Summer Session A 2020 LING 103 – Final Paper Rubric Kuo/Sola-Llonch/Prechtel
GRADE A B C D
IN
TR
O
D
U
C
TI
O
N
(9
p
ts
)
Language
background
(3 pts)

? Identifies language and relevant
background information (from
preliminary report) with
appropriate citations
? Identifies the specific dialect
and/or region
? Identifies language and relevant
background info no citations
? Does not identify the specific
dialect and/or region in sufficient
detail
? Identifies language but doesn’t
provide background info
? Does not identify specific
dialect and/or region
? No background
information provided
Speaker
background
(3 pts)


? Identifies speaker, age, origin
(city/region), and other
background info (from
preliminary report)
? Author discloses familiarity with
the language (i.e. heritage/native
speaker status, how often they use
the language)
? Identifies speaker, but may be
missing information (e.g. age,
city/region)
? Country of origin identified, but
not city/region(s)
? Author discloses familiarity with
language
? No information about age,
dialect, or origin
? Author doesn’t disclose
familiarity with language
? No information about
the speaker
? Author doesn’t disclose
familiarity with the
language
Source(s) used
(3 pts)

? Identifies which source(s) you
used for your phonological
analysis
? Identifies sources used for word
list (e.g. dictionary, speaker)
? Identifies source(s) used for
phonological analysis
? May not identify the source(s) of
words in list
? Lists more than two sources
for phonological analysis
? Does not include sources from
required list
? Does not mention where the
words in the list came from
? No source(s) mentioned
PH
O
N
EM
ES
(2
4
pt
s)

Consonants
(8 pts)

? Consonant chart of your speaker
organized by place and manner
? Identifies general
patterns/phonetic observations.
? Each phonemic contrast is
supported by an appropriate
minimal pair

? Consonant chart copied directly
from source with proper citation
? Consonant chart mostly organized
by place/manner
? Identifies few general
patterns/phonetic observations.
? Most contrasts supported by a
minimal pair
? Consonant chart copied from
source without proper citation
? Consonant chart not organized
by place and manner
? No discussion of general
patterns/phonetic observations
? 1-2 phonemes missing
? Only some minimal pairs
provided as evidence
? Several phonemes
missing
? No consonant chart
? No minimal pairs
Vowels
(8 pts)


? Provides vowel chart of your
speaker organized by height,
backness, and rounding
? If relevant, chart includes
phonemic contrasts (e.g. length,
nasalization, creaky, etc.)
? Each phonemic contrast is
supported by an appropriate
minimal pair
? Vowel chart copied from source
with proper citation
? Vowel chart mostly organized by
height, backness, and rounding
? Most contrasts supported by a
minimal pair
? Identifies few general
patterns/phonetic observations.
? Vowel chart copied from
source without proper citation
? Chart not organized by height,
backness, and rounding
? 1-2 phonemes missing
? Only some minimal pairs
provided as evidence
? No discussion of general
patterns/phonetic observations.
? Several phonemes
missing
? No vowel chart
? No minimal pairs
Summer Session A 2020 LING 103 – Final Paper Rubric Kuo/Sola-Llonch/Prechtel
? Include length/nasalization
contrasts if relevant.
? Identifies general
patterns/phonetic observations.
Suprasegmen-
tals
(8 pts)

? Identifies relevant supra-
segmental features in Lexical
prosody section (e.g. tone/pitch
accent/stress)
? Identifies relevant suprasegmental
features in Consonant/vowel
sections (e.g. length/nasalization
contrasts)
? Provides appropriate minimal
pairs as evidence
? If feature non-contrastive but
predictable, provides evidence
from word list and/or short
sentence
? Identifies some relevant feature
but may have missed other
relevant one(s)
? Identifies non-contrastive but
predicable feature but does not
provide examples
? Incorrectly identifies supra-
segmental feature(s)
? Examples don’t illustrate the
contrast or aren’t minimal
pairs
? Doesn’t identify non-
contrastive but predictable
feature(s)
? Doesn’t identify
relevant suprasegmental
features
? No examples provided
A
LL
O
PH
O
N
ES
( 2
0
pt
s)

Rules
(12 pts)

? Provides the assigned number of
rules (3-5)
? Clearly identifies the affected
phoneme(s) and environment(s)
in which the allophones appear
? Missing a rule
? Rule descriptions mostly correct
but may have missed a
generalization
? Missing multiple rules
? Rule descriptions are incorrect
or poorly worded
? No rules listed
Evidence
(8 pts)



? Lists 3-4 examples for each rule
? Examples clearly demonstrate the
rule
? Lists fewer than 3 examples
? Some examples don’t illustrate the
rule
? Lists only 1 example
? Example(s) don’t illustrate rule
? No examples provided
C
O
M
PA
R
IS
O
N
S
(9
p
ts
)

