Chapter+4+Morphology

Welcome to the Morphology Collaborative Study Guide. This page will serve as the study guide for this unit; this list of key terms is found below.

Christina Gonzalez Chapter 4 Collaborative Study Guide

6/12/11 For example, in the word Dogs the –s is considered the bound morpheme because it cannot stand-alone and it needs to be attached to another morpheme. [] For example, in the Dogs the word Dog is considered the free morpheme because it can stand-alone. [] For example, when I was younger my teacher taught us the acronym PEMDAS which stood for parentheses, exponents, multiplication, division, addition and subtraction. We remembered this order by using the statement Please excuse my dear aunt sally. []
 * Bound morpheme- ** Are meaning bearing units of language, such as prefixes and suffixes that are attached to unbound morphemes and cannot stand-alone.
 * Free morpheme- ** Are considered a meaningful grammatical unit that can stand alone as a word.
 * Acronym- ** An acronym is a word formed from the initial letters of words in a set phrase or series of words.

For example, when someone tells another person they are going to put fuel in their car they use the word gas instead of gasoline.
 * Clipping- Clipping ** is a word used to describe when someone deletes a section of the word to form a shortened version of the same word.
 * [] **

For example, with the word donate it was derived from the word donation and if that word never existed donate would have never been considered a word. []
 * Back-formation- ** Back formation is the creation of one word from another word by clipping the affix thus creating a word that didn’t exist prior to the first word.

Morphology- Is the study of the structure and classification of words and the units that make up words. Basically the internal study of words Example-There is the bound morpheme, which cannot occur alone because it lacks a root. To illustrate the suffix –s, cannot hold its own, however if it attached to cats then we have something-which is a word with meaning. In addition, there are free morphemes, such as cat, a word with meaning and does not necessarily need a suffix. To further add, there are prefixes and suffixes. They are bound to a word, which adds to the understanding of the meaning of the word. Link-http://www.freereading.net/index.php?title=Prefixes_and_Suffixes_Activities Patty Wagner

Closed-form compound-The individual morphemes are fused together. In other words, two words put together without a space or hyphen. Example-cowboy, greenhouse Link-http://www.vocabulary.co.il/compound-words/ Patty Wagner

Hyphenated compound-Two words that have one meaning, but they are separated by a hyphen. Example-Brother-in-law Link-http://www.vocabulary.co.il/compound-words/ Patty Wagner

Lexical categories-Categories which words can be divided, another way to look at it, parts of speech-nouns, verbs, adjectives… Example-The word textbook-text is an adjective, while book is a noun. Link-http://games.lisisoft.com/fullgames/lexical-word-finder.html Patty Wagner

Typology- A branch of linguistics that studies the structured similarities of languages. Example- Morphological typology, which is the study and classification of how languages based on how morphemes create words. Link-http://www.davidparker.com/janine/mathpage/topology.html Patty Wagner

A morpheme is the smallest unit of meaning. It is phonemes strung together in specific patterns governed by rules of that language to produce a meaningful sentence. This website gives a brief explanation of what a morpheme is. [] and this next website demonstrates how to create a flip book to practice morpheme creation. [] By: Michelle Staszak June 9th
 * Morphemes**

media type="youtube" key="9yfpmsoXnNA" height="251" width="305" By Araceli Rodriguez June 10
 * Morphemes **- are the small unit of meaning like for example the root. More examples are like the word manageable (able) is the root word, angrily the root word is (ly), and predetermine the root word is (pre) .When I went to observe a second grade for my clinical hours the teacher was teaching these words above and was able to separate the root words and explain to her class the different meaning of the root word and then add the rest of the letters and add a different meaning. It shows how a word can be divided like unforgettable and is divided by suffix, root, and affixes un/for/get/able, then it gives you some words and it gives you an assessment to circle the roots first and then divide the rest of the word.

