. (Rowe & Levine, 2015, p.136) As college students, we’re aware of this term because it’s illegal to paraphrase someone’s work and pass it as our own! The following video is a comical conversation that explains the difference between quoting something and paraphrasing, enjoy! []

Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.
 * 10.****Antonyms** – are words that are opposite of one another. I think that knowing about antonyms is especially important when you’re thinking about guessing the meaning of a word. When you’re writing something, and use a word who’s meaning you’re not quite sure of, you can be using a word that’s an antonym for what you’re trying to say! That’s why it’s important to know what the words you use mean. The following video gives you a virtual demonstration for antonyms. []

Chapters 4, 5, and 6

“Are the smallest units of meaning. This means that morphemes cannot be broken down further and remain meaningful.” Text-to-text connection: The word cat cannot be broken down further into other smaller meaningful units for which the separate parts equal the meaning of the original word (cat). Example: The following example is from a webpage that shows the distinctions of morphemes, and gives various examples [] Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. (n.d.). Retrieved May 25, 2017, from []
 * Morphemes (Rowe and Levine, Chapter 4) **

“Are rules that specify which allomorph of a phoneme will be used in a specific phonetic environment.” Text-to-text connection: the term is used to show the interrelationship between phonology and morphology. Other allomorphs are based on other ways in which the same morpheme can be expressed differently. Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. Babylen Arit, Part-time Instructor, Elementary School Teacher at Philippine Normal University Lopez, Quezon, Department of Education Follow. (2015, April 23). Phonology: The Sound Patterns of Language. Retrieved May 25, 2017, from []
 * Morphophonemic rules (Rowe and Levine, Chapter 4) **

“Is a branch of linguistics that studies the structural similarities of languages.” <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-world connection: Most of the world's languages are agglutinative, including the Turkic, Japonic, and Bantu languages and most families in the Americas, Australia, the Caucasus, and non-Slavic Russia. <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Morphological typology. (2017, May 21). Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[] <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">A. (2013, May 20). Allthingslinguistic. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Typology (Rowe and Levine, Chapter 4) **

<span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is a level of grammar that specifically refers to the arrangement of words and morphemes in the construction of sentences.” <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: When I was learning sign language, my number one issue was using correct syntax. I had trouble making the combined structures useful in communication. <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Deshpande, N. B. (2016, August 13). An Explanation of Inverted Syntax With Very Effective Examples. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Syntax (Rowe and Levine, Chapter 5) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is a sentence with one subject and one predicate” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: I learned about simple sentences in the third grade, I also learned that simple sentences can be combined to make compound sentences. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Sentence Types Quiz. (n.d.). Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Simple Sentence (Rowe and Levine, Chapter 5) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Tells you something about the subject. It includes a verb and can include an auxiliary verb, direct or indirect object, and modifiers.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: All English sentences contain a noun phrase and a verb phrase; that is, an English sentence is minimally as follows: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">S → NP + VP <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;"> <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Board, I. E. (2015, August 04). English Grammar #16 - Phrases. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Verb Phrase (Rowe and Levine, Chapter 5) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Sentence is one in which the sequence of words conforms to the syntactic knowledge (rules) of native speakers of a language.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: *That house is not pretty (All English sentences include a verb. The necessity for a verb is one of the more consciously known rules of English syntax.) <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Jalan, I. (n.d.). 21 Common Grammatical Errors We Make On A Regular Basis. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[|https://www.scoopwhoop.com/inothernews/common-grammatical-errors/#.fm1fmxd0h]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Grammatical (well-formed) (Rowe and Levine, Chapter 5) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the study of the meaning of linguistic expressions, such as morphemes, words, phrases, clauses, and sentences.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: I have learned in my CSDI class that in order to study a language you have to know the meaning of individual words and know that some words have multiple meanings. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Syaima Fauziyah Anwari Follow. (2014, September 20). Semantics 1. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Semantics (Rowe and Levine, Chapter 6) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the process of analyzing the semantic properties of a word.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: Distinctive feature analysis breaks down the domain into its component parts. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Hina Honey, Lecturer of Language and linguistics at University of the Punjab, Lahore Garrison University main campus (DHA phase VI) Follow. (2012, February 04). Phoneme and feature theory. Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Distinctive feature analysis (Rowe and Levine, Chapter 6) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Are more specific words that constitute a subclass of a more general word.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: In school we learned about hyponyms by making an illustrative chart. We would use one general world on top, and its subsets on bottom. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Eka Andriyani, Lecturer at Sekolah Tinggi Bahasa Asing (STBA) LIA, Jakarta Follow. (2013, April 09). 13. semantics (synonym, antonym, homonym, hyponym, polyseme, idioms). Retrieved May 25, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Hyponyms (Rowe and Levine, Chapter 6) **


 * Chapter 4 **


 * Root ** - “is a morpheme, usually nut not always a free morpheme, that serves as a building block for other words and carries the main meaning of those words” (Page 90).


 * Text-to-self connection ** – When I began learning about roots I often mixed them up with “base words” and “stems.” My warning is to be weary of this! Once you get it, it comes naturally. So remember a root is technically the smallest unit of language that carries meaning and if the root can stand on its own as a whole word it is then classified as, both a root and base word. For my media portion I provided a YouTube video link to help explain the difference between roots, base words, and stems.


 * Media ** - []

Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Manely, Kevin F. (September 29, 2011). //Roots and Stems//. Retrieved May 26, 2017, from []
 * Sources **

<span style="font-family: 'Calibri','sans-serif'; font-size: 21.33px;">By: Daniel Zmarzlinski


 * Chapter 4 **


 * Etymology ** – is the study of word origins and their history.


 * Text-to-self connection ** – When I saw this as one of the term and concepts my heart skipped a beat. I am absolutely enthralled with the etymologies of words I find it fascinating to see how a word has evolved and why it took place. I honestly lost about an hour of work because of the endless Google searches I did of etymologies of words. It is also fascinating to see the origins of names, last names, places, etc. I encourage anyone to look up an etymology of any word and you will be surprised to see the origins and the original meanings of words!!!


 * Media ** – Here is an example of the etymology for the word April the explanation is given below and cited below.

