Module+2+Unit+2+Morphology+June+7-June+13

Welcome to Module 2, Unit 2: Morphology Collaborative Study Guide. This page will serve as the study guide for this unit; this list of key terms is found below (due June 13).

Our book states that Morphemes “are the smallest units of meaning. This means that morphemes cannot be broken down further and remain meaningful.” Many webpages explain the concept and give examples of Morphemes. The one I understood the most was by SIL International. Website gives multiple examples. One that made sence to me was the word: Dogs “The word dogs consists of two morphemes and one syllable: SIL International. (2004). //What is a Morpheme?// Retrieved from <[]> Such examples can be found online on many websites. Morphemes are also found in many other languages. By: Magdalena Krol 6/7
 * Morphemes**
 * dog, and
 * -s, a plural marker on nouns
 * Note that a morpheme like "-s" can just be a single phoneme and does not have to be a whole syllable.”

Our book states that Morphology “is the study of the structure and classification of words and the units that make up words.” Simply: it is a study of how the words are contructed and how the rules of a language are used. On Wikipedia the concept of Morphology is explained throughly. I found a good usage of Morphology in Chinese language. “A language like [|Chinese] instead uses unbound ("free") morphemes, but which depend on [|tone], post-phrase affixes, and [|word order] to convey meaning: "The dog ate my cat:" 狗吃[|了]我的貓. [|Tral]:[dog-eat-[subject marker] my-[of]-cat]. ([|Pinyin]: gǒu​ chī​ jí le liǎo​ wǒ​de​ māo​) "The dogs ate my cat:" 我的貓，狗吃[吃]. Tral: [my-of-cat, dog-eat] (Pinyin: wǒ​de​ māo gǒu​ chī​ [jí]). Here a 吃 (jí) is implied by the word order, which (in turn) makes //the act of eating// plural, which indicates (in turn) to the plurality of "dog" as "dogs." As it is shown on the website. I found that interesting. Morphology. (2010 ). //Wikipedia, the free encyclopedia//. Retrieved (2010, June 7) from: <[]> By: Magdalena Krol 6/7
 * Morphology**

According to the book a bound morpheme is a meaningful grammatical unit that cannot occur alone. Bound morphemes are prefixes and suffixes that are added to an unbound morphemes. If we took the word unhappy the bound morpheme would be un because un cannot occure alone in a sentence. Un has to be attached to a word in order for it to become a meaningfu grammatical unit. You can find a grate definition and examples of boundmorphemes at []. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. Edy Maravilla 6/13
 * Bound morpheme**

According to our book Free morpheme is "a meaningful grammatical unit that can stand alone" it uses the example of cat as free standing morpheme. http://www.youtube.com/watch?v=AIDF1tSlagw&feature=related This is youtube video that explains a little bit about morphemes and the different types of morphemes. Some examples of free morpheme words are run and tree. By Angeles Dragunaitis 6/13
 * Free morpheme**

According to our book root is"a morpheme, usually but no always a free morpheme, that serves as a building block for other words and carries the main meaning of those words. I found a you tube video that shows a couple examples of root word from common words we use everyday. http://www.youtube.com/watch?v=qJsl9in0Y8s&feature=related . Another website i found goes along with root and suffix and prefix to show the where the parts are in the words and where they came from http://www.funbrain.com/cgi-bin/root.cgi?A1=c&A2=1&A3=1&A4=4&A5=4&A6=27&A7=27&A8=8520210_1073754124_67108864 . I try to remember the word root as meaning were it came from or I think of root of a tree its its main support and life life it makes the tree. So when i look at a word i try to look and see where is it coming from and what is it showing me that it means. Angeles Dragunaitis 6/13
 * Root**

An affix is a bound morpheme that must be connected to a root, it cannot stand alone. If you think of the verb form of the word affix (meaning to attach to something) it may help to remember that these morphemes are bound and must be attached to a word. The four types of affixes mentioned in our text are prefixes, suffixes, infixes, and circumfixes. At [] there are many examples of the different types of affixes that are used in English. Quinion, M. (2008). //Affixes: The building blocks of English.// Retrieved from [] by Kelley Morrissey 6/10
 * Affix** (Rowe and Levine, Chapter 4)

