Linguistics (Language in the World)

9/16/22, 11:27 PM The Step 2 Assignment - LING150A1 Fall 2022

https://d2l.arizona.edu/d2l/le/content/1163491/viewContent/12955405/View 1/5

Resources:

Note:

Project Overview | Get Help

This step involves collection of the consonant and vowel sounds you used in your Step 1 words to

seed a consonant inventory and a vowel inventory for your new language, and then add or modify the

inventories as you wish.  You'll use an 'Illustrations of the IPA' article from the Journal of the

International Phonetic Association as a model for presenting your inventories to a reader. 

Continue to use our class styleguide and the of�cial Interactive IPA Chart. 

You will need an Illustrations of the IPA article as well.   

To be eligible for a grade, your work must be submitted as a pdf �le to the

correct assignment folder. We do not accept assignments by email.  If you

experience a technical dif�culty with your upload, contact the 24/7 IT

Support Desk and document that contact.  Then notify Amy

([email protected])

The Assignment Revise your Step 1 as needed based on the assessment you received, and update your Change Log to

re�ect your revisions.

Draft two sections of your Language Project:  Phonemic Inventories and Phonotactics and Rhthym.  Your Phonemic Inventories should have two subsections:  consonants and vowels. 

Each of these sections should be introduced with a section header.

In phonemic inventories, describe the set of consonant and the set of vowel sounds your

language uses to distinguish words.  Use (and cite) your Illustrations of the IPA article for

inspiration. 

In the consonants subsection: introduce, present and describe a consonant chart that

includes all consonant sounds you'll use in your words.  Select three pairs of consonant

sounds from your chart, and for each pair of sounds create a minimal pair of words in your

new language to show that those sounds are really contrastive. 

In the vowels subsection: introduce, present and describe a vowel chart that includes all

vowel sounds you'll use in your words.  Identify your language as using either contrastive

length or else contrastive tones (or both).  Select two vowels from your chart, and for each

vowel create a minimal pair of words that illustrates your length or tone system. 

Identifying Consonants, Vowels and Rhythms

9/16/22, 11:27 PM The Step 2 Assignment - LING150A1 Fall 2022

https://d2l.arizona.edu/d2l/le/content/1163491/viewContent/12955405/View 2/5

Note: 

In the phonotactics and rhythm section, using the 'phonotactics' section of Bischoff and

Fountain's Phonology manuscript as a model, describe the rules in your language that govern

the interleaving of consonants and vowels in words.  Identify whether your language

requires words to be consonant-initial or vowel-initial, or whether it allows either.  Identify

whether your language requires words to be consonant-�nal or vowel-�nal, or whether it

allows either.  Describe any rules about the number of consonants that are allowed in a row

between vowels. 

As always, add a sentence or two of summary and conclusion at the end of this section so that

you're ready to add more information in the next step.

Aim for a total of 1-3 additional pages of text for these two sections, bringing your whole paper to

(about) 5-8 pages all-inclusive.

Page 1: Title page (updated with the correct date, an accurate title, and an updated honor

footnote)

Page 2: Change Log

Pages 3-?:  The required main sections of your paper: Introduction, Core Vocabulary, Phonemic

Inventories, and Phonotactics and Rhythm.

Last Page:  References (includes at least the citations necessary at Step 1, as well as a citation

for your Illustrations of the IPA article and Bischoff and Fountain's Phonology manuscript).

Any paper shorter than 4 pages is missing at least one required element; any paper longer than 8

pages may not be assessed in full.  If you �nd yourself writing a lot, that's great!  But we can only

devote so much time to reading each student's work, so please communicate with your grader about

appropriate expectations for dealing with longer-than-required work.

Amy's Demos It took Amy a total of about one and a half hours to complete this assignment - about one hour of

which is captured in the videos below.  It'd be smart to give yourself maybe three 45 minute work

sessions to prep the assignment?  Your mileage may vary, of course.

Video: Finding an Illustrations of the IPA article (5:31)

Video: Setting up the sections (7:35)

Video: The consonant inventory (9:21)

Video: Consonant minimal pairs (7:13)

Video: The vowel inventory (8:56)

Video: Vowel minimal pairs (4:46)

Video: Phonotactics and rhythm (11:27)

PDF:  Amy's Step 2 example

9/16/22, 11:27 PM The Step 2 Assignment - LING150A1 Fall 2022

https://d2l.arizona.edu/d2l/le/content/1163491/viewContent/12955405/View 3/5

NEVER COPY AND PASTE or QUOTE and never CLOSELY PARAPHRASE

from Amy's demos.  They are here as examples to provide you with

inspiration, but your work must be a product of your own invention.  If you

use any speci�c ideas from Amy's language project in your own, you should

cite this as Fountain, Amy. 2021.  Example language creation project.  Ms.

