Information structure and grammaticalization
... copula with non-verbal predicates.7 If both are missing, the main clause of a cleft sentence reduces to the focused constituent. The extrafocal clause commonly takes the form of a complement clause subordinated by the universal subordinator (‘that’). It is open in the sense that one of its arguments ...
... copula with non-verbal predicates.7 If both are missing, the main clause of a cleft sentence reduces to the focused constituent. The extrafocal clause commonly takes the form of a complement clause subordinated by the universal subordinator (‘that’). It is open in the sense that one of its arguments ...
NEW FIRST STEPS IN LATIN
... Latin plays an important role in the cognitive development of all young adolescents. It is based on a new idea, that learning Latin by the grammar-translation method can help students who process language in non-standard ways to become aware of language and their own use of it. In 1995-96, two membe ...
... Latin plays an important role in the cognitive development of all young adolescents. It is based on a new idea, that learning Latin by the grammar-translation method can help students who process language in non-standard ways to become aware of language and their own use of it. In 1995-96, two membe ...
Situation entity types (annotation manual).
... (a) Aspect is sometimes used as a cover term for the perfective-imperfective distinction. This dimension of aspect is also know as viewpoint aspect (Smith, 1991). While the perfective aspect describes a situation consisting of a single event that does not have any internal structure, the imperfecti ...
... (a) Aspect is sometimes used as a cover term for the perfective-imperfective distinction. This dimension of aspect is also know as viewpoint aspect (Smith, 1991). While the perfective aspect describes a situation consisting of a single event that does not have any internal structure, the imperfecti ...
the distribution and role of relative clauses in different text types
... etc. The non-subject position [15] is strongly preferred across all the texts since it does not interrupt the connection between the subject and the verb in the main clause. [15] The balance is higher in proportion to the prices of goods –to the work that money has to perform. [R-APe-31] “That” occu ...
... etc. The non-subject position [15] is strongly preferred across all the texts since it does not interrupt the connection between the subject and the verb in the main clause. [15] The balance is higher in proportion to the prices of goods –to the work that money has to perform. [R-APe-31] “That” occu ...
Chapter 9 Parsing Strategies
... the construction of a parse tree. For instance, when parsing bottom-up and depth-first, these strategies do not say which word in the input string we should start with. We could start with the first, but this is only one possibility. When parsing top-down, any of the possible constituents of the pre ...
... the construction of a parse tree. For instance, when parsing bottom-up and depth-first, these strategies do not say which word in the input string we should start with. We could start with the first, but this is only one possibility. When parsing top-down, any of the possible constituents of the pre ...
العدد/9 مجلة كلية التربية الأساسية/ جامعة بابل أيلول/2012م English
... exemplificatory sense, for instance, for example, thus. ...
... exemplificatory sense, for instance, for example, thus. ...
Morpho-syntactic resources for the organization of same
... and Hebrew speakers engage in simple recycling about two-thirds of the time, while German speakers make less frequent use of simple recycling. Second, we found that English speakers frequently recycle back to the subject pronoun of a clause, while Hebrew and German speakers make much less use of sub ...
... and Hebrew speakers engage in simple recycling about two-thirds of the time, while German speakers make less frequent use of simple recycling. Second, we found that English speakers frequently recycle back to the subject pronoun of a clause, while Hebrew and German speakers make much less use of sub ...
Practice - Macmillan/McGraw-Hill
... 2. He and his friends meet on Saturday afternoons to work on their layout. 3. Several of the club members are creating a model of the New York Central Railroad’s “Water Level Route.” 4. This route ran from New York City to Chicago. 5. Travelers enjoyed the beautiful scenery along the Hudson River. 6 ...
... 2. He and his friends meet on Saturday afternoons to work on their layout. 3. Several of the club members are creating a model of the New York Central Railroad’s “Water Level Route.” 4. This route ran from New York City to Chicago. 5. Travelers enjoyed the beautiful scenery along the Hudson River. 6 ...
Practice - TeacherLINK
... 2. He and his friends meet on Saturday afternoons to work on their layout. 3. Several of the club members are creating a model of the New York Central Railroad’s “Water Level Route.” 4. This route ran from New York City to Chicago. 5. Travelers enjoyed the beautiful scenery along the Hudson River. 6 ...
... 2. He and his friends meet on Saturday afternoons to work on their layout. 3. Several of the club members are creating a model of the New York Central Railroad’s “Water Level Route.” 4. This route ran from New York City to Chicago. 5. Travelers enjoyed the beautiful scenery along the Hudson River. 6 ...
Basic Grammar and Usage
... which they occur. “C” exercises require students to compose their own sentences, such as writing one sentence using who in a restrictive clause and another using who in a nonrestrictive clause. To help in holding the students’ interest, most of the “A” and “B” exercises are written in narrative form ...
... which they occur. “C” exercises require students to compose their own sentences, such as writing one sentence using who in a restrictive clause and another using who in a nonrestrictive clause. To help in holding the students’ interest, most of the “A” and “B” exercises are written in narrative form ...