? Comparisons between source(s)
and speaker explicitly and clearly
discussed in each section
(consonants, vowels, supra-
segmentals, allophones)
? Similarities/differences mentioned
but not clarified (e.g. “my speaker
did not have this phoneme”)
? Often ignored or not clearly
explained
? Ignored
Summer Session A 2020 LING 103 – Final Paper Rubric Kuo/Sola-Llonch/Prechtel
TR
A
N
SC
R
IP
TI
O
N
(6
0
pt
s)


? Phonemic transcriptions are
consistent
? Narrow transcriptions reflect
careful listening to all details
? Notes any differences between
the two repetitions of each word
? Correct use of IPA
? Relevant suprasegmentals are
accurately transcribed
? Phonemic transcriptions are
consistent
? Narrow transcriptions basically
correct but often has too much or
too little descriptive detail
? Some incorrect use of IPA symbols
or diacritics (e.g. using “y” for
palatal glide)
? Suprasegmentals generally accurate
? Phonemic transcriptions are
inconsistent (e.g. transcribing
allophones instead of
phonemes)
? Transcriptions often incorrect
(e.g. un-necessary diacritics) or
generally insensitive to details
? Many incorrect uses of IPA
? Suprasegmentals transcribed
only in words illustrating them
? Phonemic transcriptions
are inconsistent
? Transcriptions merely
follow source or are full
of errors
? Does not use IPA
? Suprasegmentals ignored
or mis-transcribed
O
R
G
A
N
IZ
A
TI
O
N
(2
2
pt
s)

Organization
(12 pts)


? Title identifies language and
dialect/region
? Paper sections/headings
organized according to
instructions
? Sounds organized and labelled
according to instructions
? Word list order/numbering
matches recording
? Follows formatting guidelines
and is within page limit
? Mostly organized according to the
instructions
? Sounds mostly organized and
labelled according to instructions
? Some mismatches between word
list order and recording
? Title only identifies language
? Major inconsistencies in the
order of the sounds
? Many mismatches between
word list and recording
? No title
? No sections/ headings
? Sounds not organized
according to instructions
? Word list does not match
recording
Writing and
mechanics
(10 pts)


? Clear and mostly grammatically
correct prose
? Source information clearly cited
? Occasional errors or unclear points
? Source identified but not always
clear what comes from where
? Many errors and unclear
sentences
? Unclear which information is
attributed to which source(s)
? Errorful to the point of
impaired intelligibility
? Sources not cited
R
EF
ER
EN
C
ES
(6
p
ts
)

? Uses APA-style citations and
references
? All in-text citations have a
corresponding reference
? Mostly uses APA-style citations
and references
? May have a reference listed with no
corresponding in-text citation
? Doesn’t use APA-style
citations and references
? Includes sources that aren’t
cited in the paper
? Includes annotated
bibliography from preliminary
report
? No references
? Incorrect citations


Summer Session A 2020 LING 103 – Final Paper Rubric Kuo/Sola-Llonch/Prechtel


Language choice equity
‘Difficult languages’. More leeway will be given for languages with tricky contrasts. For example, if a language has a complicated tonal system, the
‘Suprasegmentals’ section will be graded more laxly. If a language has a large consonant inventory, you will be graded more laxly in the Consonants section.
‘Easy languages’. If you are working on a language with a small phoneme inventory (e.g. Spanish), you must do one of the following. Failure to do so will result
in a 10pt deduction from the paper grade.
? Include a comparison of 2 or more sentence types (e.g. declarative vs. question) in the Lexical Prosody section. Describe the intonation of each sentence
(e.g. rising vs. falling), whether specific words are emphasized, and if so, how they are emphasized (e.g. through pitch/duration/loudness/stress).
? Provide at least one spectrogram (acoustic analysis) of an allophone. Include a screenshot of a spectrogram or pair of spectrograms showing acoustic
evidence for a particular phonemic contrast, allophonic rule, or suprasegmental feature. Each segment of the word must be identified and labelled (in IPA)
using the TextGrid function in Praat. In addition, you must include a detailed caption explaining the image(s) and how it provides acoustic evidence for the
point you’re trying to make. No partial credit will be given for missing information (e.g. no segmentation, insufficient caption, etc).
? Another ‘extra analysis’ of your choice, to be discussed with the instructor.
Extra Credit (1pt)
? Include a screenshot of a spectrogram or pair of spectrograms showing acoustic evidence for a particular phonemic contrast, allophonic rule, or
suprasegmental feature. Each segment of the word must be identified and labelled (in IPA) using the TextGrid function in Praat. In addition, you must
include a detailed caption explaining the image(s) and how it provides acoustic evidence for the point you’re trying to make. No partial credit will be given
for missing information (e.g. no segmentation, insufficient caption, etc).