University of Arizona.

Grading Rubric Your work will be assessed according to this rubric, which is summarized in the table below:

advanced advanced- intermediate

intermediate beginner wrong track

revised content

revision is

comprehensive

and effective,

content shows

advanced

mastery of

relevant

concepts

30 points

revision is

comprehensive

and effective,

content shows

intermediate

mastery of

relevant

concepts

27 points

revision is

comprehensive

and effective,

content shows

beginning

mastery of

relevant

concepts

24 points

revision is not

comprehensive,

or is not

effective, or

neither

15 points

there is no

evidence of

revision

0 points

draft content

new sections

are complete

and content

demonstrates

good-faith

effort

25 points

new sections

are not quite

complete, but

content

demonstrates

good faith

effort

22 points

new sections

have

substantial

gaps, but

content

demonstrates

good-faith

effort

19 points

new sections

exist, at least in

part - but they

do not show

evidence of

good-faith

effort

12 points

new

sections

are missing

0 points

9/16/22, 11:27 PM The Step 2 Assignment - LING150A1 Fall 2022

https://d2l.arizona.edu/d2l/le/content/1163491/viewContent/12955405/View 4/5

advanced advanced- intermediate

intermediate beginner wrong track

referencing style

in-text

citations and

references are

complete and

fully consistent

with our

styleguide

10 points

in-text

citations and

references are

complete and

partially

consistent with

our styleguide

8 points

in-text

citations and

references are

complete but

use some other

style (APA,

MLA...)

6 points

referencing and

citation is

incomplete

(academic

integrity

violation?)

4 points

there is no

referencing

or citation

(academic

integrity

violation?)

0 points

presentation the paper is

consistent with

our styleguide

and is

beautifully

presented

10 points

the paper is

consistent with

our styleguide

but has a few

formatting

inconsistencies

8 points

the paper is

consistent with

our styleguide

but has lots of

formatting

inconsistencies

6 points

the paper is not

consistent with

our styleguide

4 points

poor

formatting

renders the

paper

illegible

0 points

Revised content is assessed based your demonstrated mastery of course concepts, as well as your

effective use of both self-directed and (if applicable) instructor-directed revision.  For this reason,

assessment of your revised content crucially depends on your Change Log.  If you fail to note a

change in your log, you are unlikely to earn credit for it. 

Draft content is assessed based on the completeness of your submission (does it include all the

required sections and parts?  Does each section respond to the prompts in the assignment

description?) and evidence in your writing of good-faith effort to follow these instructions and to

really engage with our course content.  You can provide evidence of your good-faith effort by writing

something that attempts to address every prompt, even if you think you might be doing it wrong. 

Getting things wrong and making 'mistakes' is a great way to learn, and we will reward excellent

mistakes with points!   You can also include comments in your writing to let us know you're

struggling.  Failure to address instructions and/or leaving sections blank is inconsistent with good-

faith effort.

Any non-zero score you earn is a successful one!

What if I missed the previous step? Students who were not able to submit the previous assignment for a grade should:

Complete that assignment on their own; then

Note in the Change Log that there is no instructor-directed revision because of the miss.

9/16/22, 11:27 PM The Step 2 Assignment - LING150A1 Fall 2022

https://d2l.arizona.edu/d2l/le/content/1163491/viewContent/12955405/View 5/5

Your grader will adjust the rubric as needed to ensure that your work is evaluated fairly, and you

should communicate with your grader about your situation so that they are able to address it in a

way that best supports your learning.

Preparing for the next Step

Assignments that earn 'advanced' or 'advanced-intermediate' assessments should be revised

for the next step under based on your own insights and goals. 

These levels of attainment are used when you have met the minimum requirements we've

provided.

This means that you should look for opportunities to improve your assignment based on your

own ideas and preferences, still in keeping with assignment rules. 

You may receive suggestions from your grader, and if you do, you must address them. 

Assessments in these categories, handled as suggested here, represent excellent progress to

a high course grade!

Assignments that earn 'intermediate' or 'beginner' assessments should be revised for the next

step under the guidance of the grader's comments, and with careful review of the instructions

given here. You are always encouraged to do self-directed revision as well!

These levels of attainment are used when your work is not fully compliant with the minimum

requirements we've provided.

You will receive suggestions from your grader, and you must address them.

Excellent strategies for addressing 'intermediate' or 'beginner' assessments include

discussing your work with peers, visiting instructors during of�ce hours or by appointment,

and reviewing assignment descriptions.

Assessments in these categories, handled as suggested here, represent excellent progress to

a high course grade!

The only way an assignment score can 'damage' your course grade is for you to ignore it or fail to

respond productively.  Any score can be problematic if you do not productively revise your work.

On to Step 3!