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CHAPTER 12CHAPTER 12WRITING:WRITING:

THE ABCs OF LANGUAGETHE ABCs OF LANGUAGE(505-534)(505-534)

PowerPoint by Don L. F. NilsenPowerPoint by Don L. F. Nilsento accompany to accompany

An Introduction to LanguageAn Introduction to Language (8e, 2007) (8e, 2007)by Victoria Fromkin, Robert Rodman by Victoria Fromkin, Robert Rodman

and Nina Hyamsand Nina Hyams

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Written language Written language is more is more conservative conservative than spoken than spoken language!language!

(Fromkin Rodman Hyams 521)(Fromkin Rodman Hyams 521)

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BRITISH AIRWAYS PAMPHLETBRITISH AIRWAYS PAMPHLET(cf Fromkin Rodman Hyams 532)(cf Fromkin Rodman Hyams 532)

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HISTORY OF WRITING SYSTEMSHISTORY OF WRITING SYSTEMS

1500 BC: Cave Drawings as Pictograms1500 BC: Cave Drawings as Pictograms 4000 BC: Sumerian Cuneiform4000 BC: Sumerian Cuneiform 3000 BC: Hieroglyphics3000 BC: Hieroglyphics 1500 BC: West Semitic Syllabary of the Phonecians1500 BC: West Semitic Syllabary of the Phonecians 1000 BC: Ancient Greeks Borrow the Phoenician 1000 BC: Ancient Greeks Borrow the Phoenician

Consonantal AlphabetConsonantal Alphabet 750 BC: Etruscans Borrow the Greek Alphabet750 BC: Etruscans Borrow the Greek Alphabet 500 BC: Romans Adapt the Etruscan/Greco Alphabet 500 BC: Romans Adapt the Etruscan/Greco Alphabet

to Latinto Latin (Fromkin Rodman Hyams 518)(Fromkin Rodman Hyams 518)

Later Cyrus and Methodius invented the Cyrillic Later Cyrus and Methodius invented the Cyrillic Alphabet taking some symbols from the Greek Alphabet taking some symbols from the Greek Alphabet, some from the Roman Alphabet and Alphabet, some from the Roman Alphabet and inventing some of the own.inventing some of the own.

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RECYCLING OF SYMBOLSRECYCLING OF SYMBOLS

A Pictographic writing system A Pictographic writing system has the advantage of looking like has the advantage of looking like what it represents, but it what it represents, but it requires a different picture for requires a different picture for every different concept, and every different concept, and some concepts are so abstract some concepts are so abstract that pictures are problematic. that pictures are problematic.

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PICTOGRAMSPICTOGRAMS

Invent a pictogram for each of the Invent a pictogram for each of the following words:following words:

eyeeye boyboy librarylibrary treetree forestforest warwar honestyhonesty uglyugly runrun Scotch tapeScotch tape smokesmoke

(Fromkin Rodman Hyams 529)(Fromkin Rodman Hyams 529)

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Cuneiform writing was wedge shaped Cuneiform writing was wedge shaped (from Latin “cuneus” meaning (from Latin “cuneus” meaning “wedge”). “wedge”).

Darius, a King of the Persian empire, Darius, a King of the Persian empire, used cuneiform writing on rocks to used cuneiform writing on rocks to write about the people and countries write about the people and countries he had conquored.he had conquored.

In Avestan (Old Persian) this is called In Avestan (Old Persian) this is called “resmaelxaet mixi” or “nail writing.”“resmaelxaet mixi” or “nail writing.”

(See Fromkin Rodman Hyams 508)(See Fromkin Rodman Hyams 508)

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The term “hieroglyph” comes The term “hieroglyph” comes from Greek “hiero” meaning from Greek “hiero” meaning “sacred” and “glyphikos” “sacred” and “glyphikos” meaning “carvings.”meaning “carvings.”

For a long time, Egyptian For a long time, Egyptian heiroglyphs were a mystery, but heiroglyphs were a mystery, but then in the Rosetta Stone it was then in the Rosetta Stone it was noticed that some words were noticed that some words were highlighted as cartouches.highlighted as cartouches.

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Linguists figured out that these cartouches Linguists figured out that these cartouches were reserved for the names of royalty, and were reserved for the names of royalty, and they figured out that one of the names was they figured out that one of the names was “Cleopatra.”“Cleopatra.”

