More than One Sense Per Discourse
... the question is important for word sense tagging. If a word appears with only one meaning in a discourse then we can disambiguate only one occurrence and tag the rest of the instances with that sense. Prior work on the number of senses per discourse was reported in [Gale et al. 92]. Their work was ...
... the question is important for word sense tagging. If a word appears with only one meaning in a discourse then we can disambiguate only one occurrence and tag the rest of the instances with that sense. Prior work on the number of senses per discourse was reported in [Gale et al. 92]. Their work was ...
18 The definite article
... 21.6 Adjectives used as nouns ................................................................................................ 17 21.7 Adjectives denoting nationalities .................................................................................... 18 21.8 one/ones after adjectives ............ ...
... 21.6 Adjectives used as nouns ................................................................................................ 17 21.7 Adjectives denoting nationalities .................................................................................... 18 21.8 one/ones after adjectives ............ ...
universidaddechile david m. feldman some structural
... mood was expressed by inflection. In addition to indicative and subjunctive, which Spanish still expresses morphologically, Indo-European could express moods such as possibility, order, and desire by inflection. In Avestan, for example, baraé-sá means 'you would be able to carry'. Sanskrit váráyati ...
... mood was expressed by inflection. In addition to indicative and subjunctive, which Spanish still expresses morphologically, Indo-European could express moods such as possibility, order, and desire by inflection. In Avestan, for example, baraé-sá means 'you would be able to carry'. Sanskrit váráyati ...
clause - cloudfront.net
... •Characters can be animals or objects that can speak •The story often teaches a lesson or moral •Good or smart wins over evil or unintelligent •The story is told using the words he, she or it •Actions or words are often repeated (in a pattern) •The story has an exciting “high point” at the end ...
... •Characters can be animals or objects that can speak •The story often teaches a lesson or moral •Good or smart wins over evil or unintelligent •The story is told using the words he, she or it •Actions or words are often repeated (in a pattern) •The story has an exciting “high point” at the end ...
VI - Eng - II - St. Claret School
... 53. Make sentences of your own with the following words: bevy – 54. Make sentences of your own with the following words: mob – 55. Make sentences of your own with the following words: orchard – 56. Make sentences of your own with the following words: team – 57. Make sentences of your own with the fo ...
... 53. Make sentences of your own with the following words: bevy – 54. Make sentences of your own with the following words: mob – 55. Make sentences of your own with the following words: orchard – 56. Make sentences of your own with the following words: team – 57. Make sentences of your own with the fo ...
Instructions
... A preposition is a word that begins a prepositional phrase and shows the relationship between its object and another word in the sentence. A preposition must always have an object. A prepositional phrase starts with a preposition, ends with an object, and may have modifiers between the proposition a ...
... A preposition is a word that begins a prepositional phrase and shows the relationship between its object and another word in the sentence. A preposition must always have an object. A prepositional phrase starts with a preposition, ends with an object, and may have modifiers between the proposition a ...
A Semantic Argument for Complex Predicates*
... Alfred considered Agnes eligible. *Agnes eligible was considered by Alfred *Agnes eligible, Alfred considered. *It was Agnes eligible, that Alfred considered. ...
... Alfred considered Agnes eligible. *Agnes eligible was considered by Alfred *Agnes eligible, Alfred considered. *It was Agnes eligible, that Alfred considered. ...
english syntax the simple sentence
... The question of generation concerns the contrast between competence and performance: the TG grammarians are interested not in the actual utterance of the speaker (which are a matter only of “performance”) but in what is linguistically possible, in what the speaker can say (his “competence”). The ne ...
... The question of generation concerns the contrast between competence and performance: the TG grammarians are interested not in the actual utterance of the speaker (which are a matter only of “performance”) but in what is linguistically possible, in what the speaker can say (his “competence”). The ne ...
Ten-Minute Grammar
... Welcome to Ten-Minute Grammar! The goal of these units is to help students build a solid understanding of grade-level grammar concepts during the first ten minutes of the class period each day. Each unit goes through a progression in which new grammatical concepts are introduced (by discovery, as mu ...