A prefix is a type of affix that can be added to the //beginning// of a root. In English there are many prefixes, you can find a listing of them from the English Club website by clicking on the following link: []. Knowing prefixes is important to understanding language, as the prefix will change the meaning of a word. It is important as a teacher to not only be aware of these prefixes yourself, but also teach them to your students to make them better readers, writers, listeners, and speakers. One way to help remember what prefixes are is to recognize the prefix //-pre// in the word. This prefix means before and prefixes come before a root. English Club. (2010). //Prefixes.// Retrieved from [] by Kelley Morrissey 6/10
 * Prefix** (Rowe and Levine, Chapter 4)

A suffix is a type of affix that can be added to the //end// of a root. Suffixes can be derivational or inflectional. A derivational suffix makes a word have a new meaning derived from the original word (such as adding the suffix //-ly// to the noun mother make the adjective motherly). An inflectional suffix does not change the basic meaning of the word it is attached to (such as adding the suffix //-s// to a noun to mean more than one). You can find a listing of suffixes from the English Club website by clicking on the following link: []. As with prefixes, it is important to not only know them as a teacher, but also teach them to your students. English Club. (2010). //Suffixes.// Retrieved from [] by Kelley Morrissey 6/10
 * Suffix** (Rowe and Levine, Chapter 4)

According to Rowe and Levine (2006) compound refers to “a word made up of two or more roots.” We use compound words everyday like textbook, notebook, and classroom. The following is a link to a website that has compound word games, they are more geared for children but still fun and a good way to help us think about how basic compound words can be. [] Compound word fun. Retrieved June 13, 2010, from [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By: Nicolina 6/13
 * Compound**

According to Rowe and Levine(2006) Closed-form Compound is "a compound word with no space or hyphen between the different roots." It pretty much means two word that are joined to describe one thing that are not joined with a dash or hyphen. The easy ways i remember it is that the word is two words stuck together, their is no room in between them, meaning closed. Example of a closed-form compound are schoolhouse, blueberry, candlestick, softball, etc.. Here is a link to a website that helps with the three different types of compounds. It also has a little quiz at the end to help understand the three forms. http://grammar.ccc.commnet.edu/grammar/compounds.htm By:Angeles Dragunaitis6/13
 * Closed-form compound**

Rowe and Levine (2006) explain closed-form compounds as a compound word with no space or hyphen between the different roots. These are the types of compound words that I think of first when of compound words. They include words like I mentioned in my examples for compound: textbook, notebook and classroom, as well as words like firefly, butterfly and grasshopper. Here is another link that talks about compound words and has worksheets and games listed by age group. There is also an explanation of the three different kinds of compound words: []. Compound words. Retrieved June 13, 2010 from http://www.spellingcity.com/compound-words.html. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By: Nicolina 6/13

According to Rowe and Levine (2006) a Hyphenated compound "has a hyphen or hyphens between the different roots of the compound." This compound is also a little easy to distinguish because they are words that can stand alone but are put together with a hyphen to make one word. Examples are mother-in-law or merry-go-round. This websites is pretty cool it has a lot of tools to use to teach different parts of speech and the different compounds its a good source for teachers. http://www.vocabulary.co.il/compound-words/. Another website i found is this that show when to use a hyphen and when not to. http://englishplus.com/news/news0699.htm By: Angeles Dragunaitis6/13
 * Hyphenated compound**

