Word Similarity, Speech Acts, and Making Meaning of Language ENG/380 Version 3.1 2 University of Phoenix Material Word Similarity, Speech Acts, and Making Meaning of Language Complete all three parts of this assignment. Part A: Word Similarity Chart Use the text for this course, the University Library, the Internet, and/or other resources to complete the following chart. Indicate,in the chart,whether the words in the Word Group column are hyponyms, synonyms, antonyms, or homophones. Be sure to list your answers in the Type of Similarity column. One-word answers are all you need; explanations are not necessary. (Are you struggling with hyponyms vs. synonyms? For each group of words, fill in this blank: All of these words can be described as ___. If the word in the blank is a different word (e.g., Roses, lilies, and petunias can all be described as flowers.), then you have hyponyms. If the word in the blank is one of the words already in the group (e.g., Cleaning, scrubbing, and wiping can all be described as cleaning.), then you have synonyms.) Word Group Type of Similarity Taffy, jelly beans, chocolate creams High, low Student, pupil Scarlet, magenta, crimson I’ll, aisle, isle New, old Gather, assemble, collect Wail, whale Sprite, Root Beer, Dr. Pepper Liquid, solid Dirt, grime, filth Sight, site, cite Part B Describe as precisely as possible, in 200 to 400 words, the definition of honorifics and the rules for using honorifics and addressing people in your English in different social situations, ranging from very informal to very formal. Now compare these rules to the rules for addressing people in Spanish or another language you know. If you do not know another language, refer to the textbook’s discussion on honorifics. In your response, illustrate the two different forms that honorifics can take. Part C Describe in 200 to 400 words what the life cycle of a language is; what language shift is, how it happens, and its significance to the life cycle of language; and what language revitalization means and its significance to the life cycle of language. Use a specific historical example of both language shift and language revitalization in your explanation.References APA-formatted citation Copyright © 2016 by University of Phoenix. All rights reserved. Week 3 Assignment Student Name 0.0% 0.00 /10 Word Similarity, Speech Acts, and Making Meaning of Language Missing Does not meet expectations Almost meets expectations Meets expectations Exceeds expectations Your Score Part A: Word Similarity Chart Complete the chart for Part A Missing Identified 1-8 word groups correctly Identified 9 word groups correctly Identified 10 word groups correctly Identified 11-12 word groups correctly 0 1.3 1.5 1.7 2 Part A Points Possible: 2 Part A Points Earned: Part A Comments Part B: Social Language Define honorifics Missing Response is vague; lacks specific examples; does not address the two main types of honorifics Response.

1. Word Similarity, Speech Acts, and Making Meaning of
Language
ENG/380 Version 3.1
2
University of Phoenix Material
Word Similarity, Speech Acts, and Making Meaning of
Language
Complete all three parts of this assignment.
Part A: Word Similarity Chart
Use the text for this course, the University Library, the Internet,
and/or other resources to complete the following chart.
Indicate,in the chart,whether the words in the Word Group
column are hyponyms, synonyms, antonyms, or homophones. Be
sure to list your answers in the Type of Similarity column.
One-word answers are all you need; explanations are not
necessary.
(Are you struggling with hyponyms vs. synonyms? For each
group of words, fill in this blank: All of these words can be
described as ___. If the word in the blank is a different word
(e.g., Roses, lilies, and petunias can all be described as
flowers.), then you have hyponyms. If the word in the blank is
one of the words already in the group (e.g., Cleaning,
scrubbing, and wiping can all be described as cleaning.), then
you have synonyms.)
Word Group
Type of Similarity

2. Taffy, jelly beans, chocolate creams
High, low
Student, pupil
Scarlet, magenta, crimson
I’ll, aisle, isle
New, old
Gather, assemble, collect
Wail, whale
Sprite, Root Beer, Dr. Pepper
Liquid, solid
Dirt, grime, filth
Sight, site, cite
Part B
Describe as precisely as possible, in 200 to 400 words, the
definition of honorifics and the rules for using honorifics and
addressing people in your English in different social situations,
ranging from very informal to very formal. Now compare these
rules to the rules for addressing people in Spanish or another
language you know. If you do not know another language,
refer to the textbook’s discussion on honorifics. In your
response, illustrate the two different forms that honorifics can
take.
Part C

3. Describe in 200 to 400 words what the life cycle of a language
is; what language shift is, how it happens, and its significance
to the life cycle of language; and what language revitalization
means and its significance to the life cycle of language. Use a
specific historical example of both language shift and language
revitalization in your explanation.References
APA-formatted citation
Copyright © 2016 by University of Phoenix. All rights reserved.
Week 3 Assignment
Student Name
0.0%
0.00
/10
Word Similarity, Speech Acts, and Making Meaning of
Language
Missing
Does not meet expectations
Almost meets expectations
Meets expectations
Exceeds expectations
Your Score
Part A: Word Similarity Chart
Complete the chart for Part A
Missing
Identified 1-8 word groups correctly
Identified 9 word groups correctly
Identified 10 word groups correctly
Identified 11-12 word groups correctly