... Welcome to Ten-Minute Grammar! The goal of these units is to help students build a solid understanding of grade-level grammar concepts during the first ten minutes of the class period each day. Each unit goes through a progression in which new grammatical concepts are introduced (by discovery, as mu ...
Sentence
... *Read this paragraph; in your journals, write a list of as many verbs as you can find in this paragraph: The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was ...
... *Read this paragraph; in your journals, write a list of as many verbs as you can find in this paragraph: The laughing girl was the only one we could hear. Everyone else stood in a stunned silence. All around the yard were the tree’s fallen branches. To think that the only thing left of the house was ...
9th Grade - Rialto Unified School District
... Prentice Hall materials related to selected readings ...
... Prentice Hall materials related to selected readings ...
Document
... *The pronoun it can also be used as a formal object, it is followed by an adjective or noun modifier by the phrase or clause Ex: I found it difficult to explain this to him He thought it no use going over the subject again ...
... *The pronoun it can also be used as a formal object, it is followed by an adjective or noun modifier by the phrase or clause Ex: I found it difficult to explain this to him He thought it no use going over the subject again ...
The Subject between Albanian and English Language
... In the following, the subject and predicate components of the declarative sentence will be treated. The grammatical subject occupies the first place in the sentence pattern and agrees with the finite of the predicate in number and person, its case is basically the nominative: Stufa ngroh dhomën. The ...
... In the following, the subject and predicate components of the declarative sentence will be treated. The grammatical subject occupies the first place in the sentence pattern and agrees with the finite of the predicate in number and person, its case is basically the nominative: Stufa ngroh dhomën. The ...
Adverbs
... speaking" in these circumstances, but the word "speaking" is seldom necessary. A focus adverb indicates that what is being communicated is limited to the part that is focused; a focus adverb will tend either to limit the sense of the sentence ("He got an A just for attending the class.") or to act a ...
... speaking" in these circumstances, but the word "speaking" is seldom necessary. A focus adverb indicates that what is being communicated is limited to the part that is focused; a focus adverb will tend either to limit the sense of the sentence ("He got an A just for attending the class.") or to act a ...
The Regular, Irregular, and Pronominal Commands
... Part II: Using Verbs Correctly with Questions, Commands, and Such Use the tu command when speaking to one person with whom you’re familiar. You use the vous command when speaking to one person with whom you aren’t familiar, a superior (like your boss or your professor), or someone older than you; an ...
... Part II: Using Verbs Correctly with Questions, Commands, and Such Use the tu command when speaking to one person with whom you’re familiar. You use the vous command when speaking to one person with whom you aren’t familiar, a superior (like your boss or your professor), or someone older than you; an ...
NOUNS: PERSON, PLACE, THING, (IDEA) PART OF SPEECH
... The bank robber dodged the bullet; however, Joey was shot seventeen times in the tibia. Susan appreciated the flowers; nevertheless, a Corvette would be a finer a gift. (C) Two independent clauses not joined by a conjunction are separated by a semicolon. [Independent clause] ; [independent clause] . ...
... The bank robber dodged the bullet; however, Joey was shot seventeen times in the tibia. Susan appreciated the flowers; nevertheless, a Corvette would be a finer a gift. (C) Two independent clauses not joined by a conjunction are separated by a semicolon. [Independent clause] ; [independent clause] . ...
actor-emphatic sentences in mäori
... predicate illustrated in (9) is a very common type of locational phrase in Mäori. Roto is one of a class of relational (usually called ‘local’) nouns which are very widely followed by prepositional phrases as here. These ‘prep + local noun + prep’ (e.g. ‘at the inside of’) combinations serve the pur ...
... predicate illustrated in (9) is a very common type of locational phrase in Mäori. Roto is one of a class of relational (usually called ‘local’) nouns which are very widely followed by prepositional phrases as here. These ‘prep + local noun + prep’ (e.g. ‘at the inside of’) combinations serve the pur ...