The third kind of compound is the opposite of a closed-compound. An open form compound has a space between the roots (Rowe & Levine, 2006). We know that the words are open form compounds because each root alone often means something a little different than when they are together in an open form compound. Examples of open form compounds are //peanut butter (//together this means a creamy form of peanuts, usually brown, that we usually find on a sandwich paired with jelly – separately they are a nut and a yellow diary substance that we put on bread and use in cooking) and //post office// (as a compound word this is a place to send or “post letters.” Individually the word **post** can be a verb as in to send a letter or place an advertisement, as a noun it can have about 8 meanings including a military installation, a collection of letters, a job in an organization or a pole. **Office** is generally thought to be a place of business but can also mean an administrative unit of government or a job etc.) (Dictionary.com). Interestingly as I was searching for helpful sites I noticed that many of the sites listed under compound words only list closed-form compound words and sometimes list hyphenated compound words but almost never list open form compound words. I submit for example a list of 2276 compound words listed on a site for teachers: [|http://rickwalton.com/curricul/compound.htm.] www.Dictionary.com Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. Walton, R. (2003). 2276 Compound words. Retrieved June 13, 2010 from http://rickwalton.com/curricul/compound.htm. By: Nicolina 6/13
 * Open-form compound**

The head of a compound 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” (Rowe & Levine, 2006). The text also states that the morpheme that is to the right of all morphemes is the head. Examples given in the book are schoolhouse, evergreen, and spoon feed. In //schoolhouse// the head //house// is a noun which makes the compound a noun. In //evergreen// the head //green// is an adjective making the compound an adjective. In the final example //spoon feed// the head //feed// is a verb which makes the compound a verb. This makes sense when I think about other compounds discussed in the book and examples that I have used in my other entries here – //hotdog// (dog=noun; hotdog=noun), //post office// (office=noun; post office=noun), //notebook (//book=noun; notebook=noun). Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 6/13
 * Head of a compound**

According to the text, an //infix// is "a morpheme inserted into a root. Infixes are found in some languages of the Pacific Islands and parts of Asia. One of these languages is Tagalog, spoken in the Philippines. In Tagalog, the affix -//in//- can be added to a root morpheme to change in from present to past tense. A verb such as //sulat// (write) can be changed to //sinulat// (wrote). In another Philippine language, Bontoc, the infix -//um//- changes a noun or adjective into a verb. So, the adjective //fixas// (strong) changes to the verb //fumikas// ("he is becoming strong"). The use of infixes is common in Malayo-Polynesian languages such as Tagalog and Bontoc" (pg. 89).
 * Infix**

Infixes: Right in the Middle by Antonio Fabregas. In this article they "consider the nature of infixes and whether it is possible to explain their position in a configurational theory of word formation" (Retrieved June 23, 2010) []

Understanding Infixes as Infixes by Alan Yu, University of California, Berkeley (Retrieved June 23, 2010) []

By Melissa Guzman 6/25/10

According to Wikipedia ([]): (Retrieved June 24, 2010) A **circumfix** is an affix, a morpheme that is placed around another morpheme. Circumfixes contrast with prefixes, attached to the beginnings of words; suffixes, that are attached at the end; and infixes, inserted in the middle. See also Circumfixes are extremely common in Malay and Georgian. The circumfix is probably most widely known from the German past participle (//ge- -t// for regular verbs). The verb //spielen//, for example, has the participle //gespielt//. Dutch has a similar system (//spelen// – //gespeeld// in this case). In older English, the present participle could be formed using the circumfix //a- -ing// : //Gather ye rosebuds while ye may,// Old time is still a-flying //(Robert Herrick).//
 * Circumfix**

In Hebrew, //magdelet// "magnifier", for example, the root is //gdl// "big" (in the H-stem hagdel "to enlarge") and the circumfix is //m- -et//. In most North African and some Levantine varieties of Arabic, verbs are negated by placing the circumfix //ma... -š// around the verb together with all its prefixes and suffixed direct- and indirect-object pronouns. For example, Egyptian //bitgibuhum-laha// ("You bring them to her") is negated as //ma-bitgibuhum-lahāš// ("You don't bring them to her"). In Japanese, some linguists consider //o- -ni naru// and //o- -suru// to be honorific circumfixes; for example //yomu → o-yomi ni naru// (respectful), //o-yomi suru// (humble). In Berber languages the feminine is marked with the circumfix //t…t//. The word //afus// (hand) becomes //**t**afus**t**//. In Kabyle, **θ**issli**θ** "bride" derives from //issli// "groom". Negation in Guaraní is also done with circumfixes, //nd- -i// and //nd- -mo'ãi// for future negations. In Hungarian, superlative is formed by the circumfix //leg...bb//. In //le gnagyobb//"biggest", for example, the root is //nagy// "big" and the circumfix is //leg- -bb//.

