The Syntactic Level
... 5.3 Variety in Sentences type and length Good translators do not follow one pattern of sentences throughout the translated text. They should rather vary the length of the sentences. Sometimes they use short, simple sentences and another time they give longer complex sentences. If they come across a ...
... 5.3 Variety in Sentences type and length Good translators do not follow one pattern of sentences throughout the translated text. They should rather vary the length of the sentences. Sometimes they use short, simple sentences and another time they give longer complex sentences. If they come across a ...
Writing the BRACE Paper - Department of Computer Science
... the lock where it was put by Anthony” has a low ratio of meaning to words. Most of the words (“the”, “the”, “where”, “it”, “was”, “by”, and perhaps “into”) are simply functional words that hold the sentence together without providing much information. And two of the words (“went” and “put”) provide ...
... the lock where it was put by Anthony” has a low ratio of meaning to words. Most of the words (“the”, “the”, “where”, “it”, “was”, “by”, and perhaps “into”) are simply functional words that hold the sentence together without providing much information. And two of the words (“went” and “put”) provide ...
Verb movement and the philosopher`s stone
... makes the point that although loss of morphology in Danish and English correlates with their loss of V-toInfl, in both cases there appears to be a significant time-lag. And finally, to the extent that we have evidence that some Faroese speakers show variation in the placement of the verb but do not ...
... makes the point that although loss of morphology in Danish and English correlates with their loss of V-toInfl, in both cases there appears to be a significant time-lag. And finally, to the extent that we have evidence that some Faroese speakers show variation in the placement of the verb but do not ...
CAS LX 522 Syntax I
... If we think about it, it doesn’t really mean anything at all. It is not a participant in the event; it really can’t be getting a q-role. (cf. also Spanish). ...
... If we think about it, it doesn’t really mean anything at all. It is not a participant in the event; it really can’t be getting a q-role. (cf. also Spanish). ...
Chapter 22
... • In 3rd conjugation, the –bi- tense sign is NOT used. • The sign for future tense in the 3rd conjugation is ē in place of the stem vowel. • Exceptions • 1st person singular uses (short) a and ends with m (-am) • 3rd person (sing. and plural) have a SHORT e as the ‘sign’ ...
... • In 3rd conjugation, the –bi- tense sign is NOT used. • The sign for future tense in the 3rd conjugation is ē in place of the stem vowel. • Exceptions • 1st person singular uses (short) a and ends with m (-am) • 3rd person (sing. and plural) have a SHORT e as the ‘sign’ ...
Diminutive as an Inflectional Category in Walman
... languages in that (1) it cannot appear on nouns; and (2) it is clearly inflectional. The closest analogue in other languages that we are aware of is diminutive noun classes in Bantu languages. However, the Walman diminutive exhibits rather different agreement patterns from masculine and feminine and ...
... languages in that (1) it cannot appear on nouns; and (2) it is clearly inflectional. The closest analogue in other languages that we are aware of is diminutive noun classes in Bantu languages. However, the Walman diminutive exhibits rather different agreement patterns from masculine and feminine and ...
about the difficulty of determining the lexical classes of the moksha
... The book written in German by Ahlquist was published in 1861 and comprises five sections: (1) an introduction, a so-called “Grammatik” with (2) a phonetic subsection (Lautlehre) and (3) a morphological subsection (Formenlehre), (4) Texts and (5) glossaries: Moksha-German, German-Moksha. The book is ...
... The book written in German by Ahlquist was published in 1861 and comprises five sections: (1) an introduction, a so-called “Grammatik” with (2) a phonetic subsection (Lautlehre) and (3) a morphological subsection (Formenlehre), (4) Texts and (5) glossaries: Moksha-German, German-Moksha. The book is ...
What are pronouns?
... Anyone who talks in class will have his/her name written on the board. Neither of those classes has its teacher present. Plural/Indefinite pronouns take plural verbs and personal pronouns: many, others, few, and several. Many do not like the idea of limited printing in the Comm. Lab. A few o ...
... Anyone who talks in class will have his/her name written on the board. Neither of those classes has its teacher present. Plural/Indefinite pronouns take plural verbs and personal pronouns: many, others, few, and several. Many do not like the idea of limited printing in the Comm. Lab. A few o ...
