IPA                                                Gloss

pəluqʰ                                      ‘ash’

iika                                           ‘my eye’

aŋutʰkʰ                                    ‘two men’ 

kaːnəkʰt͡ʃakʰ                            ‘something that looks like frost’

pistəŋuːtʰ                                ‘they are servants’ 

arnakʰ                                      ‘two women’ 

tuqmikʰ                                    ‘bucket, pail’

pʰki                                           ‘concerning travel’

arnaqʰ                                      ‘woman’

aŋutʰqʰ                                     ‘man’

aŋutʰtʰ                                      ‘three or more men’

aquqʰ                                       ‘middle finger’ 

plaːiinaqʰ                                  ‘string’ 

arnatʰ                                       ‘three or more women’

kuikʰ                                         ‘river’



1. List preceding and following environments for the sets of segments [p t k q] and for [pʰ tʰ kʰ qʰ].

[p t k q]

before:
after:

[pʰ tʰ kʰ qʰ]

before:
after:

2. These two classes of sounds are in complementary distribution. In a sentence or two, clearly state how you can tell that they’re in complementary distribution. Be as specific as possible.

3. Using features, characterize the environments where the alternation between plain and aspirated stops occurs. (One of the environments will be “elsewhere”.)

• [p t k q] occur:

• [pʰ tʰ kʰ qʰ] occur:

 

4. Using features, character the natural segment classes consisting of       [p t k q] and of [pʰ tʰ kʰ qʰ].

• [p t k q]:

• [pʰ tʰ kʰ qʰ]:

5. Write a rule (in formal notation) that describes the relationship between [p t k q] and [pʰ tʰ kʰ qʰ] in Central Alaskan Yup’ik.

6. Show derivations for the following surface forms.

UR

Rule

SR                 [aquqʰ]                 [aŋutʰkʰ]                 [tuqmikʰ]                 [pʰki]
 

Greenlandic is an Eskimo–Aleut language spoken mostly by Greenlandic Inuit in Greenland. Pay attention to the distribution of vowels in the following data, and then answer the questions. Note that [q] is a voiceless uvular plosive and [ʁ] is a voiced uvular fricative.

ivnɑq ‘bluff’                          ipeʁɑq ‘harpoon strap’            imɑq ‘sea’
tuluvɑq ‘raven’                     sɑvɑ ‘sheep’                             nunɑ ‘land’
nɑnoq ‘bear’                         iseʁɑq ‘ankle’                          igɑ ‘pot’
seʁmeq ‘glacier’                  qɑsɑloq ‘bark’                         ikusik ‘elbow’
qilɑluvɑq ‘white whale’       qɑtigɑk ‘back’                         sɑkiɑk ‘rib’
ugsik ‘cow’                            neʁdloq ‘goose’                      oʁpik ‘tree’

1. Arrange all the vowels in this data in a table by their height and backness.

2. List the segments that occur after [i u] and [e o].
a. After [i u]:
b. After [e o]    

3. Now restate the contexts from the previous question in terms of features. (You can use “elsewhere”.)
a. After [i u]:
b. After [e o]:  

4. Give feature descriptions for the natural segment classes [i u] and [e o]. You should use as few features as possible while correctly excluding segments not part of these classes.   5. Write a rule in formal notation that relates underlying representations to surface representations.   6. Show derivations for the following surface forms by stating the underlying representation for each form and showing the output of the rule. Remember to use the correct brackets.
UR 
Rule 
SR        [tuluvɑq]          [neʁdloq]           [iseʁɑq]

Kongo is a Bantu language spoken by Kongo people living in the Democratic Republic of the Congo, the Republic of the Congo, Angola and Gabon. Examine the following data from Kongo, paying particular attention to the distribution of alveolar and post-alveolar stops/affricates and fricatives ([t, s, z] and [t͡ʃ, ʃ, ʒ]). Assume that [t] is [+anterior]and [t͡ʃ] is [−anterior].

                               tobolɑ ‘to bore a hole’         t͡ʃinɑ ‘to cut’                       kesokɑ ‘to be cut’
                               knoʃi ‘lion’                             zengɑ ‘to cut’                    ʒimɑ ‘to stretch’
                               kɑsu ‘emaciation’                 t͡ʃibɑ ‘banana’                    nselele ‘termite’
                               lolonʒi ‘to wash’                   zevo ‘then’                         ɑʒimolɑ ‘alms’
                               nzwetu ‘our house’              kunezulu ‘to heaven’         tɑnu ‘five’

1. List the segments that occur after the following groups of sounds:

a. [t, s, z] occur before:

b. [t͡ʃ, ʃ, ʒ] occur before:

2. Now restate the contexts from the previous question in terms of features. (You may use “elsewhere”.)  

a. [t, s, z] occur before:
b. [t͡ʃ, ʃ, ʒ] occur before          

3. Write a single rule in formal notation that relates underlying representations to surface representations.        

4. Show derivations for the following surface forms by stating the underlying representation for each form and showing the output of the rule. Remember to use the correct brackets.  
UR 
Rule 
SR                       [knoʃi]           [ɑʒimolɑ]             [nzwetu]               [t͡ʃinɑ]

Short Answer

Please complete the following questions using full sentences. Be sure to reference any important terms that we have discussed in our class! 

  Question 9 (4 points)                

What are 2 ways family influences our food choices? List your answers and explain each. 

  Question 9 options:

Question 10 (4 points)                

Choose 2 of the following factors on food choices discussed in class (physiological/nutritional, emotional/psychological, cultural, education, family/social, economical/environmental, media, technology).

Then, explain each factor (1 mark/factor explanation) and provide an example for each (1 mark/example for each factor). 

  Question 10 options:  

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