//Liguistics 101: An Introduction to the Study of Language// (Retrieved June 24, 2010). This site touches base on the term circumfix, as well as other terms we have reviewed. []

By Melissa Guzman 6/25/10

//**Lexical categories (parts of speech)** (Rowe and Levine, Chapter 4) Words can be divided into grammatical categories called lexical categories by linguists and parts of speech by grammar teachers. The traditional eight parts of speech, used by our text, are listed below with a brief description of each:// noun //- a word that is a name, a person, place, thing, attitude, idea, quality, or condition.// pronoun //- a word that replaces a noun or pronoun.// adjective //- a word that modifies a noun or pronoun.// verb //- a word that describes an action, occurrence, condition, or state of being.// adverb - //a word that modifies a verb, adjective, or adverb.// preposition //- a word that introduces a phrase.// conjunction //- a word that connects words or groups of words.// interjection //- a word that is not a vital part of the sentence and often expresses feelings. Our text also includes the following lexical categories:// determiners //- a word or affix that specifies something about a noun.// auxiliary //- a word or bound morpheme that "helps" a verb to express more information. As a child I remember watching Grammar Rock (1973), a part of Schoolhouse Rock (1973) in which all the parts of speech are explained in song form with a cartoon attached. You can see a clip of one of the songs here []. You can read a full listing of the Grammar Rock (1973) songs and their lyrics here []. Yohe, T. (Producer). (1973).// Schoolhouse rock //[Television series]. Hollywood: American Broadcasting Company. by Kelley Morrissey 6/10//

According to the text, "a bound morpheme can be classified on the basis of the funtion it serves. The morpheme may change the word from on elexical category (part of speech) to another as with the -//ary// in honorary. Or it might change the meaning of the word altogether as with the //in-// in //infirm//. //Infirm// and //firm// are opposite in meaning. Morphemes that performe either of these funtions are derivational //morpheme (//bound morphemes that change the meaning or lexical categories of a word)" (pg. 91).
 * //Derivational morphemes//**

Another Example: the addition of "-ness" to "happy," for example, to give "happiness." ([]) (Retrieved June 25, 2010)

//Introduction to English Linguistics// by Cornelius Puschmann (Retrieved June 25, 2010) []

By Melissa Guzman 6/25/10

According to the text: "In the word //cats//, the general meaning of the word //cat// is maintained; the words //cat// and //cats// are both nouns. Morphemes that serve only a grammatical function and do not change the essential meaning or lexical category of a word are called //inflectional morphemes// (bound morphemes that do not change the essential meaning or lexical category of a word. They change grammatical functions-other than lexical category). The //-s// in //cats// changes the singular (//cat//) to plural (//cats//). The //-s// is an inflectional suffix called a plural marker" (pg. 91).
 * //Inflectional morphemes//**

Inflectional morpheme: this morpheme can only be a suffix. The //s// in //cats// is an inflectional morpheme. An inflectional morpheme creates a change in the function of the word. **Example**: the //d// in //invited// indicates past tense. English has only seven inflectional morphemes: //-s// (plural) and //-s// (possessive) are noun inflections; //-s// ( 3rd-person singular), //-ed// ( past tense), //-en// (past participle), and //-ing// ( present participle) are verb inflections; //-er// (comparative) and //-est// (superlative) are adjective and adverb inflections. [] (Retrieved June 25, 2010)

//Lecture 5: Inflectional vs. Derivational Morphemes// by Sandhya Sundaresan (Retrieved June 25, 2010) []

By Melissa Guzman 6/25/10

According to the text, "an //allomorph// is a variation of a morpheme" (pg. 93).
 * //Allomorph//**

Teaching English: A teaching knowledge database. [] (Retrieved June 25, 2010) Allomorphs are different forms of the same morpheme, or basic unit of meaning. These can be different pronunciations or different spellings. Example There are three allomorphs of the morpheme -s in English. Compare the sound of the -s in ‘cats', ‘dogs' and ‘foxes'. __In the classroom __ Certain allomorphs are difficult for learners to produce correctly, for example the allomorphs of the -ed regular past morpheme, which learners often do not produce correctly until higher levels. Recognition activities such as sorting words into groups according to pronunciation are useful to raise awareness.