Readings in Chinese Transformational Syntax
... generalized under one single general syntactic principle to the_effect that SOY languages tend to place restricting elements before restricted elements. 8 This principle can account for the order of SOY itself, since the subject is restricting the predicate and the object is restricting the main ver ...
... generalized under one single general syntactic principle to the_effect that SOY languages tend to place restricting elements before restricted elements. 8 This principle can account for the order of SOY itself, since the subject is restricting the predicate and the object is restricting the main ver ...
PSAT Grammar
... have dropped rapidly. Correct: In that magazine, an authority states that scores have dropped rapidly. In the incorrect version, the pronoun they is vaguely referring to someone, but we have no clear picture of who it is. If the antecedent is not clear, you can’t use the pronoun. ...
... have dropped rapidly. Correct: In that magazine, an authority states that scores have dropped rapidly. In the incorrect version, the pronoun they is vaguely referring to someone, but we have no clear picture of who it is. If the antecedent is not clear, you can’t use the pronoun. ...
verb
... 3. Ask the question who or what after the subject and the verb to find the direct object. 4. Replace the direct object with a direct object pronoun (DOP). 5. Rewrite the sentence with DOP before the conjugated verb. ...
... 3. Ask the question who or what after the subject and the verb to find the direct object. 4. Replace the direct object with a direct object pronoun (DOP). 5. Rewrite the sentence with DOP before the conjugated verb. ...
3015 FRENCH MARK SCHEME for the May/June 2013 series
... As already indicated, five marks are available in any essay question. In general, the principle to be followed is that a communication point can only be awarded to a statement containing a verb in a recognisable and acceptable tense. Therefore, in Qu 1, where a past narrative is required, “L’homme a ...
... As already indicated, five marks are available in any essay question. In general, the principle to be followed is that a communication point can only be awarded to a statement containing a verb in a recognisable and acceptable tense. Therefore, in Qu 1, where a past narrative is required, “L’homme a ...
Parts of Speech
... You need to know the functions of these eight parts of speech so that you will be able to understand the rest of this book and profit from your study of basic English. At this stage you should not expect to be able to identify the functions of all words in all sentences. A word of caution: English i ...
... You need to know the functions of these eight parts of speech so that you will be able to understand the rest of this book and profit from your study of basic English. At this stage you should not expect to be able to identify the functions of all words in all sentences. A word of caution: English i ...
V - Fountainhead Press
... You might think that sentences are structured in all languages the same as many English sentences: begin with a subject, add a verb, and end with an object (e.g., Sam drank the water). But not all languages are subject-verb-object (SVO) languages. Many are SOV (e.g., Sam the water drank), including ...
... You might think that sentences are structured in all languages the same as many English sentences: begin with a subject, add a verb, and end with an object (e.g., Sam drank the water). But not all languages are subject-verb-object (SVO) languages. Many are SOV (e.g., Sam the water drank), including ...
Grammar Rules for Writing in Schwarz`s class
... Verbs are said to be either active (The executive committee approved the new policy) or passive (The new policy was approved by the executive committee) in voice. In the active voice, the subject and verb relationship is straightforward: the subject is a be-er or a do-er and the verb moves the sente ...
... Verbs are said to be either active (The executive committee approved the new policy) or passive (The new policy was approved by the executive committee) in voice. In the active voice, the subject and verb relationship is straightforward: the subject is a be-er or a do-er and the verb moves the sente ...
What paradox? A response to Naigles (2002)
... in young children. The basic idea is that children look through a book containing pairs of pictures. For each pair they first hear (and in some conditions produce themselves by repeating) one described with, for example, a passive sentence (e.g. “The car got smashed by the tree”); then they are aske ...
... in young children. The basic idea is that children look through a book containing pairs of pictures. For each pair they first hear (and in some conditions produce themselves by repeating) one described with, for example, a passive sentence (e.g. “The car got smashed by the tree”); then they are aske ...
ANOTHER LOOK AT PARTICIPLES AND
... sitting on a bench. I watched one of the jogging men for a while and then I went up to the *unjogging woman. ...