“The name of the fourth month of the Gregorian calendar in most European languages is derived from Latin //Aprilis//, the etymology of which is uncertain. One theory says that it is derived from the name //Aphrodite//, the Greek goddess of love. Another (less likely) one says that it comes from Latin //aperire//, “to open”. Either way, all words based on Latin //Aprilis// are shown on a red background in the map below:



Let’s take a look at some of the other etymologies. **Polish** //kwiecień// and **Ukrainian** //kvíten’// come from a Slavic word meaning “to blossom” (and are false friends of Czech //květen//, which means “May”). **Belarusian** //krasavík// is derived either from //krasa//, “beauty”, or //kraska//, “colour, dye”, both likely referring to blossoming trees and plants. **Czech** //duben// is derived from //dub//, “oak”. **Croatian** //travanj// is related to //trava//, meaning “grass”.

** Finnish ** //huhtikuu// comes from //huhta// (“cleared field in slash-and-burn cultivation”) + //kuu// (“month”). **Voro** //mahlakuu// means “juice/sap month”. **Karelian** //sulaku// is derived from //sula//, “molten; not having ice cover”. **Northern Sami** //cuoŋománnu// means “snow crust month”.

** Lithuanian ** //balandis// means “dove” (a bird). **Turkish** //nisan// comes from Assyrian //nisannu//, 'beginning'.”

Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Marian, Jakub. (2017). //‘April in European Languages’//. Retrieved May 26, 2017, from []
 * Sources- **

By: Daniel Zmarzlinski


 * Chapter 4 **


 * Borrowing ** - A word or phrased that has been incorporated into a language through trade, travel, conflict, pop culture, etc. These words are at times adapted to fit the linguistic construct of a language ex. stampede was barrowed and adapted from the Spanish word estampida. Borrowing is common among languages.


 * Text-to-self connection ** – During my free time I took the opportunity to read the book //The Story of Spanish// by Jean-Benoit Nadeau and Julie Barlow. This text talks about the origin of the Spanish language and how it has changed and adapted over the centuries and how it is doing so today. There was part that I remember about Don Quijote, it being how English and French had borrowed the title.

-In English the book is called and spelled “Don Quixote” having kept the original spelling. -In French the book is titles “Don Quichotte” having have adapted to spell it phonetically as it was pronounced at the time of it composition. -And in Spanish it is “Don Quijote” having adapted it to have accordance.

[]
 * Media ** - Great little video about English and borrowing from and lending to other languages.

Rowe, Bruce M.& Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. GeoBeats News. (July 9, 2014). //English Words Are Most Borrowed By And Lended From Other Languages//. Retrieved May 26, 2017, from [|__https://youtu.be/wuIJYMb42Fg__]
 * Sources- **

By: Daniel Zmarzlinski

Collaborative Study Guide Week Two

Colleen Dunne


 * 1) 1. **Prefix** (Rowe and Levine, Chapter 4)


 * Definition:** an affix (letters) joined at the beginning of a root word to become a new word. **Text-to-practice:** In my students’ vocabulary and spelling units we discuss prefixes. **Example:** root word: honest Prefix: dis New word: dishonest


 * 1) 2. **Suffix** (Rowe and Levine, Chapter 4)


 * Definition:** an affix (letters) joined at the end of a root word to create a new word **Text-to-practice:** Again in the students’ vocabulary and spelling units we discuss suffixes. **Example:** root word: truth Suffix: ful New word: truthful


 * 1) 3. **Compound** (Rowe and Levine, Chapter 4)


 * Definition:** two or more root words are combined to form a new word **Text-to- practice:** In several spelling units the students had to work on the correct spelling of compound words. **Example:** playground


 * 1) 4. **Parts of speech:** (Rowe and Levine, Chapter 4)


 * Definition:** the classifications by which words are categorized by their ways and functions. **Text-to practice:** In the vocabulary units each word provides the definition and the part of speech. **Example:** blunder (v) (n)


 * 1) 5. **Subject**: (Rowe and Levine, Chapter 5)


 * Definition:** the noun which is the main idea of the sentence **Text-to-practice:** The students and I review subjects in English class. **Example:** Ms. Dunne went to the bakery on Sunday. (The subject is: Ms. Dunne)


 * 1) 6. **Predicate** (Rowe and Levine, Chapter 5)


 * Definition:** the verb that completes the subject of the sentence **Text-to-practice:** The students and I review predicates in English class. **Example:** Ms. Dunne went to the bakery on Sunday. ( The predicate is: went to the bakery)


 * 1) 7. **Independent clause:** (Rowe and Levine, Chapter 5)


 * Definition:** a simple sentence which can stand alone as a sentence**Text-to-practice:** I have taught this concept to my fifth grade students. **Example:** They came to the island in canoes


 * 1) 8. **Dependent clause** (Rowe and Levine, Chapter 5)


 * Definition:** needs an independent clause to make it complete even though it contains a subject and predicate **Text-to-practice:** Again I have taught this concept to my fifth grade students. **Example:** even though it was a long trip


 * 1) 9. **Synonym** (Rowe and Levine, Chapter 6)


 * Definition:** a word that shares the same meaning as another word **Text-to-practice:** In the students’ vocabulary units it provides synonyms, which we review. **Example:** blunder (synonyms: to err, foul up)

10.**Antonym** (Rowe and Levine, Chapter 6)


 * Definition:** a word that has an opposite meaning of another word **Text-to-practice:** In the students’ vocabulary units it provides antonyms, which we review. **Example:** blunder ( antonyms: to triumph, succeed)

Reference:

Rowe, D. and Levine, P( 2012). //A concise introduction to linguistics//. New York, NY:

Pearson.