Since these hieroglyphics were alphabetical Since these hieroglyphics were alphabetical in nature, this told them how the following in nature, this told them how the following sounds were written: /kleopætra/ were sounds were written: /kleopætra/ were written.written.

Another clue in the Rosetta stone is that Another clue in the Rosetta stone is that there were three translations of the same there were three translations of the same story on the stone, so linguists could story on the stone, so linguists could compare the versions.compare the versions.

(cf. Fromkin Rodman Hyams 511-512)(cf. Fromkin Rodman Hyams 511-512)

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THE REBUS PRINCIPLETHE REBUS PRINCIPLE

Since a person can’t draw a picture of Since a person can’t draw a picture of an abstract concept, people an abstract concept, people discoverered that they can draw a discoverered that they can draw a picture of words that sound the same. picture of words that sound the same.

So for “I can see you” it is possible to So for “I can see you” it is possible to draw a picture of an eye, a can, the draw a picture of an eye, a can, the sea, and a female sheep.sea, and a female sheep.

(cf. Fromkin Rodman Hyams 510, 529)(cf. Fromkin Rodman Hyams 510, 529)

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A Syllabary System requires fewer A Syllabary System requires fewer symbols than does a pictographic or symbols than does a pictographic or ideagraphic system.ideagraphic system.

But it would a different symbol for But it would a different symbol for every consonant-vowel combination, every consonant-vowel combination, not to mention that in English there not to mention that in English there are long and short vowels and are long and short vowels and consonant clusters, etc.consonant clusters, etc.

So a syllabary would still require too So a syllabary would still require too many symbols.many symbols.

An alphabet would require far fewer An alphabet would require far fewer “letters.”“letters.”

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CONSONANTAL WRITING SYSTEMSCONSONANTAL WRITING SYSTEMS

Hebrew and Arabic are in the same language family Hebrew and Arabic are in the same language family (Hamitosemitic, named after Ham and Shem in the (Hamitosemitic, named after Ham and Shem in the Bible).Bible).

In Hebrew and Arabic the vowels are often not In Hebrew and Arabic the vowels are often not written. People who speak the languages can figure written. People who speak the languages can figure out the vowels.out the vowels.

Furthermore, words in these two languages are Furthermore, words in these two languages are mostly based on three-consonant radicals, so that mostly based on three-consonant radicals, so that “SLM” meaning “peace” in “SLM” meaning “peace” in Arabic can end up as “Salaam,” “Islam,” or Arabic can end up as “Salaam,” “Islam,” or “Mulsem.” Compare Hebrew “Shalom.”“Mulsem.” Compare Hebrew “Shalom.”

(cf. Fromkin Rodman Hyams 515-516)(cf. Fromkin Rodman Hyams 515-516)

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English spelling is English spelling is morphophonemic.morphophonemic.

It represents both It represents both the sounds and the the sounds and the meanings of words.meanings of words.

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OUR ENGLISH ALPHABET HAS ONLY 26 LETTERS TO REPRESENT 45 DIFFERENT SOUNDS

AND SOME OF OUR LETTERS (LIKE C, Q, H, AND X) AREN’T VERY USEFUL

ENGLISH HAS 5 VOWEL LETTERS TO REPRESENT 13 VOWEL SOUNDS

AND WE USE THEM ALL UP FOR OUR SHORT VOWELS, AS IN: pat, pet, pit, pot, and put

SO WE DON’T HAVE ANY LETTERS LEFT FOR OUR LONG VOWELS, AND THE RESULT IS CHAOS

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SO THIS IS HOW WE SPELL OUR LONG VOWELS A, E, I, O, and U:

A: He ate the freight. It was his fate. How

E: The silly amoeba stole the key to the machine. or Did he believe that Caesar could see the people?

I: I write eye-rhyme, like “She cited the sight of the site.”

O: Our chauffeur, although he stubbed his toe, yeomanly towed four more boards through the open door of the depot.

