Parts of Speech
... Underneath the “Action” flap write: Transitive verbs are followed by a word or words that answer the question what? Or whom? Ella ate the cake (what?). Below write: Intransitive verbs don’t have a “receiver” (who or what?) for the action. The jeep flew (down the ...
... Underneath the “Action” flap write: Transitive verbs are followed by a word or words that answer the question what? Or whom? Ella ate the cake (what?). Below write: Intransitive verbs don’t have a “receiver” (who or what?) for the action. The jeep flew (down the ...
Y00-1008 - Association for Computational Linguistics
... semantic relation can be realized in an array of relationships such as whole-and-part, possessor-andpossessee, and so forth. 3 Finally, with the coreference between the object of ba and the subject of the subordinate verb, (7)c leads to a causative interpretation. Also note that the embedded verb in ...
... semantic relation can be realized in an array of relationships such as whole-and-part, possessor-andpossessee, and so forth. 3 Finally, with the coreference between the object of ba and the subject of the subordinate verb, (7)c leads to a causative interpretation. Also note that the embedded verb in ...
PowerPoint
... …by Bill under the tree at noon. …under the tree by Bill at noon. …at noon under the tree by Bill. ...
... …by Bill under the tree at noon. …under the tree by Bill at noon. …at noon under the tree by Bill. ...
as Adobe PDF - Edinburgh Research Explorer
... Even putting to one side the dated expressions, it would be difficult to construct a single context in which all these words could be substituted for each other without altering the meaning or giving rise to pragmatic awkwardness. Context is the key for acceptability of synonym construal. Even the c ...
... Even putting to one side the dated expressions, it would be difficult to construct a single context in which all these words could be substituted for each other without altering the meaning or giving rise to pragmatic awkwardness. Context is the key for acceptability of synonym construal. Even the c ...
– SENTENCE FRAGMENTS, RUN-ON REVISING FOR CLARITY SENTENCES, AND PARALLELISM ________________________________________________________________
... The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or — The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. ...
... The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or — The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. ...
09 Joachim Mugdan - Hermes
... forms. He may be able to locate the relevant part of the entry more quickly if the articles are subdivided according to syntactic criteria - provided he can identify the construction in which the item occurs. Similarly, homographs that belong to different word classes (e.g. book as a noun or a verb) ...
... forms. He may be able to locate the relevant part of the entry more quickly if the articles are subdivided according to syntactic criteria - provided he can identify the construction in which the item occurs. Similarly, homographs that belong to different word classes (e.g. book as a noun or a verb) ...
Revising for Clarity
... The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or — The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. ...
... The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or — The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. ...
The Position of Direct and Indirect Objects of Ditransitive Verbs
... refers to post-verbal elements, e.g a NP, an AdjP, a PP, or an adverbial. In traditionl grammar and in Quirk et al. (1985) this term refers to elements accompanying copular verbs, and in transformational grammar (Rosenbaum, 1967) the term denominates certain types of embedded sentences. ...
... refers to post-verbal elements, e.g a NP, an AdjP, a PP, or an adverbial. In traditionl grammar and in Quirk et al. (1985) this term refers to elements accompanying copular verbs, and in transformational grammar (Rosenbaum, 1967) the term denominates certain types of embedded sentences. ...
A Psycholinguistically Motivated Version of TAG
... participants also did not misanalyze disjunctions at sentence level as noun disjunctions in the condition where either was present. As (Cristea and Webber, 1997) point out, there are a number of constructions with two parts where the first part can trigger prediction of the second part in, similar t ...
... participants also did not misanalyze disjunctions at sentence level as noun disjunctions in the condition where either was present. As (Cristea and Webber, 1997) point out, there are a number of constructions with two parts where the first part can trigger prediction of the second part in, similar t ...
Lesson Plans - CRSD Moodle
... Schoolhouse Rock: Adverbs URL Me, Myself, I--Adjective Adverb Poster Project File ...
... Schoolhouse Rock: Adverbs URL Me, Myself, I--Adjective Adverb Poster Project File ...
King Abdul Aziz University, ELI, Spring 2010 North Star, Level 5
... 1. Who is she? I don’t know.................... 2. Who are they? I don’t know....................... 3. What is that? Do you know......................... 4. What are those? I don’t know................... 5. Whose book is that? I dont know............. 6. Whose books are those? I don’t know........ ...
... 1. Who is she? I don’t know.................... 2. Who are they? I don’t know....................... 3. What is that? Do you know......................... 4. What are those? I don’t know................... 5. Whose book is that? I dont know............. 6. Whose books are those? I don’t know........ ...
Revision of English III Grammar
... 6) NOMINALISATION (Converting other parts of speech to noun phrases, and using them to make a text more formal and concise). Either convert the groups of sentences below into one single sentence or shorten the long sentence using noun phrases as much as possible (together with prepositional phrases ...
... 6) NOMINALISATION (Converting other parts of speech to noun phrases, and using them to make a text more formal and concise). Either convert the groups of sentences below into one single sentence or shorten the long sentence using noun phrases as much as possible (together with prepositional phrases ...
Test 16 Writing Answers
... The error in this sentence occurs at (C), where there is an inappropriate verb form. The sentence has no main verb. The participle “working” should be changed to the infinitive “to work.” There is no error at (A). The plural verb form “were disappointed” agrees with the plural subject of the sentenc ...
... The error in this sentence occurs at (C), where there is an inappropriate verb form. The sentence has no main verb. The participle “working” should be changed to the infinitive “to work.” There is no error at (A). The plural verb form “were disappointed” agrees with the plural subject of the sentenc ...
