The noun phrase introducers of npChapter 4the noun phr.docx

The noun phrase: introducers of np
Chapter 4
the noun phrase:
introducers of NP
Determiners
Numerals
Quantifiers
Quantity without Q
Possessive NPs
WH- words
The noun phrase:
Introducers of np
Determiners
Encode:
Definiteness
Indefiniteness
Number
Proximity (closeness)
(Questions: see 6: WH- determiners)
determiners
Definiteness:
A definite noun (phrase) is known to both speaker and hearer
Determiners
Definiteness

Example 1:
Context: Ann walks in and says to Bob:
“The student is outside.”
Bob assumes from Ann’s phrasing that she is referring to
someone specific, and that he should know which student she
means. (He has to use non-linguistic sources to figure out which
student it is.)
Determiners
Definiteness
Example 2:
Same context: Ann walks in and says to Bob:
“The President is on TV right now.”
Bob assumes from Ann’s phrasing that she is referring to
someone specific, and that he should know which person she
means. (He has to use non-linguistic sources to figure out who
it is—in this case, it’s probably not difficult.)
Determiners
Indefiniteness
An indefinite noun (phrase) is NOT assumed to be known to
speaker and hearer.
Determiners
Indefiniteness
Example 1:
Context: Ann walks in and begins to talk to Bob:
“A student is outside.”
Bob assumes she will explain which student is outside.
Determiners
Indefiniteness

Example 1:
Context: Ann walks in and begins to talk to Bob:
“A president is outside.”
Bob assumes she will explain which president is outside. Since
there aren’t usually lots of Presidents to choose from, this
sentence is odd.
determiners
Number
Distinguish singular/plural
Examples:
A letter
Some letters / some writing
This letter
These letters
determiners
Proximity
Distinguish closeness to speaker or someone else;
demonstratives
Examples:
This letter (close to speaker)
That letter (close to someone else)
These letters
Those letters
determiners
Summary
Encode:
Definiteness/indefiniteness
Number: singular/plural

Proximity to speaker/other
numerals
Encode:
Number
Indefiniteness
Sequence (order)
numerals
Number
Examples:
One frog jumped in the pond.
Ten frogs jumped in the pond.
numerals
Indefiniteness
Example:
Two frogs jumped in the pond.
The speaker and hearer are not assumed to know which
particular frogs jumped in the pond, just how many did it.
numerals
Indefiniteness
Compare:
Two frogs jumped in the pond.
Those two frogs jumped in the pond.

numerals
Sequence (order)
Example:
The first frog jumped in the pond.
The second frog jumped in the pond.
Tells which frog based on its order relative to others:
Called ordinal numbers
Numerals:
Phrase structure rule
NP
Det
Num
N
the
second
frog
NP
Det
N
a
frog
NP
N
frogs
numerals
Summary:
Numerals encode number
Numerals can encode indefiniteness
Numerals can encode order
Phrase Structure Rule:

quantifiers
What quantifiers “do” (in terms of meaning):
Pick out members of a set in ways other than by counting them
Examples:
Every student
Few students
No students
A student
quantifiers
Interpretation can be affected by other quantifiers
Example:
A chef appeared on every cooking show.
One chef appeared on all the shows.
Different chefs appeared on each show.
Quantifiers
Order of determiners and quantifiers
Det – Q:
the few tomatoes
the many chefs
Q – Det
all the stars
both the doctors
Order varies depending on the specific quantifier used
quantifiers

quantifiers
Summary
Quantifiers pick out members of a set
Quantifiers can be structurally ambiguous
Quantifiers can vary in their order relative to determiners
Quantity without q
Groups
Examples:
a gaggle of geese(a group of geese)
a herd of buffalo(a group of buffalo)
a school of fish(a group of fish)
Quantity without q
Analysis: complex Det
NP
Q
N
a gaggle of
geese
Quantity without q
Amounts
Examples:
a cup of sugar
a quart of milk
ten feet of lumber