U: blue, blew, gnu, Hugh, new, Pooh, Sioux, through, two

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A MORPHOPHONEMIC A MORPHOPHONEMIC SPELLING SYSTEMSPELLING SYSTEM

A morphophonemic spelling system will A morphophonemic spelling system will spell different words differently although spell different words differently although they are pronounced the same: they are pronounced the same: theirtheir, , therethere, , they’rethey’re

A morphophonemic spelling will spell words A morphophonemic spelling will spell words in the same family the same even though in the same family the same even though they are pronounced differently: they are pronounced differently: gogo, , gonegone

A morphophonemic spelling will spell a A morphophonemic spelling will spell a particular suffix the same regardless of how particular suffix the same regardless of how it is pronounced: it is pronounced: catscats, , dogsdogs, , horseshorses

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EXPLAIN WHAT THE FOLLOWING WORD EXPLAIN WHAT THE FOLLOWING WORD PAIRS TELL YOU ABOUT ENGLISH SPELLINGPAIRS TELL YOU ABOUT ENGLISH SPELLING

I am vs. iambI am vs. iamb

goose vs. producegoose vs. produce

fashion vs. complicationfashion vs. complication

Newton vs. organNewton vs. organ

no vs. knowno vs. know

hymn vs. himhymn vs. him

(Fromkin Rodman Hyams (Fromkin Rodman Hyams 530)530)

line vs. childrenline vs. children

sonar vs. resoundsonar vs. resound

cent vs. mysticcent vs. mystic

crumble vs. bombcrumble vs. bomb

cats vs. dogscats vs. dogs

stagnant vs. designstagnant vs. design

serene vs. obscenityserene vs. obscenity

(Fromkin Rodman Hyams (Fromkin Rodman Hyams 530-531)530-531)

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VIOLATIONS OF THE PHONEMIC PRINCIPLE

SAME PRONUNCIATION BUT DIFFERENT SPELLINGS (DIFFERENT MEANINGS): cite-sight-site, marry-Mary-merry, pair-pare-pear, there-their-they're

SAME SPELLINGS BUT DIFFERENT

PRONUNCIATIONS (SAME WORD FAMILIES): nation-national, obscene-obscenity, sign-signature, go-gone, ct. soup-supper

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HOMONYMSHOMONYMS

Have students in the class pronounce Have students in the class pronounce a homonym and then you respond a homonym and then you respond with two or more spelligs, such as:with two or more spelligs, such as:

eye, aye, Ieye, aye, I site, sightsite, sight die, dyedie, dye there, their, theirthere, their, their

(Fromkin Rodman Hyams 524)(Fromkin Rodman Hyams 524)

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CONSONANT GRADESCONSONANT GRADES REDUCED GRADE: act-action-actual, critic-

criticize, medicine-medication, part-partial, rite-ritual, seize-seizure

MARKED GRADE: chip, cough, hiccough, enough, phone, ship, this, thought (NOTE: The <h> of ch, gh, ph, sh, and th indicate that these are strange kinds of c, g, p, s, and t respectively.

ZERO GRADE: acknowledge-knowledge; amnesia-mnemonic; though, thought, through, thumb-thimble-Thumbelina

(Fromkin Rodman Hyams 524)

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““Gnus and gnomes and gnats and suchGnus and gnomes and gnats and such Gnouns with just one G too much.Gnouns with just one G too much. Pseudonym and psychedelicPseudonym and psychedelic P becomes a psurplus relic.P becomes a psurplus relic. Knit and knack and knife and knockedKnit and knack and knife and knocked Kneedless Ks are overstocked.Kneedless Ks are overstocked. Rhubarb, rhetoric and rhymeRhubarb, rhetoric and rhyme Should lose an H from thyme to time.”Should lose an H from thyme to time.”

(Fromkin Rodman Hyams 524-525)(Fromkin Rodman Hyams 524-525) (from Robert Feinstein’s “Gnormal Pspelling.”)(from Robert Feinstein’s “Gnormal Pspelling.”)

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VOWEL GRADESVOWEL GRADES VOWEL REDUCTION (SCHWA GRADE):

natural-naturalize-naturalization, photo-photograph-photographic-photography, s'pose-suppose-supposition, telegraph- telegraphic-telegraphy

VOWEL REDUCTION (-R or –N GRADE): ; pin-

pen; absurd, bird, heard, herd, word

VOWEL REDUCTION (ZERO GRADE): ambidextrous-dexterity, busy-business

(cf. Fromkin Rodman Hyams 525-526)

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Note that English has some Note that English has some ideagraphs like 1, 2, 3, 4, 5, 6, 7, ideagraphs like 1, 2, 3, 4, 5, 6, 7, 8, 9, 0, @, #, $, %, &, =, +, etc.8, 9, 0, @, #, $, %, &, =, +, etc.