Another resource: Class 2-Morphemes and Allomorphs [] (Retrieved June 25, 2010)

By Melissa Guzman 6/25/10

//**Morphophonemic rules

Typology** Typology “is a branch of linguistics that studies the structural similarties of languages.” According to our book Typology is pretty much a study of languages. These languages can be put into categories, type of features and characteristics. Our book claims that some of the languages which might not relate with each other historically can be put into one type category. I found that interesting because I never knew that languages are put into groups. I have heard of Typology before but never put any interest in finding out what it was. The book by Comrie has a lot of details about Typology and different languages. Information I found out about other languages were helpful with understanding Typology. Comrie, B. (1989).// Language universals and linguistic typology: syntax and morphology //[2nd Edition]. (Amazon.com), Retrieved from <[]> by: Magdalena Krol 6/8

Analytic language Synthetic language Fusional (or inflectional) language) Agglutinating language Polysynthetic language** According to the book a polysynthetic language is a synthetic language in which each word is he equivalent to a whole sentence in other languages. I can't really make a connection to this concept because I have never been exposed to this kind of language. You can see how someone came up with a fictional polysynthetic language. [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. Edy Maravilla 6/13
 * Morphological typology

Open classes of words can also be called content words. These are words like nouns, adjectives, verbs and adverbs that can have new words added to them (Rowe & Levine, 2006). An example of this is our modern technology. As our society creates new technology we need to name that technology, usually a noun. For example we call a disc that holds digital video a DVD, or when larger units to measure information were needed we upgraded from kilobyte to megabyte to gigabyte to terabyte. This is a link to the definition on about.com which also includes a comparison to closed classes of words: []. Open class – definition. Retrieved June 13, 2010 from http://grammar.about.com/od/mo/g/openclassterm.htm. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 6/13
 * Open classes of words**


 * Closed classes of words**

A neologism is a newly created word. There are nine ways that new words are created: compounding, acronym formation, foreign word borrowing, clipping, blending, derivation, back-formation, using people's names, and trade names. Neologisms are often, but not always, attached to new things in the culture, such as facebook. I personally create and use new words all the time. For example, I use the word "lippy" to mean lip balm because once, when I was a teenager, I could not think of the word lip blam and instead said "lippy" and have been using it ever since. I also refer to a pot holder as a "don't burn me." There are several websites dedicated to neologisms, where you can read and also contribute neologisms of your own. You can visit one here []. Huth, M. & Huff, G. (Curators). (2007).// International dictionary of neologisms//. Retrieved from [] by Kelley Morrissey 6/10
 * Neologisms** (Rowe and Levine, Chapter 4)

According to the book compounding is creating a word with more than one root. I guess I never thought about how words are put together before I read the examples of cross-trainer and veggie burger in the book. I am wondering if compound words follow the same concept a compounding. When I teach my students about compound words I tell them that you take two different words and put them together to creat a new word. I found a nice powerpoint explaining compouning at [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. Edy Maravilla 6/13
 * Compounding**

Our book gives a good definition of the word Acronyms: “are words that are formed from the first letter or letters of more than one word.” Wikipedia online Encyclopedia also explains the concept and gives good examples. []. Many languages have Acronyms of their own. Sometimes companies can use Acronyms for the names. Every teacher and a future teacher knows the NCLB which stands for ‘No Child Left Behind.’ by: Magdalena Krol 6/7
 * Acronyms**