__**wac.colostate.edu/books/sound/chapter5.pdf**__
 * Morphology: This is the study of the structure and classification of words and the units that make up words. The study of the rules governing the internal structure**
 * of the words. Donna Hughes**


 * Bound morpheme: A meaningful grammatical unit that cannot occur alone. -s is an example since it cannot stand by itself and must be attached to another morpheme. Donna Hughes**


 * Free morpheme: A meaningful grammatical unit that can stand alone, such as CAT. Donna Hughes**


 * Root- Root- free standing word, it is a building block for other words. An example would be //talking//—root word=talk or //uncover//—root word= cover. A lesson to assist students in identifying root words can be found at [|www.] [|**fun4thebrain.com**][|/English/basewordBaseball.html] (Kathy Sullivan)  **

This is basically a bound morpheme that can be added to a root. When you think of this word think of **//__a__//**dding on…**//__a__//** for **//__a__//**ffix and **//__a__//** for **//__a__//**dding. Considering affix is grouped with prefixes and suffixes, meaning you kind of need to know one in order to know the other, I thought of a great little activity that one can do in order to teach themselves the differences between the three and to possibly introduce to a classroom. An instructor can basically scatter name cards all over the board and have three columns: affixes, prefixes and suffixes and it’s the students’ job to separate them into the correct category. Since I am focusing on affixes I found this little [|website] that was pretty straight forward with defining it. I want to provide this website just to give a bit more insight on what this concept is and examples. Nena Awad June 10, 2011
 * Affix** (Rowe and Levine, Chapter 4)-

A prefix is something that is added to the beginning of a word. An example would be adding the prefix //re// to the word or root //play//. The new word would be replay, which means to do something over again. The following website offers an interactive game to help students learn prefixes-- [|www.oswego.org/ocsd-web/match/matchgeneric.asp?filename=jwildeprefix2] (Kathy Sullivan)
 * Prefix**(Rowe and Levine, Chapter 4)

A suffix is added to the end of a root word. Some examples of suffixes include affixes such as ly, ness, er, est, s, ing, tion, ible, able, ful. In my classroom we play a suffix bingo game where students add a suffix to a given root word, if they have the correct suffix and can make the new word they are able to cross out that word. The kids really love this game and I have modified this game and used it with prefixes as well. (Kathy Sullivan)
 * Suffix**(Rowe and Levine, Chapter 4)

A compound is a word made up of two or more roots. Two roots come together to form a new word. Examples of compounds include pan+cake=pancake, foot+ball=football and butter+fly=butterfly. Two interactive tools that teach children to make compound words can be found at [|www.oswego.org/ocsd-web/match/dragflip.asp?filename=kderittecompound] and www.janbrett.com (Kathy Sullivan)
 * Compound**

__**Language Network- Grammar-Writing-Communication, McDougal Littell**__
 * Closed-form compound: A compound word with no space or hyphen between the the different roots. Examples: evergreen, textbook...Donna Hughes**


 * Hyphenated compound: A compound word having a hyphen or hyphens between the different roots of the compound. Examples: nine-year-old, mother-in-law...**
 * Donna Hughes __Language Network-Grammar-Writing-Communication, McDougal Littell__**

This word is a bit tricky because just looking upon the definition within the text it makes me think of what a hyphenated compound word is but now that I viewed the different examples for each concept I have a better grip on it so hopefully you all won’t make the same mistake I thought. So, without further ado, an open-form compound is a type of compound that has spaces between its roots. For instance, saying “Saturday morning” is a great example of an open-form compound. I found this really cool [|website]that breaks down the different forms of compounds specifically focusing on open-form compounds. On the bottom of the informative website it tests your knowledge on how to differentiate between the different forms of compounds so I urge you all to take this test because you will then think about these words differently the next time you write!
 * Open-form compound-**

Nena Awad June 10, 2011

This is similar to its topic, that is, the main, most general, or core meaning of the compound. The head also determines the grammatical function of the compound. In English, the head is usually the morpheme that is to the right of all other morphemes in the word. A textual example would be schoolhouse where //house// is the head. I thought of this silly picture for some reason when I thought of the head of a compound.
 * Head of a compound-**