English can also be written in English can also be written in syllabary symbols.syllabary symbols.

Consider the following two Consider the following two stories written in syllabary stories written in syllabary symbols.symbols.

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I S U, F U NE M?I S U, F U NE M? S, V F M.S, V F M. F U NE X?F U NE X? S, V F X.S, V F X. OK, L F M N X.OK, L F M N X.

I ask you, have you any ham?I ask you, have you any ham? Yes, we have ham.Yes, we have ham. Have you any eggs?Have you any eggs? Yes, we have eggs.Yes, we have eggs. OK, I’ll have ham and eggs.OK, I’ll have ham and eggs.

(Nilsen & Nilsen (Nilsen & Nilsen Language PlayLanguage Play 107) 107)

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LE, C D puppies.LE, C D puppies. L, M N O puppies.L, M N O puppies. O S M R puppies.O S M R puppies. C M P N?C M P N?

Ellie, see the puppies.Ellie, see the puppies. Hell, them ain’t no puppies.Hell, them ain’t no puppies. Oh yes them are puppies.Oh yes them are puppies. See ‘em peein?See ‘em peein?

(Nilsen & Nilsen (Nilsen & Nilsen Language PlayLanguage Play 107) 107)

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EGYPTIAN CHARACTERS (Hughes 715)EGYPTIAN CHARACTERS (Hughes 715)

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GREEK & ROMAN CHARACTERS (Hughes 718)GREEK & ROMAN CHARACTERS (Hughes 718)

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PHOENICIAN, HEBREW & ARABIC PHOENICIAN, HEBREW & ARABIC CHARACTERS (Hughes 713)CHARACTERS (Hughes 713)

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CYRILLIC CHARACTERS (NOTE ROMAN & CYRILLIC CHARACTERS (NOTE ROMAN & GREEK INFLUENCE) (Hughes 720)GREEK INFLUENCE) (Hughes 720)

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GHOTIGHOTI

What does “ghoti” spell? What does “ghoti” spell? (Daniels, 58)(Daniels, 58)

It spells “fish”It spells “fish”

the <gh> of “enough”the <gh> of “enough” the <o> of “women”the <o> of “women” the <ti> of “nation”the <ti> of “nation”

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ACRONYM JOKESACRONYM JOKES

These jokes are often found on These jokes are often found on vanity license plates or bumper vanity license plates or bumper stickers:stickers:• 10SNE1 (tennis anyone?)10SNE1 (tennis anyone?)• XQUSME (excuse me)XQUSME (excuse me)• 4RGRAN (for our grandchild)4RGRAN (for our grandchild)• BS, MS, PhD (Bull Shit, More of the BS, MS, PhD (Bull Shit, More of the

Same, Piled Higher and Deeper)Same, Piled Higher and Deeper) (Nilsen & Nilsen 175)(Nilsen & Nilsen 175)

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AMBIGUOUS IN SPEECH BUT NOT IN WRITINGAMBIGUOUS IN SPEECH BUT NOT IN WRITING

John said he’s going.John said he’s going. John said, “He’s going.”John said, “He’s going.”

my cousin’s friends (one cousin)my cousin’s friends (one cousin) my cousins’ friends (two or more my cousins’ friends (two or more

cousins)cousins) (Fromkin Rodman Hyams 519)(Fromkin Rodman Hyams 519)

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They’re my brothers’ keepers.They’re my brothers’ keepers.

He said, “He will take the He said, “He will take the garbage out.”garbage out.”

The red book was read.The red book was read.

The flower was on the table.The flower was on the table. (Fromkin Rodman Hyams 531)(Fromkin Rodman Hyams 531)

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AMBIGUOUS IN WRITING BUT NOT IN SPEECHAMBIGUOUS IN WRITING BUT NOT IN SPEECH

John hugged Bill and then he kissed him.John hugged Bill and then he kissed him. What are we having for dinner, Mother?What are we having for dinner, Mother? She’s a German language teacher.She’s a German language teacher. They formed a student grievance They formed a student grievance

committee.committee. Charles kissed his wife and George kissed Charles kissed his wife and George kissed

his wife too.his wife too. (Fromkin Rodman Hyams 531)(Fromkin Rodman Hyams 531)

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METALANGUAGE (Language about METALANGUAGE (Language about Language)Language)

Railroad crossing, watch out for cars.Railroad crossing, watch out for cars. How do you spell it without any r’s? How do you spell it without any r’s?

