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IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Design Features,How to Present/Identify a Good Argument,
and Practice with the IPALING 100 2013W: Tutorial T02/T04
Meagan Louie
2013-10-05
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Assignment 002
Assignment 002
Q1. Does sign language (i.e.., ASL, LSQ, TSL, etc.) have the designfeatures of human languages designed in class?
Duality of Patterning
Arbitrariness
Displacement, etc.
Q2. If so, how are they manifested?
Q3. If not, how can you tell?
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Assignment 002
Assignment 002
Things to Make Sure You Do
use concrete examples- eg., go over actual signs, and explain how they (do not) display thedesign feature in question
RESEARCH!i.e., find articles that teach your something new (outside of requiredreading), and if (you think) you know something, make sure youverify this with a sources.
BibliographyAlthough any style of inline citations and bibliography is fine, it hasto be an actual reference style.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument
1. Be clear and explicit (not vague, and especially not contradictory) -with your main claim, and your supporting claims.
2. Justify your answer (provide evidence!)
3. Really justify your answer
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument1. Be clear and explicit (not vague, and especially not contradictory)
If we are asking you a question, try to answer this as clearly aspossible.
Don’t drop a bunch of hints where the underlying theme is(possibly) the answer to the question
Don’t assume your reader will read between the lines the way youwant them to.
Just state the answer to the question, as clearly as possible.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument
1. Be clear and explicit (not vague, and especially not contradictory)
2. Justify your answer
3. Really justify your answer
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument2. Justify your answer
Give concrete examples that act as evidence for youranswer/position.
Make sure you explicitly state why that acts as evidence for yourposition.
Evidence is subject to different interpretations
– make sure you let your reader know how it acts asevidence for your position.
http://yourlogicalfallacyis.com/
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument
1. Be clear and explicit (not vague, and especially not contradictory)
2. Justify your answer
3. Really justify your answer
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Be Clear and Explicit!Justify your answer!REALLY justify your answer!
How To Write a Good Argument3. Really justify your answer
Done?
Now play Devil’s Advocate:
Try to convince someone taking your position that they are wrong.Try to re-analyze your evidence as evidence against your position.
Make sure after considering the other side that your answer really isthe one that is supported by more/better evidence.
If it is (eg. because you could point out flaws in your devil’s-advocate argument)
then you can bolster your original argument1
If it isn’t, re-write your answer!
1Feel free to put these in footnotes or endnotes if you think it’s too much foranyone to want to read. But it’s crucial that you at least THINK through this step.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Design Features and Forming/Evaluating Arguments
QUESTION: Does the 2-year old display the design featurearbitrariness? Duality of patterning? Displacement?
2-year old: I have too many mosquito bites.Adult: Really? Where?2-year old: Right there, on my knee. Yeah it’s aaaaalllll over.Adult: Whaaat? Wow!2-year old: Yeah, I got them on mum-mum.Adult: You got them when?2-year old: I got them when I was dawning.a Do you have bugs at your house?Adult: Yeah. Do you know why they bite you? They bite you because you’rereally sweet.2-year old: But, but, they’re supposed to not eat us, because, because, if theyeat us, then we wouldn’t have any skin.
aIt sounds like ’dawning’ in the video. Maybe she means ’yawning’? Or drawing?This is unclear.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 1: What’s wrong with this answer?
The two-year old talks about things (eg., getting mosquito bites) thathappened at a different place and time.
Sample Answer 2: What’s wrong with this answer?
The two-year old does display the design feature ’displacement’ becauseshe talks about when she got the mosquito bites.
Sample Answer 3: What’s wrong with this answer?
The two-year old displays the design feature ’arbitrariness’ because she istalking about random, arbitrary things.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 1: What’s wrong with this answer?
The two-year old talks about things (eg., getting mosquito bites) thathappened at a different place and time.
1. The main claim is not clear - the answer does not explicitly state ”Thetwo-year-old displays the design feature ”displacement”
2. Although a concrete example is given, the answer does not explainhow the example acts as evidence for the main claim - e.g., that”displacement” refers to the ability to refer to entities/events outsideof the ’here and now’ of the speech time, and the two-year old’sdiscussion of getting mosquito bites shows that she can talk aboutevents that are past (i.e., not now).
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 2: What’s wrong with this answer?
The two-year old does display the design feature ’displacement’ becauseshe talks about when she got the mosquito bites.