“The smallest units of meaning. This means that morphemes cannot be broken down further and remain meaningful.” __Text-to-text connection:__ Phonemes are strung together to produce the meaningful units of language. Phonemes are the building blocks of morphemes. The word “cat” cannot be broken down further into other meaningful units. __Example:__ The image below shows how morphemes are classified.
 * Morphemes (Rowe and Levine Chapter 4) - Alexandra Moreno**

Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

“A variation of a morpheme. Allomorphs of a morpheme are different phonetic forms of the same meaning.” __Text-to-text connection:__ In English, the meaning of “more than one” is usually expressed by the suffix –s and can be pronounced different ways. See examples in the image below. __Example:__ Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Allomorph** **(Rowe and Levine Chapter 4) - Alexandra Moreno**

“The study and classification of language based on how morphemes create words.” __Text-to-text connection:__ Most languages, including English, do not fit in one category exclusively. They will have characteristics of two of more categories. __Example:__ The image below shows how languages can be categorized. Image retrieved from: http://www.languagesoftheworld.info/morphology/what-is-a-synthetic-language.html Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Morphological Typology (Rowe and Levine Chapter 4) - Alexandra Moreno**

“A level of grammar that specifically refers to the arrangement of words and morphemes in the construction of a sentence.” __Text-to-world connection:__ Noam Chomsky revolutionized how we view syntax. He believed there are subconscious rules and categories that are part of each person’s linguistic competence that are used to construct sentences. __Example:__ The image below is often called a tree diagram. It shows the constituents of an utterance. Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Syntax** **(Rowe and Levine Chapter 5) - Alexandra Moreno**

“A general blueprint that permits a child to proceed from the general rules of all languages to the rules specific to his or her own language.” __Text-to-text connection__: The idea that language acquisition is “programmed” is connected to the discovery of the FoxP2 gene. If this gene is defective, it can cause problems in the acquisition of language. This further points towards a genetic link, or “innateness” that is the result of human evolution. __Example:__ [|Universal Grammar] The video clip above, from the “Human Language” series by Gene Searchinger, discusses the concept of universal grammar. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Universal Grammar (UG) (Rowe and Levine Chapter 5) - Alexandra Moreno**

“Refers to an actual utterance that can be broken down by conventional methods of syntactic analysis.” __Text-to-text connection__: Bloomfieldian linguistics emphasized linguistic performance; what the speaker actually says. __Example__:[|Surface structure vs. Deep structure] The video clip above explains the difference between surface and deep structures and provides examples. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Surface structure** **(Rowe and Levine Chapter 5) - Alexandra Moreno**

“Refers to a highly abstract level of language that represents the basic meaning of a sentence.” __Text-to-text connection:__ Chomsky emphasized linguistic competence; what the speaker subconsciously knows about his or her language. __Example:__ [] The blog post above by Awin Wijaya provides a simplified explanation of deep structure vs. surface structure with examples. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Deep structure** **(Rowe and Levine Chapter 5) - Alexandra Moreno**

“The study of the meaning of linguistic expressions such as morphemes, words, phrases, clauses, and sentences.” __Text-to-text connection:__ The referential meaning of a word or utterance refers to an actual concrete item or concept; a literal meaning. __Example:__ Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Semantics** **(Rowe and Levine Chapter 6) - Alexandra Moreno**

“Some members of a semantic domain (words or morphemes) are more common or useful than others.” __Text-to-world connection__: Markedness gives us an idea of how the native speakers of a language view their world. When most Americans hear the word “tree” they most likely think of a deciduous shade tree because those are the most common trees found in North America. __Example:__ [] The website above provides examples of markedness in grammar, gender, semantics, etc. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Markedness (Rowe and Levine Chapter 6) - Alexandra Moreno**

“The study of the effect of context on meaning. It is how people use language to establish their identities through social meaning, to express their emotions through affective meaning, to perform speech acts with performative sentences, and to carry on conversations with others.” __Text-to-self connection:__ Code switching is a familiar concept, and something almost everyone subconsciously does. I speak in a different manner when I am teaching, than I do when I am at home around family and friends. Furthermore, I spoke with yet another different manner when I worked as a waitress in college. __Example:__ An utterance can tell us about the social identity of the speaker. They can tell us about the speaker’s regional origin, social class, or educational level. If the speaker says, “like, for sure, that’s totally awesome!” then the listener might think the speaker is a teenage valley girl. [|TED Talk] The video above is a TED talk by Vera Regan. She discusses how language (accents, expressions, structure of sentences, etc.) varies from region to region, and how language can act as a cultural barometer. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Pragmatics (Rowe and Levine Chapter 6) - Alexandra Moreno**

= = =__Clipping (Rowe and Levine, Chapter 4__)= Definition: "Deleting a section of a word to create a shortened form" Text-to-self connection: I can relate this to my everyday life when it comes to texting or posting on social media. Clipping is kind of like slang. Instead of saying a whole phrase or word, we cut it in half or make acronyms like LOL, LMAO, YOLO, DMs, AF, fleek, snatched, etc. Example: //stat// from //statistics// //app// from //applications// //fan// from //fanatic// //perm// from //permanent wave// //exam// from //examination// //dorm// from //dormitory// //bus// from //omnibus// //nark// from //narcotics agent// //cords// from //corduroy + s// //detox// from //detoxification// //blog// from //weblog//

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Blending (Rowe and Levine, Chapter 4)__= Definition: "The process of taking two or more words (compounding), clipping parts off one or more of the words and then combining them. A **blend** is a word that is the result of the process of blending." Blends can also be an abbreviation. Text-to-self connection: I can also connect blending and blend as slang because it is just a short, fun way of saying words. Example: //Nylon// is formed by combing //vi__nyl__// and //ray__on__//. //Betatron// is a combination of //__beta__ ray// and //elect__ron__//. //Mimsy// is formed by //__mis__erable// and //fl__imsy__//. //Sitcom (__sit__uation __com__edy), motel (__mot__or hot__el__), brunch (__br__eakfast and l__unch__), telethon (__tele__vision and mara__thon__).//

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Derivation (Rowe and Levine, Chapter 4)__= Definition: "The process of forming a new word by adding a derivational affix to a word." Text-to-self connection: As people with language, we are able to create speech in any way we would like. We can add prefixes or suffixes when we need to make our words, sentences, or phrases better. This can be the word emotion//less//, happi//ly//, //re//peat, cre//ation//, etc. Example: //Plane// serves as the root for //deplane//. The derivational affix //de//- is added to create this new word. Other affixes include: //re-, un-, dis-, in-, pre-, anti-, sub-, -ation, -able, -ful, -ly, -ness, -er, -ity,//

