Similarity, speech acts, and making meaning of language


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.


APA-formatted citation

I have also attached the actual worksheet and rubric

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