→ This time we have a clear main claim! Good! But...
1. As with the previous answer, the answer doesn’t explain how theexample supports the main claim - e.g., that the two year old’sdiscussion of getting mosquito bites shows that she can refer to pastevents, which are outside of the ’here and now.’
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 3: What’s wrong with this answer?
The two-year old displays the design feature ’arbitrariness’ because she istalking about random, arbitrary things.
1. The definition of ’arbitrariness’ is not correct; the linguistic term’arbitrariness’ refers to ’arbitrary’ relation between (i) what you use torefer to something (the signifier - i.e., combinations of sounds inspoken language) and what you’re referring to (the signified - i.e., theconcept/idea/individual you’re talking about). It does NOT refer toarbitrary choices in topic matter.
2. No concrete example!
3. And since there’s no concrete example, there’s no explanation of howthe concrete example acts as evidence for the main claim.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 4
The design feature ’Displacement’ refers to a communication system’sability to express or refer to concepts that are not present in the here andnow - i.e., the ability to talk about things or events that are ’displaced’ intime, space or reality.
The two-year old displays this design feature when she hypothesizesabout what would happen if mosquitos kept biting humans; the eventthat she describes (i.e., that humans would have no skin) is one thatrefers to entities that are not present in the here and now (the mosquitos,and the hypothesized skinless humans).
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer 4
The design feature ’Displacement’ refers to a communication system’sability to express or refer to concepts that are not present in the here andnow - i.e., the ability to talk about things or events that are ’displaced’ intime, space or reality.
The two-year old displays this design feature when she hypothesizesabout what would happen if mosquitos kept biting humans; the eventthat she describes (i.e., that humans would have no skin) is one thatrefers to entities that are not present in the here and now (the mosquitos,and the hypothesized skinless humans).
1. This is actually fine, if we ask you for a paragraph answer
2. But since we want a poster/slide, the text needs to be brokenup/formatted so that the argument structure is reflected by theformatting. Eg.,
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
DISPLACEMENTDISPLACEMENT ↳A communication system's ability to talk about
events and individuals outside of the 'here' and 'now' of reality[1]
Even young children show the ability to express displacement,Even young children show the ability to express displacement,because they can say things like the following:because they can say things like the following:[2][2]
References[1] Hockett, Charles F. "Animal" languages" and human language." Human Biology 31.1 (1959): 32-39.[2] Nika Bell. “2 Year Old talks about Mosquito Bites.” YouTube. YouTube, 17 July 2009. Web. 2
October 2013.
ABugs shouldn't eat us...
....because if they eat us, because if they eat us, then we won't then we won't have any skin!have any skin!
BThe Actual World
Humans have skinThe World Described
Humans have no skin
It's sure been cold now that the mosquitos ate all of our skin.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
The two year old displays ’arbitrariness’ because there is a systematiccorrelation between the sounds that she makes, and the concepts sherefers to by using those sounds. For example, when she uses the soundcombination [m2.ski.toU], she is always referring to a kind of midge-likefly that extracts blood from other animals.
Sample Answer: What’s wrong with this answer?
The two-year old displays ’duality of patterning’ because she can usemeaningless words to make up meaningful sentences. For example, shetalks about ”getting mosquito bites on ’mum mum.’” But ’mum mum’doesn’t have a meaning, which shows that she’s using meaningless wordsto make up meaningful sentences.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
The two-year old displays ’arbitrariness’ because there is a systematiccorrelation between the sounds that she makes, and the concepts sherefers to by using those sounds. For example, when she uses the soundcombination [m2.ski.toU], she is always referring to a kind of midge-likefly that extracts blood from other animals.
1. The definition given does not correlate to the definition ofarbitrariness, but rather the definition of semanticity!
2. But it would be a good argument if the main claim was re-cast as”The two-year old displays ’semanticity.’
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
The two year old displays ’duality of patterning’ because she can usemeaningless words to make up meaningful sentences. For example, shetalks about ”getting mosquito bites on ’mum mum.’” But ’mum mum’doesn’t have a meaning, which shows that she’s using meaningless wordsto make up meaningful sentences.
1. The evidence provided is only consistent with the main claim - it doesnot prove the main claim. To prove the main claim with the examplegiven, it would have to be the case that all of the building blocks onthe word-level were meaningless. But except for ’mum mum’, theother morphemes used to make up the sentence (eg., ’get,’ ’-ing,’’mosquito,’ etc.,) all have their own meaning. This means the buildingblocks at the word/morpheme level are not meaningless.