Nena Awad June 10, 2011

A morpheme inserted into a root is called an infix. What’s interesting about this concept is that it showcases how different languages create words in different ways. The book gives us a few examples of how adding a root inside of a word can tweak the meaning of the word presented. The English language does not generally use infixes but we definitely hear people using them here and there. I am guilty of this! One example that I use is fan-freaking (I’ll censor)-tastic! Adding the root “freaking” tweaked the word a bit. I hate to do this but the three most common English infixes are: [|in-f**king-credible, un-f**king-believable, and fan-f**king-tastic]. Guess I’m not alone. Nena Awad June 10, 2011
 * Infix-**

This is the study of the history of words. Words change all the time whether we give it new meanings or it’s phased out and a new word enters. Whatever the case may be it’s always interesting to find out where that word came from, the transitions it has made, and what it has become now. In a former linguistic class of mine we talked about this briefly. I found it so interesting to discuss the changes that have been made and how that has impacted the change in the way we speak. To further exemplify this, my class and I created a [|wiki space] about all the variations we have discussed thus far but mainly the history of words. If you continue to go through the blog you will find many interesting ideas and revelations about language. Enjoy!
 * Etymology-**

Nena Awad 6/10/11

A **circumfix** is not a prefix (attached to beginnings of words), not a suffix (attached to the end of words), or an infix (inserted in the middle of the word) it is attached to the beginning and the end of the word. Circumfixes are not used very frequently in English, they were used more in early modern language in words such as a-wand’ring. Read this article to learn more about circumfixes. These are used more frequently in many other languages. In some languages a circumfix is used to show that a word is feminine and in some in can express a different tense. This article is actually arguing that the spell checkers should include this language structure to accommodate for language rules. [] By: Michelle Staszak June 11th
 * Circumfix**

//**Lexical categories**// Lexile categories are what linguists refer to as major classes of grammatical categories in which word (not morphemes) can be divided into. Most people would know these as the parts of speech. We are generally taught 8 different categories in school, known as the parts of speech (Noun, Pronoun, Adjective, Verb, Adverb, Preposition, Conjunctions and Interjections) Our book breaks out two additional categories: determiners, words or affixes that specify something about a noun, i.e. this, that, these, all, many, some; and auxiliary, words and bound morphemes, traditionally called ‘helping verbs’ and can be used to form various tenses. i.e. –ed, be, have, should, must. Please check out this website where a girl makes up a Parts of Speech Rap to help her and her class prepare for a test [] By: Michelle Staszak June 11th

A derivational morphemes is a word that uses other morphemes to create another word that will change the lexile category or meaning of the word. For example, I can start with the word happy and I can add un- to change the meaning of the work to unhappy, the opposite of happy. Click this link to read an article that explains the difference between derivational and inflectional morphemes. They give several examples of each. [] By: Michelle Staszak June 11th
 * //Derivational morphemes//**

**Inflectional morphemes **are bound morphemes that do not change the meaning or part of speech of a word but changes the grammatical function of the word. For example -//s// (plural marker) and –//ed// (tense marker) are examples of inflectional morphemes. When –//s// is added to the end of a word the word changes from singular to plural, i.e. //book// changes to //books.// When –//s// is added, the meaning and part of speech of the word does not change; only the number of books changes. This website lists the eight types of inflection morphemes [] Tameka Caldwell June 12, 2011

An allomorph is a variation or different way of phonetically saying a morpheme that means the same thing. An allomorph is to a morpheme as allophone is to a phoneme (as we learned about in Chapter 3). For example the –s suffix can be pronounced different ways, dogs /z/ and cats /s/. There are rules that govern which –s sound to use, this is not a random process. Watch this link to hear this man describe what an allomorph is. [] By: Michelle Staszak June 11th
 * //Allomorph//**