Appendir A
... having to do with "you"; 3'operson:pronounshaving to do^witheveryoneelse) singularnominative:I, you, he, she,it . plural nominative:we, you, they . singularobjective:me, you, him, her, it . plural objective:us, you, them singularpossessive:my, your, his, her, its, mine, yours . plural possessive:our ...
... having to do with "you"; 3'operson:pronounshaving to do^witheveryoneelse) singularnominative:I, you, he, she,it . plural nominative:we, you, they . singularobjective:me, you, him, her, it . plural objective:us, you, them singularpossessive:my, your, his, her, its, mine, yours . plural possessive:our ...
primary argument case-marking in baltic and finnic
... employ the genitive (Baltic, Greek) or dative (Celtic, Germanic) to express the ablative function. The East-Baltic languages and Slavic (i)o-stem genitive singular ending has a remnant from the ablative *-ā (lith. vilko, la vilka, ocs vlъka). The original fundamental meaning of the ablative case was ...
... employ the genitive (Baltic, Greek) or dative (Celtic, Germanic) to express the ablative function. The East-Baltic languages and Slavic (i)o-stem genitive singular ending has a remnant from the ablative *-ā (lith. vilko, la vilka, ocs vlъka). The original fundamental meaning of the ablative case was ...
Grammar 6
... • Order steps from first to last. • Introduce characters, set the scene, and show action. • Save the most important idea until last and build up to it. • Use sequence words and phrases such as first, later, in the end, and now. • Use signal words such as both and neither to ...
... • Order steps from first to last. • Introduce characters, set the scene, and show action. • Save the most important idea until last and build up to it. • Use sequence words and phrases such as first, later, in the end, and now. • Use signal words such as both and neither to ...
The Bamunka Noun Phrase
... The second line of each example is based on the most current orthography (Blackwell, 2011) but is broken down into individual morphemes, with some spelling adjustments, as deemed necessary to reflect the analysis. Any syllable-final /ŋ/ represents nasalisation of the vowel. It does not represent a s ...
... The second line of each example is based on the most current orthography (Blackwell, 2011) but is broken down into individual morphemes, with some spelling adjustments, as deemed necessary to reflect the analysis. Any syllable-final /ŋ/ represents nasalisation of the vowel. It does not represent a s ...
Commas
... Words in a Series Sugar cane, bananas, and citrus fruits are grown in Jamaica. [nouns] Yesterday I dusted, vacuumed, and mopped. [verbs] The day was wet, cold, and windy. [adjectives] ...
... Words in a Series Sugar cane, bananas, and citrus fruits are grown in Jamaica. [nouns] Yesterday I dusted, vacuumed, and mopped. [verbs] The day was wet, cold, and windy. [adjectives] ...
Appendix - McGraw Hill Higher Education
... The classroom contained an aquarium, birdcage, and rabbit hutch. ...
... The classroom contained an aquarium, birdcage, and rabbit hutch. ...
Challenging stereotypes about academic writing: Complexity
... explicit in meaning than alternative styles that employ elaborated structures. This generalization holds for a wide range of different grammatical devices that are especially common in academic writing (but rare in speech). Further, academic writing has changed dramatically over the past century to ...
... explicit in meaning than alternative styles that employ elaborated structures. This generalization holds for a wide range of different grammatical devices that are especially common in academic writing (but rare in speech). Further, academic writing has changed dramatically over the past century to ...
LANGUAGE EXPRESSIONS PRETEST SG
... Help the student understand adjectives by having him or her underline both the adjectives and the words they modify (describe) in sentences such as: Sentence: We drove the blue car down a bumpy road. Ask the student which words describe the car and the road. Explain that "blue" and "bumpy" are adjec ...
... Help the student understand adjectives by having him or her underline both the adjectives and the words they modify (describe) in sentences such as: Sentence: We drove the blue car down a bumpy road. Ask the student which words describe the car and the road. Explain that "blue" and "bumpy" are adjec ...
English_Usage(VistaMind) - mba-prep
... The Section of Verbal Ability in CAT tests your grasp of English grammar, English syntax and English diction through 15 questions featured in its English section. These questions do not occur as a single group in the CAT, but are interspersed among questions on Reading Comprehension and Logical Reas ...
... The Section of Verbal Ability in CAT tests your grasp of English grammar, English syntax and English diction through 15 questions featured in its English section. These questions do not occur as a single group in the CAT, but are interspersed among questions on Reading Comprehension and Logical Reas ...
Home Study Guide - JWoodsDistrict205
... Help the student understand adjectives by having him or her underline both the adjectives and the words they modify (describe) in sentences such as: Sentence: We drove the blue car down a bumpy road. Ask the student which words describe the car and the road. Explain that "blue" and "bumpy" are adjec ...
... Help the student understand adjectives by having him or her underline both the adjectives and the words they modify (describe) in sentences such as: Sentence: We drove the blue car down a bumpy road. Ask the student which words describe the car and the road. Explain that "blue" and "bumpy" are adjec ...