Tick the sentence that must end with a question mark. Tick one
... 27. Which sentence is written in the active voice? Tick one. The book was returned to the library yesterday. The assembly was held in the hall. The bad weather led to the cancellation. The floods were caused by the heavy rain. 28. Which sentence is punctuated correctly? Tick one. The wind was blowin ...
... 27. Which sentence is written in the active voice? Tick one. The book was returned to the library yesterday. The assembly was held in the hall. The bad weather led to the cancellation. The floods were caused by the heavy rain. 28. Which sentence is punctuated correctly? Tick one. The wind was blowin ...
lexical decomposition
... However, this is not decomposition in the strict sense. One would still need a further meaning postulate for inferring ‘Stefan had the ball’. Fodor and Lepore (, , objecting to Pustejovsky’s and Hale and Keyser’s work, respectively) are sceptical about all approaches to lexical decomposition ...
... However, this is not decomposition in the strict sense. One would still need a further meaning postulate for inferring ‘Stefan had the ball’. Fodor and Lepore (, , objecting to Pustejovsky’s and Hale and Keyser’s work, respectively) are sceptical about all approaches to lexical decomposition ...
ERGATIVITY AND UNACCUSATIVITY
... Further consideration, however, reveals that the asymmetry between (21b) and (22b) does not provide evidence for split-ergativity in Mandarin. Rather, it is merely an instantiation of the definiteness restriction discussed for (12) in the previous section. Given that subjects in post-verbal position ...
... Further consideration, however, reveals that the asymmetry between (21b) and (22b) does not provide evidence for split-ergativity in Mandarin. Rather, it is merely an instantiation of the definiteness restriction discussed for (12) in the previous section. Given that subjects in post-verbal position ...
Kaplan University Writing Center
... 1. Root: the root form has no endings and is the base form for all regular verbs. The root is the present tense verb for first person (I/we), second person (you), and third person (they) subject nouns. It is also paired with “will” to form the future tense, helping verbs such as “do” to form questio ...
... 1. Root: the root form has no endings and is the base form for all regular verbs. The root is the present tense verb for first person (I/we), second person (you), and third person (they) subject nouns. It is also paired with “will” to form the future tense, helping verbs such as “do” to form questio ...
Ideas for Teaching Grammar and Mechanics
... 1. A Picture is Worth a Thousand Verbs (visual, low) Cut out pictures in magazines that show action. Glue these to a sheet of paper and label them with an action verb. Teacher idea: Cut out pictures in magazines that show action. Post these on a large sheet of butcher paper and have student walk aro ...
... 1. A Picture is Worth a Thousand Verbs (visual, low) Cut out pictures in magazines that show action. Glue these to a sheet of paper and label them with an action verb. Teacher idea: Cut out pictures in magazines that show action. Post these on a large sheet of butcher paper and have student walk aro ...
Phrases
... • To kill Xerxes was Leonidas’ ultimate goal. • In the end, the Spartans were not the group to support. ...
... • To kill Xerxes was Leonidas’ ultimate goal. • In the end, the Spartans were not the group to support. ...
Studies of particular languages
... study, the use of the reflexive pronoun with the verb. The links between the proclitic me, te, se and the pronominal enclitics moi-meme, lui-meme are examined, and also the differences between 'inherent' reflexive verbs such as s'ivanouir, a. reciprocal verb like s'aimer and a reflexive like se lave ...
... study, the use of the reflexive pronoun with the verb. The links between the proclitic me, te, se and the pronominal enclitics moi-meme, lui-meme are examined, and also the differences between 'inherent' reflexive verbs such as s'ivanouir, a. reciprocal verb like s'aimer and a reflexive like se lave ...
THE SYNTAX OF ERROR
... on structural errors. Hence, the teacher despairs as he feels that such errors are random, unpredictable, and impossible to handle at the same time that he recognizes that they are the most serious problems than can appear in a student's papers. The impossibility of classifying structural errors pe ...
... on structural errors. Hence, the teacher despairs as he feels that such errors are random, unpredictable, and impossible to handle at the same time that he recognizes that they are the most serious problems than can appear in a student's papers. The impossibility of classifying structural errors pe ...