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Topicalization (Rowe and Levine, Chapter 5)__= Definition: "Is another kind of movement transformation. The topicalization transformation creates a derived sentence with a different focus or emphasis than the basic sentence." Text-to-self connection: I can connect this to what I just knew a simply rephrasing a sentence in a different order to give it a different meaning. Example: //I love Christine// can be transformed to //Christine, I love//. It would be written in abstract as: X1 + V +X2 **→** X2 + X1 + V

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Structural Ambiguity (or syntactic ambiguity) (Rowe and Levine, Chapter 5)__= Definition: "Exists when the constituents of an utterance can be arranged in more than one way, yielding more than one meaning." Text-to-self connection: I can connect this again to simply rephrasing a sentence or adding one word to change the whole sentence. Example: Chris owns large dogs and cats. -this is ambiguous because it can mean: Chris owns large dogs and cats (of any size). -here, //large// is linked to //dogs// but not to //cats//. Or it can mean Chris owns large dogs and large cats. -here, //large// is linked to both //dogs// and //cats//.

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Part-of-speech ambiguity (Rowe and Levine, Chapter 5)__= Definition: "Exists when a word in an utterance could be interpreted as belonging to different lexical categories; for instance, the word could function as either a noun or a verb." Text-to- Connection: I can remember this by thinking that certain words can have different meanings, or be said in a way where it will mean something else. Example: Andrew will forget tomorrow. -this example, as given by the book. It means the by tomorrow Andrew will forget something or that he will forget a specific day or event that is being labeled as tomorrow.

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30 = =

=__Lexical Ambiguity (Rowe and Levine, Chapter 5)__= Definition: "Refers to the situation in which a word or phrase can refer to more than one meaning." Text-to- connection: I can remember this one as anything dealing with puns, since they have more than one meaning. Example: Fish are really smart. They always are found in schools. -lexical ambiguity is often consciously used to create puns. -this is just a funny example

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Gradable Pairs (Rowe and Levine, Chapter 6)__= Definition: "Are antonyms, such as big/little, that are part of a larger set of related words and express the concept that one of them is more, whereas the other is less." Text-to-self connection: A way I can remember this is by thinking of juxtapositions. They are two things that are being put next to each other but have a contrasting effect, like life and death. Example: //old/young// -old means less young and young means less old //big/little// //high/low// //fast/slow// Humongous-gigantic-huge-big-large-medium-little-small-tiny-miniscule

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Rational Opposites (Rowe and Levine, Chapter 6)__= Definition: "Are antonyms that express a symmetrical relationship between two words, such as parent/child. Text-to-self connection: I can remember this by thinking of things that are opposite each other. The parent/child is an easy example. Example: Student/Teacher, Give/Receive, Doctor/Patient Parent/Child: Brian is the parent of Kevin -from this we can infer the Kevin is the child of Brian. Teach/Learn: John teaches the class. -therefore The class learns from John.

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

=__Speech Acts (Rowe and Levine, Chapter 6)__= Definition: "Are actions performed by an utterance, such as daring, questioning, or betting." Text-to-text Connection: By pronouncing these sentences the speaker is performing an action. So anything dealing with creating an action. Example: I now pronounce you husband and wife. I hereby sentence you to ten years in jail. I bet you a hundred dollars. I warn you to stay away from the edge of the cliff. I promise to do it. I quit.

References: Rowe, D. and Levine, P. (2015). //A Concise Introduction To Linguistics// (4th ed.). New York, NY: Pearson. By: Lidia Sanchez 5/30

Week Two Chapters 4,5,6 - Karolina Czubernat

1) Morpheme (Chapter 4)- Karolina Czubernat Definition: " Morphemes are the smallest units of meaning. Morphemes cannot be broken down further and remain meaningful" (page 85). Text-to-text connection: " The word cat cannot be broken down further into smaller meaningful units for which the separate parts equal the meaning of the original word" ( page 85 ). Example: The following youtube video shows some examples of morphemes. https://www.youtube.com/watch?v=rfivuTgOxTI References: Rowe D. & Levine,P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 2) Compound ( Chapter 4) - Karolina Czubernat Definition: " A compound is a word made up of two or more roots" ( page 86). Text-to-self connection: When writing a lesson about compound words, I had an activity where students connected big index cards with the two parts of the compound word. Example: The following video shows examples of compound words. https://www.youtube.com/watch?v=EepMpSntdz8 References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 3) Derivational morphemes ( Chapter 4 )- Karolina Czubernat Definition: " Are bound morphemes that change the meaning or lexical category of a word" ( page 89). Text-to-text connection: Infirm and firm would be an example as they are opposite in meaning ( page 89). Example: The following video shows an example of these. https://www.youtube.com/watch?v=hiVqIzpWE94 References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 4) Etymology ( Chapter 4 ) - Karolina Czubernat Definition: " Is the study of the history of words" ( page 100). Text-to-text connection: " An etymology dictionary lists words and gives their history" (page 100 ). Example: " The word nice used to mean ignorant; however, its meaning has been elevated" ( page 100). References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 5) Syntax ( Chapter 5) - Karolina Czubernat Definition: " Syntax is a level of grammar that specifically refers to the arrangement of words and morphemes in the construction of sentences" (page 111). Text-to-text connection: The word syntax comes from the Greek elements syn, which means together, and tax, which means arranging ( page 111). Example: The following video provides a great explanation. https://www.youtube.com/watch?v=EegZ8GgOyqk References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 6) Sentence ( Chapter 5) - Karolina Czubernat Definition: " A sentence is a string of words that is grammatically complete with at least two components, a subject and a predicate" ( page 112). Text-to-self connection: Looking back at my education, I remember in the fifth grade having a teacher that really was bothered by the fact that students were still not writing complete sentences, and because of that, every morning, the whole class did short exercises that practiced complete sentence writing. Example: The following video provides a great explanation and examples. https://www.youtube.com/watch?v=dbhLKwZz5Ls References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 7) Simple sentence ( Chapter 5) - Karolina Czubernat Definition: " Is a sentence with one subject and one predicate" (page 113). Text-to-text connection: The dog ran away is an example of a simple sentence. ( page 113) Example: The following video explains and provides a great examples of simple sentences. https://www.youtube.com/watch?v=_fC6MevkPpc References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 8) Phrase ( Chapter 5) - Karolina Czubernat Definition: " Is any constituent of a clause" (page 114). Text-to-text connection: Phrases are named for one of their main elements. ( page 114) Example : The following video explains and provides examples of phrases. https://www.youtube.com/watch?v=1sHx0COF1BA References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 9) Semantics ( Chapter 6) - Karolina Czubernat Definition: " Is the study of the meaning of linguistic expressions, such as morphemes, words, phrases, clauses, and sentences" ( page 151). Text-to-text connection: " Often semantics is more narrowly defined as the meaning of expressions divorced from the context in which these utterances are produced, and from various characteristics of the sender or receiver of the message" ( page 151). Example: The following video provides a further explanation and examples. https://www.youtube.com/watch?v=I3t2VPcHwCw References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson. 10) Hyponyms ( Chapter 6) - Karolina Czubernat Definition: " Are more specific words that constitute a subclass of a more general word" ( page 159). Text-to-text connection: An example of what a hyponym: maple, birch, and pine are hyponyms of tree. (page 159). Example: The following video provides a further explanation and examples. https://www.youtube.com/watch?v=zaqcGbQj1gw References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY. Pearson.