Definition of Clipping appears in our book as “is deleting a section of a word to create a shortened form.” When reading that description from our book people might think of words such as ‘aren’t’ from ‘are not’ or ‘don’t’ from, ‘do not’. However, our book claims otherwise and it gives a very good explanation of the word ‘Clipping’. The book shows the words such as ‘stat’ which comes from word ‘statistics’ or ‘dorm’ from ‘dormitory’. I’m sure the ‘clipping’ of the words appear in other languages as well. It appears in Polish language. Matematyka means Mathematics in English. In English language the Math is a clipping from Mathematics. In Polish Matma is a clipping from Matematyka. The website: [] shows more examples of Clipping and explains it. By: Magdalena Krol 6/7
 * Clipping**

The definition of Blending according to our book is "the process of taking two or more words(compounding), clipping parts off one or more of the words, and then combining them." We do this all the time when we speak, I think this is something that we do without even thinking. An example is spanglish, where we take __Spani__sh and En__glish__ shorten it and come out with spanglish. Another example is sexting (sexual texting), smog (smoke and fog), spork (spoon and fork), Amtrak (America and track). Here is a website to bring a little fun in figuring out what two words put together look like http://www.funtrivia.com/playquiz/quiz3162672434f30.html Another word for blending is portmanteau word. By Angeles Dragunaitis6/13
 * Blending**

The book defines blend as a word that is the result of the process of blending. I think that Angeles gave good examples of words that are blends. Her examples were spanglish, sexting, smog, and spork. I think that creating blends is so common place that we are not always aware that the word is a blend. I blend words and did not realize even realize I was doing it. One of my favorite nicknames for my daughter is Mina Grosa. Her middle name is Rosa and I combine that with gross and get Grosa. It may not be the nicest nickname but it is said with humor and love. This site gives you a few examples of blends, but it also gives examples of other vocabulary words we are learning. [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. Edy Maravilla 6/13
 * Blend**

Analogy Back-formation** According to the book back-formation is used to form a new word through the process of analogy by removing an affix or what appears to be anaffix from that word. When I was looking for examples of back-formation I learned that words that we use everyday are back-formed. The word babysit is back-formed from babysitter.This is another concept that is easily taken for granted because it is so common place to back-form words. I found this website with a lot of examples of back-formed words. [] Edy Maravilla 6/13
 * Derivation
 * Trade names**

Colleen Chaps 6/13 A synthetic (Rowe and Levine, Chapter 4) language uses bound morphemes to affect the meaning or mark the grammatical function of a free morpheme. Often these languages are referred to as inflected languages. They have the same grammatical endings. In Czech one word can describe what many words in English describe. The following website takes you to a book that seems to offer plenty of information on synthetic language and other concepts in linguistics: []. Colleen Chaps 6/13
 * Typology** (Rowe and Levine, Chapter 4) is a branch of linguistics that studies the structural similarities of languages. If the features of that type of languages characterize them then the languages are placed into the same type. Languages may not be related historically or geographically but they can still be placed into the same type. According to wikipedia it is a subfield of linguistics that studies and classifies languages according to their structural features. It aims to describe and explain the common properties and structural diversity of languages throughout the world into 3 sub disciplines which are; qualitative typology, quantitative typology, and theoretical typology. []

Colleen Chaps 6/13 Blending (Rowe and Levine, Chapter 4) is the process of taking two or more words (compounding), clipping parts off one or more of the words, and then combining them.
 * Clipping** (Rowe and Levine, Chapter 4) is deleting a section of a word to create a shortened form. My great grandparents came here from Lithuania and clipped my last name from Cepaitis to Chaps. There are many words in my everyday speech that have been clipped, for instance if I say I have an exam that day, I have clipped the word exam from examination. The following website offers some more information on word clipping and also gives you other links that can give you some more examples :http://grammar.about.com/od/c/g/clippingterm.htm.

The book gives an example by using the word nylon, because it is formed by combining vinyl and rayon. Another example the book gives is betatron, which is a combination of beta ray and electron. This website offers a list of blend words that are found in our common English speech: []. Colleen Chaps 6/13 Colleen Chaps 6/13
 * Analogy** (Rowe and Levine, Chapter 4) is a process by which one form of a word (or other linguistic phenomenon) is used as the model for constructing another word or structure. Analogies are formed when the words formed are analogous to those formed by following appropriate and established rules. The following website offers linguistic terms and definitions. Analogy is included on the list :http://www.orbilat.com/General_References/Linguistic_Terms.html.