... sitting on a bench. I watched one of the jogging men for a while and then I went up to the *unjogging woman. ...
appositive - WordPress.com
... Although Kim and her family did not have much money, they found a way to help her attend college. ...
... Although Kim and her family did not have much money, they found a way to help her attend college. ...
Possession and property concept predication in Huave
... The possessive strategy of predication is the preferred and most frequent one in the context of degree modification by xu or xuwe ‘very’, as illustrated by the data in (14). For some speakers it appears to be limited to the degree-modification context, with ñi-prefixation being obligatory in all ot ...
... The possessive strategy of predication is the preferred and most frequent one in the context of degree modification by xu or xuwe ‘very’, as illustrated by the data in (14). For some speakers it appears to be limited to the degree-modification context, with ñi-prefixation being obligatory in all ot ...
WAYS OF TRANSLATING THE PARTICIPLES AND PARTICIPIAL
... form of the verb, i.e., with the help of the simple verbal predicate: «I can see you marrying after «Ти, бачу, як підіп'єш, то ще a drink too many.» (Greene) станеш женихатися тут.» Some objective with the present participle construction may be translated with the help of two object subordinate clau ...
... form of the verb, i.e., with the help of the simple verbal predicate: «I can see you marrying after «Ти, бачу, як підіп'єш, то ще a drink too many.» (Greene) станеш женихатися тут.» Some objective with the present participle construction may be translated with the help of two object subordinate clau ...
Sentence Patterns
... Pattern #9: Open with an adverb clause. 1. An adverb (adverbial) clause has a subject and a predicate but cannot stand alone as its own sentence. 2. Common adverb clause beginners: after, although, as, because, before, if, in order that, since, so, though, unless, until, when, where, while. 3. Use a ...
... Pattern #9: Open with an adverb clause. 1. An adverb (adverbial) clause has a subject and a predicate but cannot stand alone as its own sentence. 2. Common adverb clause beginners: after, although, as, because, before, if, in order that, since, so, though, unless, until, when, where, while. 3. Use a ...
Context Effects on Frame Probability Independent of Verb Sense
... and collocational context (e.g., the occurrence of a verb with particular nouns). To summarize, GermaNet and Wahrig take very different approaches to word senses, by focusing on semantic relations and on syntactic contexts, respectively. As we will see below, both resources nevertheless agree on the ...
... and collocational context (e.g., the occurrence of a verb with particular nouns). To summarize, GermaNet and Wahrig take very different approaches to word senses, by focusing on semantic relations and on syntactic contexts, respectively. As we will see below, both resources nevertheless agree on the ...
Subject pronoun is used as the subject of the sentence
... When using a pronoun , you should be sure that it refers to its antecedent clearly. The pronoun must also agree with its antecedent in gender and number. Bob is going to the mall. She is bringing his friends with her. Incorrect. Bob is going to the mall. He is bringing his friends with him. Correct. ...
... When using a pronoun , you should be sure that it refers to its antecedent clearly. The pronoun must also agree with its antecedent in gender and number. Bob is going to the mall. She is bringing his friends with her. Incorrect. Bob is going to the mall. He is bringing his friends with him. Correct. ...
Supersense Tagging of Unknown Nouns using Semantic Similarity
... This paper describes an unsupervised approach to supersense tagging that does not require annotated sentences. Instead, we use vector-space similarity to retrieve a number of synonyms for each unknown common noun. The supersenses of these synonyms are then combined to determine the supersense. This ...
... This paper describes an unsupervised approach to supersense tagging that does not require annotated sentences. Instead, we use vector-space similarity to retrieve a number of synonyms for each unknown common noun. The supersenses of these synonyms are then combined to determine the supersense. This ...
Adjective Classes : a Cross-linguistic Typology
... Long form adjectives are predictable: each adjective has all the forms, and the native speaker has no problem in producing them. They have fixed stress, typically on the stem, as with novyj 'new', less commonly on the ending. Adjectives are inflectionally considerably more regular than nouns or verb ...
... Long form adjectives are predictable: each adjective has all the forms, and the native speaker has no problem in producing them. They have fixed stress, typically on the stem, as with novyj 'new', less commonly on the ending. Adjectives are inflectionally considerably more regular than nouns or verb ...