2. Note, however, that the two-year old DOES display duality ofpatterning: the sounds that she uses to make up the meaningful wordsare meaningless. (Remember, just because an argument isproblematic, it doesn’t mean the main claim is necessarily wrong).
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
The two year old does not display the design feature ’arbitrariness’because she extends the word ’all’ to indicate not just a small area ofmosquito bites, but a large area of mosquito bites on her knee. This isiconic - i.e., there is a direct relationship between the length of the wordand the size of the area affected by mosquito bites. The relationshipbetween the sound and the meaning is therefore not arbitrary.
Sample Answer: What’s wrong with this answer?
’Duality of patterning’ is the property of communication systems wherebythe signal consists of distinct, categorical units, as opposed to consistingof a continuous gradational phenomenon. The two year old does notdisplay ’duality of patterning’ because she extends the word ’all’ toindicate a scalar/ gradational increase in the area which her mosquitobites cover. Because this is continuous, as opposed to categorical, shefails to display ’duality of patterning’
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
The two year old does not display the design feature ’arbitrariness’because she extends the word ’all’ to indicate not just a small area ofmosquito bites, but a large area of mosquito bites on her knee. This isiconic - i.e., there is a direct relationship between the length of the wordand the size of the area affected by mosquito bites. The relationshipbetween the sound and the meaning is therefore not arbitrary.
1. As with the previous example, the evidence given shows only showsthat one aspect of the two-year old’s use of the word ’all’ (the length)is non-arbitrary. The use of the sound combination [Al] to mean ’all’is still arbitrary. To make the argument that the two-year old does notdisplay ’arbitrariness,’ you need to show that none of the speech sheproduces is arbitrary.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
A 2 year old talks about her mosquito bitesSample AnswersSample PosterMore Sample Answers
Sample Answer: What’s wrong with this answer?
’Duality of patterning’ is the property of communication systems wherebythe signal consists of distinct, categorical units, as opposed to consistingof a continuous gradational phenomenon. The two year old does notdisplay ’duality of patterning’ because she extends the word ’all’ toindicate a scalar/ gradational increase in the area which her mosquitobites cover. Because this is continuous, as opposed to categorical, shefails to display ’duality of patterning’
1. The definition given for duality of patterning actuallycorresponds ot the definition of discreteness.
2. And if we re-frame the main claim as ”The two-year old does notdisplay ’discreteness,’” we have the same problem as the previoussample answer. Only one aspect of the two-year old’s use of the word’all’ (the length) is non-discrete. The combination of the sounds into[Al] is discrete.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
The International Phonetic Alphabet
1. Why do we need the IPA (or something like that)?
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
The International Phonetic Alphabet
The IPA categorizes consonants according to their articulatory properties:
1. Place of Articulation (bilabial, alveolar, pharyngeal, etc.)
2. Manner of Articulation (stop/plosive, fricative, glide, etc.)
3. Airstream Mechanism (voiced, voiceless, ejective, etc.)
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Articulatory Description: Give the corresponding IPAsymbol
(i) voiced bilabial stop
(ii) low front unrounded vowel
(iii) voiced lateral approximant
(iv) high back rounded vowel
(v) voiceless alveolar fricative
(vi) voiced velar nasal
(vii) voiced postalveolar affricate
(viii) voiced palatal glide
(ix) mid front lax unrounded vowel
(x) voiced dental fricative
(xi) voiceless labiodental fricative
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Articulatory Description: Give the corresponding IPAsymbol
(i) voiced bilabial stop [b]
(ii) low front unrounded vowel [æ]
(iii) voiced lateral approximant [l]
(iv) high back rounded vowel [u]
(v) voiceless alveolar fricative [s]
(vi) voiced velar nasal [N]
(vii) voiced postalveolar affricate [dZ]
(viii) voiced palatal glide [j]
(ix) mid front lax unrounded vowel [E]
(x) voiced dental fricative [D]
(xi) voiceless labiodental fricative [f]
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
1. For each of the following examples, write a phonetic transcriptionusing the IPA. For each word, indicate whether the final consonant isvoiced or voiceless.
(a) bang
(b) smack
(c) thud
(d) crash
(e) splat
(f) wham
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
1. For each of the following examples, write a phonetic transcriptionusing the IPA. For each word, indicate whether the final consonant isvoiced or voiceless.