(AMBIGUOUS IN SPEECH BUT NOT IN (AMBIGUOUS IN SPEECH BUT NOT IN WRITING)WRITING)

Railroad crossing, watch out for cars.Railroad crossing, watch out for cars. How do you spell How do you spell itit (or “it”) without any r’s? (or “it”) without any r’s?

(Fromkin Rodman Hyams 520)(Fromkin Rodman Hyams 520)

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!HOW SPEECH IS REPRESENTED IN WRITING!HOW SPEECH IS REPRESENTED IN WRITING

PAUSE = COMMAPAUSE = COMMA Jack, thinks Jill, is smart.Jack, thinks Jill, is smart. Jack thinks Jill is smart.Jack thinks Jill is smart.

(Fromkin Rodman Hyams 519)(Fromkin Rodman Hyams 519)

Woman, without her, man is nothing.Woman, without her, man is nothing. Woman, without he man, is nothing.Woman, without he man, is nothing.

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!!!! STRESS AND SENTENCE INTONATION= STRESS AND SENTENCE INTONATION= UNDERLINE OR PUNCTUATIONUNDERLINE OR PUNCTUATION

The children are going to bed at 8 o’clock. (a simple The children are going to bed at 8 o’clock. (a simple statement)statement)

The children are going to bed at eight o’clock! (an The children are going to bed at eight o’clock! (an order)order)

The children are going to bed at 8 o’clock? (a The children are going to bed at 8 o’clock? (a question)question)

John whispered the message to Bill and then he John whispered the message to Bill and then he whispered it to Mary.whispered it to Mary.

John whispered the message to Bill, and then John whispered the message to Bill, and then hehe whispered it to whispered it to MaryMary..

(Fromkin Rodman Hyams 519)(Fromkin Rodman Hyams 519)

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EMOTICONSEMOTICONS

Explain what might be meant by Explain what might be meant by each of the following, and add each of the following, and add some of your own:some of your own:

>:-[>:-[ :-#:-# 8:-[8:-[ :D:D :-o :-o :-O:-O |-)|-) :/):/)

(Fromkin Rodman Hyams 532)(Fromkin Rodman Hyams 532)

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References # 1:References # 1:

Algeo, John. “What Makes Good English Good?” Algeo, John. “What Makes Good English Good?” (Clark, 723-733).(Clark, 723-733).

Clark, Virginia, Paul Eschholz, and Alfred Rosa. Clark, Virginia, Paul Eschholz, and Alfred Rosa. Language: Readings in Language and Language: Readings in Language and Culture, 6th EditionCulture, 6th Edition. New York, NY: St. . New York, NY: St. Martin’s Press, 1998.Martin’s Press, 1998.

Daniels, Harvey A. “Nine Ideas about Daniels, Harvey A. “Nine Ideas about Language” (Clark 43-59).Language” (Clark 43-59).

Feinstein, Robert N. “Gnormal Pspelling.” Feinstein, Robert N. “Gnormal Pspelling.” National Forum: The Phi Kappa Phi JournalNational Forum: The Phi Kappa Phi Journal. . Summer, 1986.Summer, 1986.

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References # 2:

Fromkin, Victoria, Robert Rodman, and Nina Hyams. “Writing: The ABCs of Language.” An Introduction to Language, 8th Edition. Boston, MA: Thomson Wadsworth, 2007, 505-534.

Hudson, Barbara. “Sociolinguistic Analysis of Dialogues and First-Person Narratives in Fiction” (Clark, 740-748).

Hughes, John. “Languages and Writing” (Clark, 705-722).

Larson, Charles Larson. “Its Academic, or Is It? (Clark, 734-736).

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References # 3:References # 3:

Nilsen, Alleen Pace, and Don L. F. Nilsen. Encyclopedia of 20th Century American Humor. Westport, CT: Greenwood, 2000.

Nilsen, Don L. F., and Alleen Pace Nilsen. Language Play: An Introduction to Linguistics. Rowley, MA: Newbury House, 1978.

O’Conner, Patricia. “Like I Said, Don’t Worry” (Clark, 737-739).

Winter, Anne. “Graffiti as Social Discourse.” in Living Language. Ed. Alleen Pace Nilsen. Needham Heights, MA: Allyn and Bacon, 1999, 106-111.