4. 0
1.3
1.5
1.7
2
Part A Points Possible:
2
Part A Points Earned:
Part A Comments
Part B: Social Language
Define honorifics
Missing
Response is vague; lacks specific examples; does not address
the two main types of honorifics
Response is incomplete; only explains one of the two types of
honorifics
Response is mostly clear; mix of general and specific support;
focuses more on type of honorifics and briefly mentions the
other
Response is clear and complete; term clearly explained and
supported by specific examples; explains two main types of
honorifics
0
0.65
0.75
0.85
1
Explained the rules for using honorifics to address others in
English in various social settings

5. Missing
Response is vague; lacks specific examples; does not address
impact of social settings
Response is incomplete; uses generalities
Response is mostly clear; mix of general and specific support;
focuses on one type of social setting
Response is clear and complete; explains uses of honorifics in
English; addresses various social settings; uses specific
examples
0
0.65
0.75
0.85
1
Compared rules for using honorifics to address others in
Spanish (or another language) in various social settings
Missing
Response is vague; lacks specific examples; does not address
impact of social settings
Response is incomplete; uses generalities
Response is mostly clear; mix of general and specific support;
focuses on one type of social setting
Response is clear and complete; explains uses of honorifics in
another language; addresses various social settings; uses
specific examples
0
0.65
0.75
0.85
1

6. Used at least one reference for support
Missing
Includes citation or reference but not both
Includes both in-text citation and full final reference
0
0.38
0.5
Use appropriate academic style, including sentence structure,
tone, vocabulary, transitions, etc.
Missing
Style is lacking; frequent errors affect meaning often
Style is limited; errors remain which
could affect overall
message.
Style is proficient; errors remain, but are
unlikely to affect
overall message.
Style is
advanced; few to no
errors.
0
0.16
0.19
0.21
0.25
Use correct spelling, grammar, mechanics, APA, etc.

7. Missing
Usage is lacking; frequent errors affect meaning often
Usage is limited; errors remain which
could affect overall
message.
Usage is proficient; errors remain, but are
unlikely to affect
overall message.
Usage is
advanced; few to no
errors.
0
0.16
0.19
0.21
0.25
Part B Points Possible:
4
Part B Points Earned:
0
Word count:
Required:
200
Deduction:
100%
0.00
Plagiarism/Unoriginal Work Penalty
% match in TII
0%

8. Deduction:
0.00
Part 1 Points Possible:
4
Final Part B Points Earned:
0
Part B Comments
Part C: Competence vs. Performance
Identify and define the stages in language cycle
Missing
Response is vague; lacks specific examples; does not address all
stages
Response is incomplete; only explains one or two stages
Response is mostly clear; mix of general and specific support;
mentions all stages; describes most stages in detail
Response is clear and complete; term clearly explained and
supported by specific examples; explains all stages in detail
0
0.65
0.75
0.85
1
Explain language shift, how it could happen, and its
significance to the life cycle of language
Missing
Response is vague; lacks specific examples
Response is incomplete; uses generalities; does not address both
cause and significance
Response is mostly clear; term is defined; mix of general and
specific support; focuses on one part of question over the other
Response is clear and complete; term clearly defined; cause and

9. significance explained with specific examples
0
0.65
0.75
0.85
1
Explained language revitalization and its significance to the life
cycle of language
Missing
Response is vague; lacks specific examples
Response is incomplete; uses generalities; does not address
significance
Response is mostly clear; term is defined; mix of general and
specific support
Response is clear and complete; term clearly defined;
significance explained with specific examples
0
0.65
0.75
0.85
1
Used at least one reference for support
Missing
Includes citation or reference but not both
Includes both in-text citation and full final reference
0

10. 0.38
0.5
Use appropriate academic style, including sentence structure,
tone, vocabulary, transitions, etc.
Missing
Style is lacking; frequent errors affect meaning often
Style is limited; errors remain which
could affect overall
message.
Style is proficient; errors remain, but are
unlikely to affect
overall message.
Style is
advanced; few to no
errors.
0
0.16
0.19
0.21
0.25
Use correct spelling, grammar, mechanics, APA, etc.
Missing
Usage is lacking; frequent errors affect meaning often
Usage is limited; errors remain which
could affect overall
message.
Usage is proficient; errors remain, but are
unlikely to affect
overall message.
Usage is

11. advanced; few to no
errors.
0
0.16
0.19
0.21
0.25
Part C Points Possible:
4
Part C Points Earned
0
Word count:
Required:
200
Deduction:
100%
0.00
Plagiarism/Unoriginal Work Penalty
% match in TII
0%
Deduction:
0.00
Part 1 Points Possible:
4
Final Part C Points Earned:
0
Part C Comments

12. Total Points Possible:
10
Total Points Earned:
0
Late Penalty: 10% per day, up to 2 days
submitted on time
0
Final Grade:
0