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; line-height: 115%; margin-bottom: 0pt; text-align: justify;">Tameka Caldwell June 12, 2011 **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Typology **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">is linguistic study that focuses primarily on the similarities of languages. These similarities are sometimes not related to the historical and geographical similarities of language. For instance, analytic language and synthetic language are types of language classifications that compare the similarities between languages. Both focus on the similarities among morpheme usage in a language. For additional information on linguistics typology is [|http://www.uio.no/studier/emner/hf/ikos/EXFAC03-AAS/h05/larestoff/linguistics/Chapter%204.(H05).pdf] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; line-height: 115%; margin-bottom: 0pt; text-align: justify;">Tameka Caldwell June 12, 2011
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Morphophemic rules **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">are the rules that determine which allomorph will be used in relation to a specific phonetic situation. For instance –//s// is an inflectional morpheme that changes a noun from singular to plural. However, -//s// at the end of //mats// sounds completely different from the –//s// at the end of //zoos//. The –//s// still functions as a plural marker but the sound at the end of the words is different. Morphophemic rules show the relationship between morphemes and phonemes. This website lists a few examples of how morphophemic rules work in our language []

//**Morphological typology**// Is the study and classification of language based on how morphemes create words. According to our textbook, English, as well as most other languages combines two or more principles in typology. According to this [|web site]languages can be classified according to their degree of synthesis (the degree to which a language uses multimorphemic words), along a continuum from [|isolating] to __[|polysynthetic]__ languages, an//d// fusion (the degree to which a language fuses multiple grammatical meanings into a single morpheme), along a continuum from [|fusional] to [|agglutinative] languages. By: Molly Caldera June 12th **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Morphological typology **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">is the study and classification of language based on how morphemes create words. For example, analytic language focuses on language that consists mostly of words that are single morphemes. Synthetic language focuses on language that consists of bound morphemes that affect the meaning and grammatical function of a free morpheme. For a visual aid to better understand morphological typology view the cartoons on this website: [] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; line-height: 115%; margin-bottom: 0pt; text-align: justify;">Tameka Caldwell June 12, 2011

//**Analytic language**// is a language in which most words are single morphemes. Meaning that each word represents one meaning, and that there are no inflectional or bound derivational meanings. Although there are few purely analytical languages, in an ideal analytical language, every word would be a root morpheme. Our textbook says that the closest to a perfectly analytical language is Mandarin or Vietnamese. The example in our book is a pretty good one. It shows the sentence //He ate the meal// written in Mandarin as //Ta chi fan le// or //He eat meal Aspect//. Here is a more in-depth definition of the analytic languages of [|China] By: Molly Caldera June 12th //**Synthetic language**// is the second type of language, next to analytic language, based on the types and ways of morphemes are used. In synthetic language, __bound morphemes are used to affect the meaning or mark the grammatical function of a free morpheme.__ There are three types of synthetic language: fusional, agglutinating, and polysynthetic. I'm guessing that if analytical language is mostly single morphemes, then the synthetic language will be the opposite. And so, we are able to add on to root words and make the word have similar, but technically different meanings. On the Wikipedia page for synthetic languages, there are a few good examples of the three types of [|synthetic language.] By: Molly Caldera June 12th. //**Fusional (or inflectional) language)**// is one of three types of synthetic language. In fusional language, one bound morpheme may convey several bits of information. I think the example the book offers is good, because it works with another language as an example. In the Russian word, //komnatu// (room), the -u is the suffix that means feminine and singular and identifies the word as a grammatically direct object. According to a web site called absolute astronomy, there is a typical feature of fusional language called declensions. In German, for instance, the definite and indefinite articles are declined according to the grammatical gender of the noun and which of the four grammatical cases it falls into; these being nominative, accusative, dative, and genitive. The definite article, for example is declined in the following fashion: By: Molly Caldera June 12th //**Agglutinating language**// Suggesting the opposite of the fusional language, agglutinating language is a type of synthetic language in which each bound morpheme adds only one specific meaning to the root morpheme. I wanted to mix up my online sources to get away from wikipedia, but all I could find was a site similar to wikipedia. Although, I have to say, for me, these sites have been the most informative. Here's the [|link] By: Molly Caldera June 12th //**Polysynthetic language**//
 * ~ Case ||~ Masculine ||~ Feminine ||~ Neuter ||~ Plural ||
 * ~ Nominative || //der// || //die// || //das// || //die// ||
 * ~ [|Accusative] || //den// || //die// || //das// || //die// ||
 * ~ [|Dative] || //dem// || //der// || //dem// || //den// ||
 * ~ Genitive || //des// || //der// || //des// || //der// ||

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">[] By Araceli Rodriguez June 10
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Open classes of words **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">- According to Rowe & Levine are types of words such as nouns, adjectives, verbs, and adverbs that grow in number in a language. In this website it gives examples of noun, adjective and verbs.

