Sally angry the teacher and she angry about the homework

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(a) State a generalization about when [a] and [ɶ] appear and when [ɑ] and [ɒ] appear, respec- tively.

(b) What are the underlying forms?

As we discovered in class, not all onsets are possible in English. Out of the following onsets, only the ones in the column on the left are allowed in English. The ones on the right don’t conform to the phonotactic constraints of English (marked by “*”).

Consider the following two rules from Dwarvish. The first rule is:

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Questions:

Rule B:

Output:

Rule A:

Output:

Change /+front/ to [+back] if it precedes [+velar].

Rule A is illustrated in the following words:

Examples of Rule B: /ŋʌlkpu/ /alŋfɪf/ →→ [ŋʌlkbu] [alŋvɪf] ‘king’ ‘body’

/ŋøɡhuʒ/ → [ŋoɡɦuʒ] ‘temple’
Against this background, consider the following Orcish word.

Rule A:

(a) Based on the following words please formulate a rule for “ize” suffixation.

(i) cluelessness

(ii) revitalizer

Using our final set of phrase structure rules, provide the syntactic tree for the following sentence.

The following sentence has two possible tree structures. Using our phrase-structure rules, please draw these two trees and briefly explain how they differ in meaning.

(3) Lana said that Jesse left and Alex cried.

Give the phrase structure tree of this sentence. To do so, undo the movement and draw the tree for the resulting sentence. Make sure that your structure adequately represents the intuitive meaning of the sentence. Then indicate which element moves where in that tree.

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Why is this sentence impossible? To answer this question, provide the tree structure for it, indi-cate the movement, circle the part of the structure that prohibits this movement, and name the relevant constraint.

The set of phrase structure rules we developed in class cannot produce the sentences in (6):

(b) When we look more closely, things are a bit more tricky. The adjective that we find in these VPs can come along with some PPs. So, for instance, we can find things like (7).

(7) Sally looks happy [PP with the homework].

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In each of these sentences, the PPs modify an Adjective Phrase that contains angry. That is to say that each of the PPs tells you something about angry: In (8a), for example, Sally is angry at the teacher and she is angry about the homework. In other words, about the homework has to modify angry at the teacher. The same holds for the other sentences. The PPs are all inside the Adjective Phrase, then.

To account for these sentences, you will need two rules that tell you about the internal struc-ture of APs. (Hint: We saw a similar problem for VPs in class. Model your answer after our solution for VPs.)

‘The children are eating cake.’

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‘The woman with the blue hat petted the cat.’

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Symbols to the right in a cell are voiced, to the left are voiceless. Shaded areas denote articulations judged impossible.