Based on the given information, at the variations exists, each examples have phonological, phonetics, morphological and syntactic level of linguistic structure.
The level of linguistic structure at which the variation exists can identified as follow:
1. In some Midland dialects of American English, there is no distinction between [u] and [U] before [1] at the end of a word, making full and fool homophones. This variation exists at the phonetic level (B).
2. Some African-American English dialects do not mark the third-person singular present tense with a suffix, for example, he kiss, she see, it jump. This variation exists at the morphological level (C).
3. Some Caribbean English dialects do not have the sounds [0] or [0]: instead, there [dcr], the sounds [t] and [d] respectively, are substituted, for example, both [boot]. This variation exists at the phonological level (A).
4. Many dialects of English have multiple negations, as in "didn't see nobody take no pictures." This variation exists at the syntactic level (D).
Complete Question
For each example below, identify the level of linguistic structure at which the variation exists.
O In some Midland dialects of American English, there is no distinction between [u]and [U] before [1] at the end of a word. So the words full and fool,which are pronounced [fOI] and [ful] respectively in many other American English dialects become homophones,pronounced usually as [] for both words.
O Some African-American English dialects do not mark the third-person singular present tense with a suffix,for example,he kiss, she see,it jump.
O Some Caribbean English dialects do not have the sounds [0] or [0]:instead there [dcr]. the sounds [t] and [d]respectively,are substituted,for example,both [boot].
O Many dialects of English have multiple negotiations in / didn't see nobody take no pictures.
A.Phonological level
B.Phonetic level
C.Morphological level
D.Syntactic level
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when making an informative speech about ______, speakers should focus on raising awareness and deepening understanding rather than advocating one position over another.
When crafting an informative speech about a specific topic, speakers should concentrate on increasing awareness and enriching comprehension, rather than promoting a particular viewpoint.
An effective informative speech aims to educate the audience by presenting accurate, relevant, and balanced information.
To achieve this, speakers should conduct thorough research, present clear and concise arguments, and avoid personal bias. Utilizing credible sources and providing concrete examples are essential for creating an engaging and informative presentation.
By maintaining a neutral stance and prioritizing the objective presentation of information, speakers can foster an environment conducive to learning and productive discussions, ultimately empowering their audience to form their own opinions based on the facts provided.
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Which statement does NOT describe fifth generation languages?a) The system of facts can be queried.b) Problems are presented as a series of facts or constraints rather than as a specific algorithm.c) They use a set of short, English-based commands (such as SUB) that speak directly to the CPU.d) They are the most "natural" of languages.
The statement that does NOT describe fifth generation languages is They use a set of short, English-based commands (such as SUB) that speak directly to the CPU.
So, the correct answer is C.
Fifth generation languages are characterized by their high-level programming capabilities, which allow users to describe problems as a set of facts or constraints, rather than a specific algorithm. These languages utilize advanced artificial intelligence techniques, such as logic programming and pattern recognition, to understand and process complex data structures.
The system of facts can be queried, and these languages are considered to be the most "natural" of all programming languages due to their intuitive, human-like syntax.
While they may use English-based keywords, they do not speak directly to the CPU as option c) suggests.
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