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">media type="youtube" key="cySnwgpuNk8" height="265" width="323"
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Closed classes words **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">- According to Rowe & Levine are types of words that the growth of which is very limited for example prepositions and pronouns. Closed classes words are taught in grammar school because the students are able to use it everyday life compare to kindergarten they do not know how to differentiate which one is the right word to say it in a conversation is not develop yet. This great video teaches a great song to teach prepositions and pronouns that go together with the right preposition like him and he, her and she, and us, we. by araceli rodriguez june 10

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Neologisms **<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">are newly formed words. New words can be formed by compounding, creating acronyms, borrowing from foreign words, clipping, blending, and using derivation, back-formation or people’s names. Examples of neologisms are using compounding to create the word //mallrats// which means a young person who hangs out at the shopping mall or the creation of the acronym MADD which is short for Mothers Against Drunk Driving. For some fun examples of neologism in the works look at the following website: <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%; margin-bottom: 0pt;">[] <span style="display: block; font-family: 'Times New Roman',serif; font-size: 16px; line-height: 115%; margin-bottom: 0pt; text-align: justify;">Tameka Caldwell June 12, 2011

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">media type="youtube" key="6xb9jSBKN4o" height="265" width="323" <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">By Araceli Rodriguez June 10
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Compounding **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">- is a word that it combines roots like bunk-bed is a bed that has two beds in one in the bottom and one on the top. I also use the heggerty program to teach my students how to make compound words. First I say a word like rain-bow and I use one hand when I say rain and then I use the other hand when I say bow and then I clap and I say the whole word together rainbow, my student repeat the whole process with different compounds words. This video shows how the compound Boogie song teaches little children how to put two words together in order to make one word and one meaning.

//**Acronyms**// acronyms are word formed from the initial letters or groups of letters of words in a set phrase or series of words (from Dictionary.com) Examples of acronyms include // FEMA // (Federal Emergency Management Agency), //NATO// (North Atlantic Treaty Organization) and //MADD// (Mothers Against Drunk Drivers). Acronyms can also be used in a classroom setting. I use the acronym R.O.L.E.S. to teach how to write an answer to an extended response question. The R is to remind students to Restate the question, O = offer support from the text, L= link your thoughts, E= extend your thoughts, S=stay balanced in your writing. This acronym assists students in understanding how to write a complete extended response answer. Kathy Sullivan

//**Clipping-**// Clipping is when you’re deleting a section of a word to create a shortened form. For instance gasoline when clipped turns into gas. Although that was a formal example the way I can make a text to world connection is by relating this to texting! We clip words all the time while texting in order to shorten our writing process. I find myself doing this all the time and I am certain everyone is guilty of doing this at least once. This isn’t a bad thing to be honest just as long as we are able to code switch when we are in a professional setting so that we don’t write a paper in text format! It just so happens that high school students are not able to code switch as easily as I thought. I have graded many papers that were written in text message mode and this is a problem. I found this awesome [|excerpt]on speaking or writing in text message mode…it’s actually funny but really true. I’m sure we as teachers will see this at one point or another. Nena Awad June 10, 2011

//**Blending**//


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Blend **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">-is when two or more letters appear together and you hear each sound that each consonant would normally make, the combination is called a **blend**. For instance, the word //blend// has two consonant blends: //bl//, for which you hear the sounds for both //b// and //l//, and //nd//, for which you hear the sounds for both //n// and //d//. I teach blend to my students by using words their way program in which teaches sounds, beginning letters, and blending words and pictures. My students have a page in which they need to cut their pictures and sort their sorts in a line, for example the 2 blends are bl, and br. After a few practices my students glue the sorts in their journal. This you tube video show us how to make the blend sounds like br, cr, gr, fr, tr, pr, and dr with examples of words.