(a) bang [bæN] , voiced
(b) smack [smæk] , voiceless
(c) thud [T2d] , voiced
(d) crash [kôæS] , voiceless
(e) splat [splæt] , voiceless
(f) wham [wæm] , voiced
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
2. For each of the following examples, write a phonetic transcriptionusing the IPA. Identify the place of articulation of the first consonant ineach word.
(a) belly
(b) foot
(c) chin
(d) calf
(e) knee
(f) thigh
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
2. For each of the following examples, write a phonetic transcriptionusing the IPA. Identify the place of articulation of the first consonant ineach word.
(a) belly [bE.li] , bilabial
(b) foot [fUt] , labio-dental
(c) chin [tSIn] , post-alveolar
(d) calf [kæf] , velar
(e) knee [ni] , alveolar
(f) thigh [Taj] , dental
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
3. For each of the following examples, write a phonetic transcriptionusing the IPA. Identify the manner of articulation of the first consonantin each word.
(a) cheery
(b) funny
(c) crazy
(d) merry
(e) silly
(f) jolly
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Practice with the IPAIdentification
3. For each of the following examples, write a phonetic transcriptionusing the IPA. Identify the manner of articulation of the first consonantin each word.
(a) cheery [tSiô.ôi] , affricate
(b) funny [f2.ni] , fricative
(c) crazy [kôej.zi] , plosive oral stop
(d) merry [mEô.ô.i] , nasal stop
(e) silly [sI.li] , fricative
(f) jolly [dZA.li] affricate
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
Decipher This Scenefrom Harry Potter and The Prisoner of Azkaban
Note: The small capital I indicating the high front lax unrounded vowelin ’hid’ shows up as I in these slides. Sorry about the font problem.
w@t wIT D@ pôA.mIs @v æ[email protected]ô lE.sInz fô@m lu.pIn, D@ TAt Dæt himait nE.vô
"hæv tu hiô hIz [email protected]ô
"z dET @.gein, ænd D@ fækt Dæt rei.vIn.klA
flætn"d [email protected]ë
".p2f In Deiô kwI.dItS mætS æt D@ End @v noU.vEm.bô
", heiô.riz
mud tUk @ dE.fI.nIt 2p.tUôn. gôI.fIn.doô w@ô nAt aUt @v D@ ô2.nIN æf.t@ô æë,Aë.DoU Dei kUd nAt @.foôd tu luz @[email protected]@ô mætS. wUd bi.keim ri.po.zEst @vhIz mæ.nIk E.n@ô.dZi, ænd w@ôkt hIz tim æz hAôd æz E.v@ô In D@ tSI.li heiz@v ôein Dæt p@ô.sIs.tId In.tu [email protected]ô
". heiô.ri sA noU hInt @v @ [email protected]ô
wi.DIn D@ gôaUnz. [email protected]".doôz æN.g@ô simd tu bi ki.pIN DEm æt Deiô
stei.SInz æt D@ En.tôIn.S@z.
Meagan Louie Arguments, Design Features, and the IPA
IntroductionHow to Do Good Linguistic Argumentation
Practice with Design FeaturesPractice with the IPA
Articulatory DescriptionPractice Writing with the IPAPractice Deciphering IPA
More IPA: Decipher This Scene from the Aeneid
hiô w@z @ mai.ti hAô.bô", In It.sElf
lænd.lAkt ænd kAm, aUt @v D@ wIndz wei,b2t Et.na, dZ2st bi.jand, r2m.bl
"d ænd flæSt,
In i.ô2p.SIn. 2p D@ skaiSi sEnt @ sAm.bô
"klaUd @v bIl.oU.wIN smoUk
@ pItS blæk t@ô.bain fUl @v gloU.wIN æSænd bAlz @v faiô tu lIk D@ stAôz. BI.loU,Si vA.mI.tId rAks ænd bô At 2p lA.vA strimz,En.tô eilz @v Et.næ, boi.lIN In D@ dip.D@ teil goUz Dæt D@ ba.di @v [email protected]@s,hælf k2n.sumd bai T2n.d@ô.boUlt, laiz [email protected]ô
"Dæt weit pro.dI.dZ@s Et.næpaiëd
2.b2v hIm, dZE.tInJ fleim fô@m broU.kIn fUô[email protected]
Meagan Louie Arguments, Design Features, and the IPA
