1. Week 1 Cont’d Writing

2. Course web address: http://anthropology.uwo.ca/faculty/creider/027 Teaching Assistant: Sheena McKay smckay3@uwo.ca Office Hours: Thu 3:30-5:30 http://anthropology.uwo.ca/faculty/creider/027@uwo.ca

3. To Think About From Previous Lecture  Language as tool for representation Simplification of reality Typical focus on actors/undergoers, processes Fictional worlds  Language as tool for communication Preservation of cultural knowledge Cooperation Planning

4. Overview  Spoken & written lg -- Part I (historical)  Technical terms  History Ancient Sumer Ancient Egypt  Cuneiform writing  Linear B  Alphabetic writing

5. Overview, cont’d  Syllabic writing: Inuktitut  Spoken and written lg -- Part II orality & literacy consequences of alphabetic writing  Spelling

6. Spoken & Written Lg I  Primacy of spoken language  Evolution c. 40,000 y.b.p. spoken only c. 5,000 y.b.p. written lg first appear  1-way relation: written represents spoken  Exception: spelling pronunciations

7. Technical terms  petroglyph petros ‘stone’ glyphê ‘carving’  pictogram iconic relationship to referent can be part whole (bed for accomodation)  ideogram sun > warmth, heat, light, daytime

8. Technical terms cont’d  logographic writing logos ‘word’ graphê ‘writing’  cuneiform writing L. cuneus ‘wedge’  syllabic writing  phonographic writing phonê ‘sound’

9. Technical terms cont’d  rebus target syllable or word same as source using a symbol for its phonetic value  hieroglyphic writing hieros ‘sacred’  diacritic ñ, ü, ç, ê  digraph æ, sh, ch, ng

10. Technical terms cont’d  phonemic principle  morphophonemic writing  grapheme  allograph

11. THE PHONEMIC PRINCIPLE (1 sound = 1 symbol)  Violation 1: SAME PRONUNCIATION BUT DIFFERENT SPELLINGS (DIFFERENT MEANINGS): cite-sight-site, marry-Mary-merry, pair-pare-pear, there-their-they're  Violation 2: SAME SPELLINGS BUT DIFFERENT PRONUNCIATIONS (SAME WORD FAMILIES): nation-national, serene- serenity, sign-signature, go-gone, cone-conic, human-humane-humanity

12. A MORPHOPHONEMIC SPELLING SYSTEM  A morphophonemic spelling system will spell different words differently although they are pronounced the same: their, there, they’re  A morphophonemic spelling will spell words in the same family the same even though they are pronounced differently: go, gone  A morphophonemic spelling will spell a particular suffix the same regardless of how it is pronounced: cats, dogs, horses

13. ‘Graphology’  Grapheme: abstract unit  Allograph: positional variant <σ><σ> word-finally elsewhere

14. Evolution of writing  Cuneiform writing  Linear B  Alphabetic writing hieroglyphic writing Egyptian Semitic (2000 BC) Sinaitic Semitic (1800 BC) Phoenician Greek (800 BC)

16. John 1:1 4th c. AD  ΕΝΑΡΧΗΗΝΟΛΟΓΟC  ΚΑΙΟΛΟΓΟCΗΝ  ΠΡΟCΤΟΝΘΕΟΝΚΑΙ  ΘΕΟCΗΝΟΛΟΓΟCΟΥ  ΤΟCΗΝΕΝΑΡΧΗ  ΠΡΟCΤΟΝΘΕΟΝ

17. Word Divisions  ΕΝ ΑΡΧΗ ΗΝ Ο ΛΟΓΟC  ΚΑΙ Ο ΛΟΓΟC ΗΝ  ΠΡΟC ΤΟΝ ΘΕΟΝ  ΚΑΙ ΘΕΟC ΗΝ Ο ΛΟΓΟC  ΟΥΤΟC ΗΝ ΕΝ ΑΡΧΗ  ΠΡΟC ΤΟΝ ΘΕΟΝ

18. Punctuation, accents  Ἐ ν ἀ ρχ ῇ ἦ ν ὁ λόγος  κα ὶ ὁ λόγος ἦ ν  πρ ὸ ς τ ὸ ν θεόν,  κα ὶ θε ὸ ς ἦ ν ὁ λόγος.  ο ὗ τος ἦ ν ἐ ν ἀ ρχ ῇ  πρ ὸ ς τ ὸ ν θεόν.

19. Translation (literal)  In (the) beginning was the Word  and the Word was  with *(the) God.  and God was the Word.  This (one) was in (the) beginning  with *(the) God.

20. Spoken & Written Lg, Part II  Orality History: self-revising, telescoping Knowledge public because spoken −Poetry  Literacy: pre-alphabetic Elitist (Sumerian, Akkadian, Hittite, Egyptian, Chinese)  Alphabetic Democratic, egalitarian (end of Greek tyrants) Logical, scientific, questioning of myths Fragmentism −If written don’t have to read (must listen when spoken) −Specialization of knowledge (everyone doesn’t know everything) −Prose (novel –portrays interior life) Individulaism: self/society, alienation possible

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

22. HOW WE SPELL OUR LONG VOWELS  A: He ate the freight. It was his fate. How  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

23. GHOTI  What does “ghoti” spell?  It spells “fish”  the of “enough”  the of “women”  the of “nation”

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