Teachers` Guide
... any other approach, they are cumulative. Students begin by identifying subjects and verbs in simple sentences. Then they add complements—the words that answer the questions “Whom?” or “What?” after the verb. Then they add compounds, then prepositional phrases, then adjectives and adverbs, etc. In ot ...
... any other approach, they are cumulative. Students begin by identifying subjects and verbs in simple sentences. Then they add complements—the words that answer the questions “Whom?” or “What?” after the verb. Then they add compounds, then prepositional phrases, then adjectives and adverbs, etc. In ot ...
Bleached taboo-term predicates in American Sign Language
... In the present paper, the terms studied involve religion and sex. While the predicates here, with one exception, are historically based on taboo-terms, they have lost the emotional charge typically associated with taboo terms to such an extent that many signers use them now without intending any sen ...
... In the present paper, the terms studied involve religion and sex. While the predicates here, with one exception, are historically based on taboo-terms, they have lost the emotional charge typically associated with taboo terms to such an extent that many signers use them now without intending any sen ...
Morphology and a More `Morphological`
... of a single talk. Instead of attempting it, therefore, I will present some of my own views on some areas where the two can usefully be compared, and suggest that the result of that comparison does not come out quite the way it is often assumed to. A long tradition, reaching back to the beginnings of ...
... of a single talk. Instead of attempting it, therefore, I will present some of my own views on some areas where the two can usefully be compared, and suggest that the result of that comparison does not come out quite the way it is often assumed to. A long tradition, reaching back to the beginnings of ...
Learning Verbs that Lack Argument Structure: The Case of
... while they share the morphosyntactic properties of main verbs (for example, they take regular verbal inflection, they follow negation, they do not invert in questions), raising verbs are auxiliary-like in their argument structure. In particular, they do not select a subject argument, or any other th ...
... while they share the morphosyntactic properties of main verbs (for example, they take regular verbal inflection, they follow negation, they do not invert in questions), raising verbs are auxiliary-like in their argument structure. In particular, they do not select a subject argument, or any other th ...
`Word syntax` and semantic principles
... or some prefix structures in English or German) or an affix. Heads do not have to be located on the same side of the branching in syntax and word structure (cf. Lieber, 1980), and it might even be the case that head location is different for various subtypes of affixes (cf. Lieber, 1980) and between ...
... or some prefix structures in English or German) or an affix. Heads do not have to be located on the same side of the branching in syntax and word structure (cf. Lieber, 1980), and it might even be the case that head location is different for various subtypes of affixes (cf. Lieber, 1980) and between ...
Pi-lan
... The interrogative is derived in terms of the ordering; the first is V-raising because the Aux does not dominate a Modal and the verb with the feature specification [+AUX] is raised to Aux to support Tense; the second is Aux-raising that satisfies the [+Q]-Comp. Finally, the surface structure emerge ...
... The interrogative is derived in terms of the ordering; the first is V-raising because the Aux does not dominate a Modal and the verb with the feature specification [+AUX] is raised to Aux to support Tense; the second is Aux-raising that satisfies the [+Q]-Comp. Finally, the surface structure emerge ...
Word - The University of North Carolina at Chapel Hill
... while they share the morphosyntactic properties of main verbs (for example, they take regular verbal inflection, they follow negation, they do not invert in questions), raising verbs are auxiliary-like in their argument structure. In particular, they do not select a subject argument, or any other th ...
... while they share the morphosyntactic properties of main verbs (for example, they take regular verbal inflection, they follow negation, they do not invert in questions), raising verbs are auxiliary-like in their argument structure. In particular, they do not select a subject argument, or any other th ...
97 AN OVERVIEW OF ADVERBS FOR THE PROFICIENT USE OF
... understanding and appropriate use. The paper introduces the adjective to distinguish it from the adverbs. Sequel to this explanation of what adverbs are, types, their functions, the words or groups of words they modify and their notable significance in the English language are established. An adverb ...
... understanding and appropriate use. The paper introduces the adjective to distinguish it from the adverbs. Sequel to this explanation of what adverbs are, types, their functions, the words or groups of words they modify and their notable significance in the English language are established. An adverb ...
Unit 7: Adjectives & Adverbs
... make a comparison between them. We can see if they are the same or different. We use comparative adjectives to describe the differences. When we compare more than two things, we often use the superlative forms. ...
... make a comparison between them. We can see if they are the same or different. We use comparative adjectives to describe the differences. When we compare more than two things, we often use the superlative forms. ...
1.Verbs and nominalisations.
... contained in the previously mentioned corpus. Native speaker intuitions (European and Peruvian Spanish) have been used as well. ...
... contained in the previously mentioned corpus. Native speaker intuitions (European and Peruvian Spanish) have been used as well. ...
Grammar Mini-Lesson #1
... sentences can suggest to a reader that you are in control, that you want to make a strong point. If you’re trying to show how ideas are balanced and related in terms of equal importance, a compound sentence can convey that to the reader. A single compound sentence or a series of them in a compos ...
... sentences can suggest to a reader that you are in control, that you want to make a strong point. If you’re trying to show how ideas are balanced and related in terms of equal importance, a compound sentence can convey that to the reader. A single compound sentence or a series of them in a compos ...
TRANSFORMATIONAL- GENERATIVE SYNTAX AND THE TEACHING OF SENTENCE MECHANICS
... In the two sentences above, the sources of the agreement errors are the intervening prepositional phrase (i.e., of electronic security devices) in 15 and the intervening relative clause (i.e., which operated several branch offices in New York, Chicago, and Los Angeles) in 16. Conventional instructio ...
... In the two sentences above, the sources of the agreement errors are the intervening prepositional phrase (i.e., of electronic security devices) in 15 and the intervening relative clause (i.e., which operated several branch offices in New York, Chicago, and Los Angeles) in 16. Conventional instructio ...