Morpheme (Rowe and Levine, Chapter 4) Morphemes are the smallest units of meaning. An example of this is the word cat cannot be broken down further into other smaller meaningful units for which the separate parts equal the mea ning of the original word (cat). A text-to-world connection is Brown’s morphemes. He theorized morphological development. (n.d.) Retrieved 31 May 2017. From [|https://www.pinterest.com/pin/44][|5715694346545724/] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Blend (Rowe and Levine, Chapter 4) A blend is a word that is the result of the process of blending. An example of this is the word blurt. It is a combination of blow and spurt. A text-to-self connection is the many classrooms I have observed that use Michael Haggerty’s Phonological Awareness Curriculum which also targets blending. (n.d.) Retrieved 31 May 2017. From [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Parts of Speech (Rowe and Levine, Chapter 4) A system of grammatical categories for classifying words according to their usage or function. An example of this are nouns, verbs, adjectives, and adverbs. A text-to-self connection is in my junior year of high school, my English teacher emphasized parts of speech because it would be a big part of the ACT. I ended up doing very well on the English portion! (n.d.) Retrieved 31 May 2017. From [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17 <span style="font-family: Arial; font-size: 11pt; line-height: 0px; overflow: hidden; vertical-align: baseline;">

Universal grammar (Rowe and Levine, Chapter 5) Universal grammar is the system involving phonemic differences, word order, and phrase recognition that is the basis for the theory of the innateness of language acquisition. A text-to-media connection is the video we watched earlier in the week in which we learned why Chomsky is so important. He theorized that we acquire language and grammar innately. (n.d.) Retrieved 31 May 2017. From [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17 <span style="font-family: Arial; font-size: 11pt; line-height: 0px; overflow: hidden; vertical-align: baseline;">

Sentence (Rowe and Levine, Chapter 5) A sentence is a string of words that is grammatically complete with at least two components, a subject and a predicate. An example of a sentence is “The art student looked at the very beautiful painting.” A text-to-self connection is when I was completing field experience in a kindergarten this past semester, the students would write daily sentences in their writing journals. The teacher would provide sentence frames and use sight words to encourage the students to write independently. The following youtube video The Sentence Song is a song about basic structure of a sentence which is great for children! [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Syntax (Rowe and Levine, Chapter 5) Syntax refers to the arrangement of words and morphemes in the construction of sentences. An example of this is saying “I am going to the store.” instead of, “to store going am I.” A text-to-world connection is that languages have different syntax, so for an ELL, the syntax of English may be difficult to comprehend. The following youtube video Introduction to Linguistics discusses syntax, word order, and grammar. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Idioms (Rowe and Levine, Chapter 6) Idioms are utterances in which there is a contradiction between the meaning of the parts of the utterance and the entire utterance. An example of this is the common expressions: to kick the bucket; to bite the big one; to sleep with the fishes. All of these expressions mean: to die. A text-to-world connection is that idioms can pose a difficulty for ELLs and for people who speak a different dialect of a language. In the example phrases, there is no way you can guess from analyzing the semantic properties of the individual words that these phrases all mean the same thing. (n.d) Retrieved 31 May 2017. From [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Code Switching (Rowe and Levine, Chapter 6) Code switching is deliberately changing from one manner or style of speaking to another. An example of this is a bilingual speaker switching between their first and second language. A text-to-self connection is during a therapy session I was interpreting, the child would speak to the speech pathologist in English and to her mom in Spanish. The following youtube video Code Switching discusses code switching between 2 different languages. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Presupposition (Rowe and Levine, Chapter 6) Presupposition is the set of assumptions that the speaker makes about the listener’s knowledge or circumstances. These assumptions are necessary in order to make an utterance meaningful. A text-to-world connection is in the edTPA, we are asked what the students’ prior knowledge is to the learning segments. This affects how we present the material and what vocabulary we will use to make the learning experience meaningful. The following youtube video Presupposition discusses the concept further. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17

Greeting Rituals (Rowe and Levine, Chapter 6) Greeting rituals are a special kind of discourse that are not at all important for the information they convey, but are important for their social function. An example of this in English we greet each other with expressions such as “Hello. How are you?” A text-to-world connection is different cultures have greeting rituals, such as Hebrew and Arabic speakers who greet each other with “peace to you” and “and to you peace.” (n.d.) Retrieved 31 May 2017. From [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 5/31/17


 * Neologism (Rowe and Levine, Chapter 4) **


 * __Definition:__** “Are newly formed words […] and are constantly being added to languages” (Rowe & Levine, p. 98).


 * __Text to world connection__**: This word, and other parts of the chapter, reminded me of the 2016 film – “Arrival.” In this film, new symbols had to be exchanged between the linguistic professor from earthy and the aliens. The overall connection led to a different pattern of language – which was circular communication rather than linear communication.

