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SPELLING See also “Phonology”

SPELLING See also “Phonology”. by Don L. F. Nilsen and Alleen Pace Nilsen. Spelling Perspective!.

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SPELLING See also “Phonology”

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  1. SPELLINGSee also “Phonology” by Don L. F. Nilsen and Alleen Pace Nilsen

  2. Spelling Perspective!

  3. OUR ENGLISH ALPHABET HAS ONLY 26 LETTERS TO REPRESENT 45 DIFFERENT SOUNDSAND SOME OF OUR LETTERS (LIKE C, Q, H, AND X) AREN’T VERY USEFULENGLISH HAS 5 VOWEL LETTERS TO REPRESENT 13 VOWEL SOUNDSAND WE USE THEM ALL UP FOR OUR SHORT VOWELS, AS IN: pat, pet, pit, pot, and putSO WE DON’T HAVE ANY LETTERS LEFT FOR OUR LONG VOWELS, AND THE RESULT IS CHAOS

  4. 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 do you spell 8/eight? 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

  5. 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 (Nilsen & Nilsen 2, 8) SAME SPELLINGS BUT DIFFERENT PRONUNCIATIONS (SAME WORD FAMILIES): nation-national, obscene-obscenity, sign-signature, go-gone, ct. soup-supper (Nilsen & Nilsen 21-24)

  6. CONSONANT GRADES:FULL, H-MARKED, REDUCED, ZERO 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. (Nilsen & Nilsen 25-28) ZERO GRADE: acknowledge-knowledge; amnesia-mnemonic; though, thought, through, thumb-thimble-Thumbelina (Nilsen & Nilsen 11)

  7. MORE CONSONANT ASSIMILATIONS MODAL PLUS "HAVE" ASSIMILATION: coulda, mighta, shoulda, woulda MODAL PLUS "TO" ASSIMILATION: gonna, hafta, hasta, supposta, useta CONTRACTIONS: *ain’t, can’t, couldn’t, won’t, wouldn’t, shan’t, shouldn’t, *mayn’t, (mightn’t, mustn’t)

  8. CONSONANT ASSIMILATIONFOR EASE AND SPEED VERB 3rd sing pres ind: sings, hits VERB past: buzzed, jumped VERB past part: popped, killed NOUN plurals: cats, dogs NOUN possessives: Mike's, Fred's ADJ substantive: its, ours (Nilsen & Nilsen 14-17) PREFIX: (NOTE: im- assimilates as follows): illegal, immature, impotent, indelicate, irreligious (Nilsen & Nilsen 12)

  9. ASSIMILATION: PALATALIZATION When a word that ends with a /t/ is followed by a –ual, -ial, or -ion ending, the palatal vowel <y-> changes the /t/ sound into a /č/ sound. addict  addiction act  actual or action part  partial predict  prediction (Nilsen & Nilsen 9-10)

  10. ASSIMILATION: STOPS BECOMES CONTINUANTS Because /k/ is a stop, and vowels are continuants, an affix beginning with a vowel often changes /k/ to /s/. critic  criticize or criticism fanatic  fanaticism romantic  romanticism This ability of the <c> to have two different pronunciations allows us to spell these words the same way even though they are pronounced diffently. The benefit of this is that it helps us to see that these words are in the same word-family even though the <c> part is pronounced differently. (Nilsen & Nilsen 18)

  11. CONSONANT DISSIMILATION: FOR CLARITY VERB 3rd person singular present indicative: buzzes VERB past tense: heated VERB past participle: spotted NOUN plural: horses NOUN possessive: Max’s NOUN: belfry ADJ: ignoble (Nilsen & Nilsen 14-16, 18-20)

  12. DISSIMILATION AGAIN “-al” is a suffix that changes a Noun into an Adjective, but when the Noun ends in /l/, dissimilation occurs: “anecdotal” but “angular” “penal” but “perpendicular” “spiritual” but “similar” “venal” but “velar” (Fromkin Rodman Hyams [2007] 277)

  13. VOWEL GRADES: LONG, SHORT, SCHWA, R, AND ZERO 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 (Nilsen & Nilsen 21-25)

  14. VOWEL REDUCTION AND ASSIMILATION BRITISH VOWEL REDUCTION: aluminum, laboratory, secretary LONG AND SHORT GRADES: do-done, go-gone, nation-national, obscene-obscenity, punitive-punish, sign-signature, soup-supper (Nilsen & Nilsen 21-25)

  15. vowel reduction and word stress When a suffix changes a word from one Part of Speech to another, this suffix affects which syllables are stressed, and which are unstressed and can change to different vowel grades like schwa or short grade:

  16. HISTORICAL CONSIDERATIONS TRACES: ic-ich-I, knight, hostel-hôtel- hotel, scribere-écrire-scribe DOUBLETS: chief-chef, dish-discus, hotel-hostel, ship-skiff, shirt-skirt GRIMM'S LAW: courage-hearty, corn-horn, decade-ten, dozen-twelve, dent-tooth, pedestal-footnote, padre-father, plate-flat, pyre-fire (Nilsen & Nilsen 28-34)

  17. MORE HISTORIC CONSIDERATIONS GERMANIC UMLAUT: child, goose, man, mouse, woman (cf. book-beech) GREEK RHOTOCISM: genus-generic; opus-opera ENGLISH: schwa and silent e ACRONYMS AS WORDS: AID, AIDS, BIRP, CREEP, GASP, MANURE, MASH, NOW, NUT, SAG, VISTA, ZIP

  18. FOREIGN-LANGUAGE INFLUENCES BORROWINGS: chaise longue, cole slaw, frankfurter, hamburger, lingerie, rouge, schnitzel, wiener BILINGUAL COGNATES: actual, embarazada, grocería, libraria, molestar, principio, (cf. blanket [white], porpoise [pig fish], puny [puis né], walrus [whale horse]) INDO-EUROPEAN ABLAUT: sing-sang-song MODAL PAST-SUBJUNCTIVE: can-could, may-might, shall-should, will-would

  19. FINAL THOUGHTS FROM OGDEN NASH The one-l lama, He’s a priest. The two-l llama, He’s a beast. And I will bet A silk pajama There isn’t any Three-l lllama. (Fromkin Rodman Hyams [2007] 290) In response to this poem one wit remarked, “A three-alarmer (three-l lllama) is a really big fire.”

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