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">media type="youtube" key="i2UCPwzVfAE" height="265" width="323" <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">By Araceli Rodriguez June 10

//**Derivation**// //**Analogy**// //**Back-formation**//

//**Typology**// Stephanie Signore - June 11
 * Morphemes -** Morphemes are the smallest units of meaning (A Concise Introduction to Linguistics). The example that our textbook gives is that the word cat cannot be broken down further into other smaller meaningful units. []

Stephanie Signore - June 11
 * Prefix -** According to our textbook a prefix is an affix added to the beginning of a root. "Ex" is a prefix that can be added to a root to make words like "exit" and "expand". []

Stephanie Signore - June 11
 * Suffix -** According to our textbook a suffix is an affix added to the end of a root. An example of a suffix would be adding the ending -ing to dance. This would create the word //dancing//. []


 * Parts of speech -** The different parts of speech are a system of grammatical categories for classifying words according to their usage or function. Every day I am using parts of speech. In every sentence that I say I am using different parts of speech. Some of the parts of speech I use are nouns, adjectives, verbs, etc. On sentence example would be "I am working". In this sentence I am using a noun and verb. [[image:parts_of_speech.gif width="240" height="178" align="left"]]

[] Stephanie Signore - June 11

[] Stephanie Signore - June 11
 * Clipping -** According to the text, clipping is snipping a section of a word to form a shortened form. An example of clipping would be "fan" which comes from the word "fanatic". I would be a "fan" of the Chicago White Sox! [[image:sox_fan.jpg width="169" height="169" align="left"]]

Blending- According to Row and Levine, blending is the process of taking two or more words (compounding), clipping parts off one or more of the words, and then combining them. The following list contains familiar blended words and their originating two words: The following clip is from the Hooked on Phonics 1st Grade Unit 1. I like how it shows you how to combine words, but I wish the voice said the last sounds instead of saying the first sounds and then automatically blending. (They say “S… H… shhhhhh….(ell appear) shell…”) @http://www.youtube.com/watch?v=iUFSTHdFtMo Courtney Margis 6.12.2011
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">afterthoughtful (afterthought + thoughtful) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">agitprop (agitation + propaganda) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">alcopop (alcohol + pop) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">bash (bat + mash) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Breathalyzer (breath + analyzer) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">camcorder (camera + recorder) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">clash (clap + crash) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">docudrama (documentary + drama) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">electrocute (electricity + execute) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">emoticon (emote + icon) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">faction (fact + fiction) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">fanzine {fan + magazine) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">flare (flame + glare) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">flirtationship (flirting + relationship) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">glimmer (gleam + shimmer) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">guitarthritis (guitar + arthritis) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">infotainment (information + entertainment) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jazzercize (jazz + exercise) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">moped (motor + pedal) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">motorcade (motor + cavalcade) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">palimony (pal + alimony) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">pulsar (pulse + quasar) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">slanguage (slang + language) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">smash (smack + mash) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">smog (smoke + fog) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">sportscast (sports + broadcast) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">stagflation (stagnation + inflation) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">staycation (stay home + vacation) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">telegenic (television + photogenic) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">textpectation (text message + expectation) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">transistor (transfer + resistor) //**
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">workaholic (work + alcoholic) //**

Derivation- According to Rowe and Levine, derivation is the process of forming a new word by adding a derivational affix to a word. The following words are an example of derivation: The following video is for all of the math majors or just people who love math. A teacher is showing you how to derive a mathematical formula… all in 7 minutes! @http://www.youtube.com/watch?v=DdUx_7B00kM Courtney Margis 6.12.2011
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> [|adjective] -to- [|noun] : //-ness// (//slow// → //slowness//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">adjective-to- [|verb] : //-ise// (//modern// → //modernise//) in [|British English] or //-ize// (//archaic// → //archaicize//) in [|American English] and [|Oxford spelling]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">adjective-to-adjective: //-ish// (//red// → //reddish//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">adjective-to- [|adverb] : //-ly// (//personal// → //personally//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">noun-to- [|adjective] : //-al// (//recreation// → //recreational//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">noun-to-verb: //-fy// (//glory// → //glorify//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">verb-to-adjective: //-able// (//drink// → //drinkable//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">verb-to-noun (abstract): //-ance// (//deliver// → //deliverance//)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">verb-to-noun (concrete): //-er// (//write// → //writer//)