**Morphemes** are “the smallest units of meaning” (Rowe & Levine, p. 87). Morphemes cannot be broken down to form any other word. The text gives a good example of morphemes with the word “cat.” A person could not take any letter(s) out of cat and give it the same meaning (cat), because a ‘c’ does not make a “cat”, nor an ‘at’; therefore “cat” consist of 1 morpheme. However, the word “cats” is 2 morphemes because “cat” has a meaning, such as animal and “s” has a meaning, “more than one” (Rowe & Levine, 2009). I found a very small, but decipherable, list of morphemes on the internet that helped me get a better understanding for what they are what makes them morphemes: [] Kim O’Byrne 6/13 Kim O’Byrne 6/13 [] Kim O’Byrne 6/13 Kim O’Byrne 6/13 Kim O’Byrne 6/13
 * Bound morphemes** are morphemes that have no meaning unless attached to another morpheme (Rowe & Levine, 2009). We used bound morphemes everyday while communicating, such as –s, -ed-, or –ing, which have no meaning if stated alone. Knowing the meaning of bound morphemes can help get a better sense of the meaning of morphemes. I found a list that defines bound morphemes, as well as other morphemes into categories as well as gives a practice sheet to see if you can break them down into morphemes and decide whether they are bound or free. Prior to taking my education classes I was planning on studying to be a speech pathologist and as part of one of my classes I was required to know how to do this…enjoy! []
 * Free morphemes** are morphemes that have meaning when standing alone, such as cat, dog, or fish. We also use free morphemes everyday while communicating to others, while giving a lot of information. I found a table that simply breaks down morphemes into sub categories of bound and free morphemes, and each of those categories into a couple of other subcategories. The chart contains minimal jargon, but is nevertheless useful:
 * Typology** “is a branch of linguistics that studies the structural similarities of languages” (Rowe & Levine, p. 94). They are placed into their branches according to features, not historically or geographically. When reading the section on typology I immediately thought of Spanish speakers and how before this class I assumed that everyone who spoke Spanish was speaking the exact same language, it was not until our discussions that I learned they were various dialects, such as Mexican, Guatemalan, Cuban, et cetera where words have entirely different meanings and can be taken out of context. I found a simple web chart that helps break down the classification of language and reasoning of why a certain language will fall into each category: []
 * Polysynthetic language** is a language where one word is equivalent to one whole sentence (Rowe & Levine, 2009). The textbook gave a very good example of the Native American language of Inuktitut where the word //qasuirrsarvigssarsingitluinarnarpuq// means “someone did not find a completely suitable resting place.” I found a YouTube clip about the Inuktitut language where ine student and interviewer engage in very short language and then go on to discuss the two dialects of Inuktitut along with similarities and differences: []

**Morphemes** are the smallest unit of meaning. Our book states that this means that morphemes cannot be broken down further and remain meaningful. One article from University of North Carolina states that morphemes do not have to be a word; they can be a combination of sounds that have a meaning. [] Lauren Peters 6/13 **Analytic language** is a language in which most words are single morphemes. This type of language is said to lack bound morphemes such as affixes. Their structure tends to be weak. [] By: Lauren Peters 6/13 By: Lauren Peters 6/13 By: Lauren Peters 6/13 By: Lauren Peters 6/13
 * Synthetic language** uses bound morphemes to affect the meaning or mark the grammatical function of a free morpheme. Wikipedia explains and shows how synthetic language is used in different countries. []
 * Open classes** of words are types of words that grow in number in a language. Slang according to Wikipedia is a growing part of open class words. []
 * Clipping** is deleting a section of a work to create a shortened form. I especially use this whenever I can especially when taking notes. Many people use this throughout the world. Such as telephone, which you never hear anyone say that say phone. People in other countries such as Europe say Tele not telephone.