The below link refers to neologisms created by famous writers. Some of the writers include Roald Dahl and Dr. Seuss. https://unplag.com/blog/19-examples-of-neologisms/
 * __Example and citation__**:

19 Examples of Neologisms Invented b famous writers. (2015). //Unplag.com// Retrieved on May 28, 2017 from: https://unplag.com/blog/19-examples-of-neologisms/

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond – May 28, 2017


 * Polysynthetic language (Rowe and Levine, Chapter 4) **


 * __Definition__**: “a synthetic language in which each word is equivalent to a whole sentence in another language” (Rowe & Levine p. 97).


 * __Text to practice connection__**: I have not come across a word equivalent to a sentence in anther language. However, by now better understanding the term, I feel as though I can better recognize polysynthetic language. I find this term to be extremely interesting.


 * __Example and citation:__**

The below link provides a good description, as well as examples, of polysynthetic language.

http://www.native-languages.org/definitions/polysynthetic.htm

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Polysnthetic languages. (2015). Native-languages.com Retrieved on May 28, 2017 from: http://www.native-languages.org/definitions/polysynthetic.htm

Entry by Jackie Desmond --- May 28, 2017


 * Typology (Rowe & Levine, Chapter 4) **


 * __Definition__**: “Typology is a branch of linguistics that studies the structural similarities of languages. Languages are placed into the same type if the features of that type characterize them. Some languages that are not related historically or geographically can be placed into the same type” (Rowe & Levine, p. 96).


 * __Text to self__**: Typology also reminded me of the movie, “Arrival.” In this film, the linguistic professor studied language similarities so that she could communicate with the aliens.


 * __Example and citation__**

The below link explains linguistic typology as well as provides examples of how to classify languages.

http://lingvo.info/en/babylon/typology

Language classification, typology. (2017). Retrieved on May 28, 2017 from: http://lingvo.info/en/babylon/typology

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by Jackie Desmond --- May 28, 2017


 * Active or Passive Voice (Rowe and Levine, Chapter 5) **


 * __Definition__**: A voice is the relationship of the grammatical subject of a verb to the action conveyed by the verb. In most English sentences the grammatical subject precedes the verb. In an active sentence, the grammatical subject of the verb carries out an activity or purpose, as in the sentence //Mark hit the ball// […in as passive sentence…], //The ball was hit by Mark//” (Rowe & Levine, p. 118).


 * __Text to world__**: The passive versus active voice can be confusing to many people. Some of my grammar school and high school classmates had difficulty understanding this this way of speaking/writing.


 * __Example and Citation__**

The below article provides a solid explanation of using active voice rather than passive voice. It does also provide specific instances where a writer can utilize passive voice. []

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Use the active voice. //The Writer’s Handbook.// Retrieved May 30, 2017 from: https://writing.wisc.edu/Handbook/CCS_activevoice.html

Entry by: Jackie Desmond – May 29, 2017


 * Determiner (Rowe & Levine, Chapter 5) **


 * __Definition__**: “A word used before a noun to indicate whether the noun refers to something that is specific or general” (Rowe & Levine, p. 120).


 * __Text to self__**: The determiner concept was interesting for me to review. While I have seen the concept in practice, I did not previously known the name for it.

The below video explains basic determiners for students of various ages. I thought this video provided a good determiner guide. https://www.youtube.com/watch?v=wdv59REiNZQ
 * __Example and Citation__**:

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson. Anticipated Grammar Guides: Determiners. (2015). Retrieved May 30, 2017 from: []

Entry by: Jackie Desmond, May 30, 207


 * __ Semantics __ (Rowe & Levine, Chapter 6) **


 * __Definition:__** “Is the study of the meaning of linguistic expressions, such as morphemes, words, phrases, clauses, and sentences” (Rowe & Levine, p. 156).


 * __Text to World__**: While I heard of semantics prior to this class, I did not truly appreciate the importance that semantics holds. It appears that semantics appears in and helps all communication – regardless of language.

The below link simplifies the explanation of semantics. https://www.youtube.com/watch?v=GcBvGToIxgA
 * __Example and Citation__**

What is semantics? (2012). Retrieved May 30 2017 from: https://www.youtube.com/watch?v=GcBvGToIxgA

Entry by Jackie Desmond, May 30, 2017


 * __ Presupposition (Rowe & Levine, Chapter 6) __**


 * __Definition:__** “is the set of assumptions that the speaker makes about the listener’s knowledge or circumstances. These assumptions are necessary in order to make an utterance meaningful” (Rowe & Levine, p. 181).


 * __Text to self:__** While I have not heard this term before, the definition of presupposition makes me realize how apparent it is in our culture.

The below link provides a good definition and examples of presupposition.
 * __Example and Citation:__**

http://www-01.sil.org/linguistics/glossaryoflinguisticterms/whatisapresupposition.htm

What is a presupposition? (2004). Retrieved May 31, 2017 from: []

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond, May 30, 2017


 * __ Paraphrase (Rowe & Levine, Chapter 6) __**


 * __Definition:__** “to paraphrase is to restate an utterance using synonyms for some of the original words” (Rowe & Levine, p. 166).


 * __Text to self:__** From all the terms we have covered, I think that “paraphrase” is one of the most important. Students learn how to think and speak through the use of paraphrase. It also increases their vocabulary.


 * __Example and Citation:__**

The below link provides a solid explanation of paraphrase.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Paraphrase. (2017). ThoughtCo. Retrieved on May 31, 2017 from: []

Entry by: Jackie Desmond, May 30, 2017


 * __ Denotation (Rowe & Levine, Chapter 6) __**


 * __Definition:__** “denotation is the referential meaning of a word or morpheme, often the first meaning listed in a dictionary” (Rowe & Levine, p. 166).


 * __Text to self:__** I can see the importance of this word, as I am teaching English to ELLs. It is important to know the standard definition of a word.

Connotation and denotation (2014). Retrieved on May 31, 2017 from https://www.youtube.com/watch?v=FmqOld0Ye-4
 * __Example and Citation:__**

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond, May 30, 2017


 * __ Connotation (Rowe & Levine, Chapter 6) __**


 * __Definition:__** “is a shade of meaning for a word or morpheme”


 * __Text to world__**: Just as it is important to clearly articulate denotation, students should also learn the connotation aspects of a word.