Analogy- According to Rowe and Levine, analogy is a process by which one form of a word (or other linguistic phenomenon) is used as the model for construction another word or structure. Some analogies include: glove is to hand as paint is to wall; citizens are to president as solar system is to galaxy. In school I absolutely hated to work out analogies, @http://www.youtube.com/watch?v=jr47G3m1gY8 this video clip shows you some of the hints and tips to figuring out these brain teasers. Courtney Margis 6.12.2011

Back formation- According to Rowe and Levine, back formation is used to form a new word through the process of analogy by removing an affix or what appears to be an affix from that word. For example, the noun ‘resurrection’ was borrowed from the Latin language, and the verb ‘resurrect’ was then back formed by taking off the –ion. The below image clearly represents backformation with many different examples. Courtney Margis 6.12.2011

Typology- According to Rowe and Levine, typology is a branch of linguistics that studies the structural similarities of languages. The following image is simply the word ‘typology’ but the ‘t’ is almost falling apart.

Courtney Margis 6.12.2011

media type="youtube" key="3zV0LMl6J5s?version=3" height="139" width="167" [] []
 * Morpheme**- A morpheme is the smallest unit of meaning. (Alison Winkler July 12)
 * Affix**- An affix is a morpheme that can be added to the root of a word. (Alison Winkler)
 * Lexical categories**- These are the classes of grammatical categories in which words can be divided into . This is also known as the parts of speech. (Alison Winkler)
 * Clipping**- Clipping is the shortening of a word. For example students, such as myself, use the words Math instead of Mathematics and Stats instead of Statistics. (Alison Winkler)
 * Blending**- Blending is when words are blended together to make one. For example, brunch or smog.(Alison Winkler)

ch.4
 * 1. Derivation** **is the process of forming a new word on the basis of an existing word, e.g. //happi-ness// and //un-happy// from //happy//, or //determination// from //determine//**
 * Examples of English derivational patterns and their suffixes:**
 * [|adjective]-to-[|noun]: //-ness// (//slow// → //slowness//)**
 * adjective-to-[|verb]: //-ise// (//modern// → //modernise//) in [|British English] or //-ize// (//archaic// → //archaicize//) in [|American]**
 * [|English]** **and [|Oxford spelling]**
 * adjective-to-adjective: //-ish// (//red// → //reddish//)**
 * adjective-to-[|adverb]: //-ly// (//personal// → //personally//)**

4.**Suffix** **is an [|affix] which is placed after the [|stem] of a word. EX //Girls//, where the suffix //-s// marks the [|plural].**
 * noun-to-verb: //-fy// (//glory// → //glorify//)**
 * verb-to-adjective: //-able// (//drink// → //drinkable//)**
 * verb-to-noun (abstract): //-ance// (//deliver// → //deliverance//)**
 * verb-to-noun (concrete): //-er// (//write// → //writer//)**
 * []**
 * []**
 * 2.** **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Analogy is a cognitive process of transferring information or meaning from a particular subject (the analogue or source) to another particular subject (the target), EX HAND : PALM : : FOOT : ****<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">[] [] **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">3. ****Back-formation** **is the process of creating a new lexeme by removing actual or supposed affixes****. EX** **//insert/insertion//****, //project/projection// etc**. []
 * //He makes//****, where suffix //-s// marks the third person [|singular] [|present tense].**
 * //It closed//****, where the suffix //-ed// marks the [|past tense].**
 * //De beaux jours//****, where the suffix //-x// marks the [|plural].**
 * //Elle est passablement jolie//****, where the suffix //-e// marks the [|feminine] form of the adjective**
 * []**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">[] **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">5. ****Prefix** **is an affix which is placed before the stem of a word****Examples of prefixes:**
 * //unhappy//** **: //un// is a negative or antonymic prefix.**
 * //prefix//****, //preview// : //pre// is a prefix, with the sense of //before//**
 * //redo//****, //review.// : //re// is a prefix meaning //again//**
 * []**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">[] **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Noof Alshahin 6/26/11 **