Connotation and denotation (2014). Retrieved on May 31, 2017 from []
 * __Example and citation:__**

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond, May 30, 2017

Ch.4-6 By: Rebecca Albarran

Example: The word cat is a morpheme because it cannot be broken down any further and remain meaningful.
 * CH. 4**
 * Morphemes-** "The smallest unit of meaning. This means that morphemes cannot be broken down further and remain meaningful." ( pg89)



<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">2) Introduction to morphemes. (1970, January 01). Retrieved June 01, 2017, from http://jonbtulloch.blogspot.com/2013/03/introduction-to-morphemes.html <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.

A compound word can be two words that are put together to make a larger word such as baseball. Ex. https://www.youtube.com/watch?v=tOASe7Ol2hE <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">L. (2011, March 05). Retrieved June 01, 2017, from https://www.youtube.com/watch?v=tOASe7Ol2hE <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Compound- **"A word made up of two or more roots" (PG 90)

An open form compound has a space between each word but if the words are separated they mean different things, an example of this would be, ice cream.
 * Open-Form Compound-** has a space between its roots

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Ymei Follow. (2013, November 13). Similarities and differences of word formation compound words, blends... Retrieved June 01, 2017, from https://www.slideshare.net/ymeing7/morphology-oral-presentation

Syntax is the relationship between the different elements that make up a sentence such as the noun and the verb are placed together in order for a sentence to make sense. https://www.youtube.com/watch?v=N2h8AMQUNf0 <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">E. (2011, June 26). Retrieved June 01, 2017, from https://www.youtube.com/watch?v=N2h8AMQUNf0
 * Ch. 5**
 * Syntax-** is a level of grammar that specifically refers to the arrangement of words and morphemes in the construction of sentences. (pg 115)

Lexical ambiguity can happen often. In order to decipher between the meaning of sentence it is important to listen to the context of the sentence. An example would be "I saw bats at the baseball game." http://study.com/academy/lesson/lexical-ambiguity-definition-examples.html <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(n.d.). Retrieved June 01, 2017, from http://study.com/academy/lesson/lexical-ambiguity-definition-examples.html <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.
 * Lexical Ambiguity-** refers to the situation in which a word or phrase can refer to more than one meaning

These types of phrase structure trees are used to separate each word in a sentence to organize which word is used in the sentence for what.
 * <span style="background-color: #ffffff; color: #323232; font-family: Helvetica Neue,Helvetica,sans-serif; font-size: 14px;">Phrase Structure Tree- **<span style="background-color: #ffffff; color: #323232; font-family: Helvetica Neue,Helvetica,sans-serif; font-size: 14px;">is a tree diagram that specifies the function of each constituent of an utterance. ( Pg 137)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(n.d.). Retrieved June 01, 2017, from https://www.google.com/search?q=phrase%2Bstructure%2Btree&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjKnq6Q0p3UAhXHy1QKHXxhA90Q_AUICigB&biw=1050&bih=723#imgrc=KmgFsSDSRrBIuM: <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.

Semantics can be the meaning of words sentences or phrases that are put together. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Ch 6 **
 * Semantics-** " The study of the meaning of linguistic expression, such as morphemes, words, phrases, clauses, and sentences." (Pg 156)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Semantics. (n.d.). Retrieved June 01, 2017, from http://drhanantaqi.weebly.com/semantics.html

There are several polysemous words in the English language, such as, light. Light can mean the noun that brightens your room. Light can also mean the weight of something.
 * Polysemous-** Words that have more than one meaning.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">The Yellin Center Newsletter: Fall 2012 - Vocabulary Instruction: New Words and New Meanings. (n.d.). Retrieved June 01, 2017, from http://www.yellincenter.com/the-yellin-center-newsletter-fall-2012---vocabulary-instruction-new-words-and-new-meanings.html

Some speech acts can be considered action verbs, like jumping and questioning.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Speech Acts- **<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">are actions performed by an utterance. (Pg 179)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">RubyRose Baldovino Follow. (2013, March 08). Pragmatics (Speech Acts). Retrieved June 01, 2017, from https://www.slideshare.net/RRbaldovino/pragmatics-speech-acts

To be considered polite it is nice to greet people. Every language has their own greeting rituals, in English we say "hello", "good afternoon" and others like that. https://www.youtube.com/watch?v=2unhHs8Ci7Q <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(2015, September 10). Retrieved June 01, 2017, from https://www.youtube.com/watch?v=2unhHs8Ci7Q
 * Greeting Rituals-** are a special kind of discourse that are not all important for the information they convey, but are important for their social function. (Pg. 183)


 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">CHAPTERS 4,5, AND 6 ( By Ana Fabiola Lopez Gutierrez) **

"A compound is a word made up of two or more roots" (page 90)
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 4: Compound **

A compound can be created by adding two nouns, and adjective and noun, two preposition or a noun and a verb. I remember learning about compounds when I was younger, and being fascinated how adding two words together makes a completely different word. This is a list of some words that can be defined as compound words. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">**Chapter 4: Suffix** <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">"A suffix is an affix added to the end of a root" <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">For example, the -s in rats is a suffix as it is added at the end of a word. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Suffixes can be used to teach children the quantity of a word or when the action took place.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.). <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;"> **Chapter 4: Morphemes** <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Morphemes are the smallest units of meaning. This means that morphemes cannot be broken down further and remain meaningful" (89) <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">For example, the word "rat" cannot be broken more in where it can be divided into separate parts but keeping its original meaning. I liked how they used the word boy and added morphemes and it kept the same meaning.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Part of Speech is the system of grammar that classifies the word depending on how there used or function.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 4: Part of Speech **

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">I liked this diagram because it explained the categories that a word may fall into. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">This was important for me growing up because I always struggled to find the category for each word. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).


 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 4: Allomorphs **

Example: the meaning "more than one", can be used in the suffix -s in English, can be used in /s/ as in mats, /z/ as in zoos /zuz/, or /ez/ as in churches.
<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).


 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 5: Sentence **

===="A sentence is a string of words that is grammatically complete with at least two components, a subject and a predicate" (page 117). Meaning that each sentence needs a few components to be a complete sentence.====

The young child is the subject and ran when she saw her mom is the predicate.
====<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.). ====

The subject of the sentence is the dog.
<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">"A simple sentence is a sentence with one subject and one predicate" (page 117). <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Example: The boy played. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">The boy is the subject and played is the predicate.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 5: A Simple Sentence **

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">**Chapter 5: Constituents**
<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">"Constituents are the units being combined to create larger syntactic constructions" (page 117). <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Example : <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">subject + predicate= constituent <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">cat+ played in the yard= constituent

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).


 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Chapter 6: Lexicon **

"The lexicon is the mental dictionary each person has that contains the definitions of all the words the person knows" (page 156)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Example: When someone asks for a definition during a conversation and you are able to say it without much thought.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2016). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(4th ed.).

Week Two Rowe and Levine Chapters Four, Five & Six By: Mayra Cahue

Morphemes ( Chapter 4)

>
 * Are small units of meaning, that cannot be broken down further and remain meaningful ( Rowe & Levine 89).”

Text-to- Text: The wordcat /kaet/ cannot be broken down further into other smaller meaningful units for which the separate parts equal the meaning of the original word (cat).

Example:



[|__https://image.slidesharecdn.com/aula1-morphemesandallomorphs-120328163801-phpapp01/95/aula-1-morphemes-and-allomorphs-5-728.jpg?cb=1333536253__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Mayra Cahue

Root ( Chapter 4)

>
 * A word that can be put together with prefixes & suffixes added to the root word and form a new word.

Text-to- World: <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">For example, the word <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> lovely consists of the word <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> love and the suffix -ly.

Reading Rockets. (2017, June 01). Retrieved June 06, 2017, from http://www.readingrockets.org/article/root-words-roots-and-affixes

Example:

Below, I attached a youtube that explains kids what a root word is.

[|__https://youtu.be/XK74pMdw0no__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Mayra Cahue

Prefix ( Chapter 4)

>
 * “ Is an affix added to the beginning of a root ( Rowe & Levine 90)”

Text-to-Text: In the word predated, date is the root, pre- is the prefix,and - ed is the suffix.

Example:



[|__http://www.brightideasteaching.co.uk/WebRoot/BT2/Shops/Store2_002E_Shop1767/503C/8BD1/A5B2/035C/887C/0A0C/05E9/0BD1/LL1448Prefixes_Wall_Chart_Teaching_Classroom_Display_Poster.jpg__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By: Mayra Cahue

Compound ( Chapter 4)

>
 * Two or more words that are composed together to make a word.

Text-to Self: When I was younger I had a hard time understanding compound words and how to put words together. My 3rd grade teacher would always sing a song to me, “ Two words together makes a compound word” in order for me to memorize what a compound word was I would always sing the song in my head.

Example:

Below, I attached a compound song to show the kids examples so that they can get the idea of compound words.

[|__https://youtu.be/jP88434Whjs__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

Acronyms ( Chapter 4)

>
 * Words that are created from the first or more letters of a word.

Text-To-Self: When I was younger in order for me to see the acronyms I had to write it out because I wasn’t able to do it in my head. I love doing these types of activities with students and especially hanging posters like the one below in a classroom many teachers are doing them! :)

Example:



[|__https://s-media-cache-ak0.pinimg.com/736x/62/f3/fb/62f3fbe63cf325c81342fcd4f09f4627--classroom-procedures-classroom-behavior.jpg__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

Sentence ( Chapter 5)

>
 * “ Is a string of words that is grammatically complete with at least two components, a subject and a predicate ( Rowe & Levine 117)”

Text-to-Text: The art student looked at a very beautiful painting.

( The art student is the subject of the sentence and looked at a very beautiful painting is the predicate).

Example:



[|__https://proprofs.com/quiz-school/topic_images/p1acr9uj6q1t51ar51l5r13ij9ec3.png__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

Simple Sentence ( Chapter 5)

>
 * It’s a sentence that consists of one subject and one predicate.

Text-To- Self: In one of my field experience in a first grade, the teacher would put words on a bulletin board for the students, the students had to form simple sentences with the words given to them. The teacher gave easy words so that they can get use to putting words together to form a sentence.The teacher would provide examples so that they had an idea which I thought was a great idea to help students build their skills in writing sentences.

Example:



[|__https://image.slidesharecdn.com/sentencepatterns-140928103937-phpapp01/95/sentence-structure-2-638.jpg?cb=1411901118__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

Semantics ( Chapter 6)

>
 * “ is the study of meaning of linguistic expressions, such as morphemes, words, phrases, clauses, and sentence ( Rowe & Levine 156).”

Text-to- World: <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">For example <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">, "destination" and "last stop" technically mean the same thing, but students of semantics <span style="background-color: #ffffff; color: #222222; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;"> analyze their subtle shades of meaning.”

Semantics - Dictionary Definition. (n.d.). Retrieved June 06, 2017, from https://www.vocabulary.com/dictionary/semantics

Example:



[|__https://image.slidesharecdn.com/13-semanticssynonymantonymhomonymhyponympolysemeidioms-130409205647-phpapp01/95/13-semantics-synonym-antonym-homonym-hyponym-polyseme-idioms-2-638.jpg?cb=1365541068__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

<span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Greeting Rituals ( Chapter 6)

>
 * “ are a special kind of discourse that are not at all important for the information they convey, but are important for their social function ( Rowe & Levine 183).

Text-to-World: In mexican cultures we greet each other by hugging and kissing on the cheek and other cultures kiss on the mouth not only the husband but all family members as a way of greeting each other. In one of my field experience, the teacher would greet each child with a high five at the door.

Example:



[|__http://www.peacefulclassrooms.com/images/classrooms-3.jpg__]

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue

Gradable pairs ( Chapter 6)

>
 * A set of words that are related to each other; one word is more whereas the other is less.

Text-to-Text: The opposite of old is young. From a child’s point of view, people who are over 30 are old. To a senior citizen, people who are under 65 are young ( Rowe & Levine, 163)

Example:



mage.slidesharecdn.com/13-semanticssynonymantonymhomonymhyponympolysemeidioms-130409205647-phpapp01/95/13-semantics-synonym-antonym-homonym-hyponym-polyseme-idioms-10-638.jpg?cb=1365541068

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall.

By:Mayra Cahue