Quantity without q
Summary:
Quantity can be expressed by complex phrases indicating a
group or amount
Possessive np
What are possessive NPs?
Full noun phrases that introduce nouns
Examples:
[the Queen of England]’s crown
[four player]’s scores
Possessive np
Tree illustration:
NP1
NP2
N
NP2
N
four
player’s
scores
Possessive NP
What is the form of possessive NPs?
Can include all elements of a noun phrase
End with a genitive case marker: ’s
Represented with curly brackets:

Possessive np
Properties of possessive NPs:
Are not determiners nor adjectives: are NPs
Determiners are words; Poss-NPs are phrases
Adjectives are words; Poss-NPs are phrases
Possessive np
Phrase Structure Rule for possessive NPs:
NP => { (Det) / (PossNP) } (Q) (NUM) N
N
Possessive NP
Summary
Poss-NPs are introducers of NP
Form of Poss-NP
Internal structure is NP
Genitive marker is added
Poss-NPs are phrases, not rule
NP => { (Det) / (PossNP) } (Q) (NUM) N

Wh- determiners
What are WH- determiners?
WH- determiners are interrogative (question) determiners
Wh- determiners
Properties of WH- determiners
Single words
Have same distribution as other determiners
Example:
[the books] arrived.
[which books] arrived?
Wh- determiners
Phrase Structure for WH- determiners
Appear in same position as other determiners:
NP => { (DET) / (Poss-NP) } (Q) (Num) N
Wh- determiners
Summary:
WH- determiners are a type of determiner
Interrogative
WH- determiners have same distribution as other determiners
CJ COMMON ASSESSMENT RUBRIC—UNDERGRADUATE
PROGRAMS March 2018

DNS = Did Not Submit N/A = Not Applicable to
Assignment
1
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
Unacceptable (1)
COMMUNICATION
Create documents and/or
deliver presentations in
standard academic
English that reflect
mature, well-considered
ideas, arguments, and
information using
appropriate media,
methods, subjects, and
technology.
Demonstrates
language use that

clearly and effectively
communicates
mature, well-
considered ideas,
arguments, and
information.
Organization is clear.
Presentation and
delivery are confident
and persuasive
(where applicable).
Audience, style, tone,
and perspective are
consistent and
appropriate to
assignment.
Few errors in
grammar, spelling,
and sentence
structure.
Documents or
presentations use
appropriate media,
methods, subjects,
and technology.
Demonstrates
language use that
communicates
mature, well-
considered ideas,

arguments, and
information, with
minor errors.
Organization is
apparent and mostly
clear.
Presentation and
delivery are mostly
confident and
persuasive (where
applicable).
Audience, style, tone,
and perspective are
mostly consistent and
appropriate to
assignment.
Minor errors in
grammar, spelling,
and sentence
structure.
Documents or
presentations use
Demonstrates
language use that
generally
communicates
mature, well-
considered ideas,
arguments, and
information, it

sometimes impedes
meaning.
Organization is
lacking and
sometimes unclear.
Presentation and
delivery are
developing, with
some lack of
confidence and
persuasion (where
applicable).
Audience, style,
tone, and
perspective are
sometimes
inconsistent or
inappropriate to
assignment.
Demonstrates
language use that
often impedes the
communication of
mature, well-
considered ideas,
arguments, and
information.
Organization is
inadequate,
confusing, and
distracting.

Presentation and
delivery are
inadequate, lacking
confidence, and
persuasion (where
applicable).
Audience, style,
tone and
perspective are
often inconsistent
and inappropriate to
assignment.
Frequent errors in
grammar, spelling,
and sentence
structure often
Demonstrates
language use that
does not clearly and
effectively
communicate
mature, well-
considered ideas,
arguments, and
information.
Organization is not
apparent.
Presentation and
delivery are
unacceptable with

little or no
confidence and
persuasion (where
applicable).
Audience, style,
tone, and
perspective are
inconsistent and
inappropriate to
assignment.
Frequent errors in
grammar, spelling,
and sentence
structure often
2
Unacceptable (1)
mostly appropriate
media, methods,
subjects, and

technology.
Errors in grammar,
spelling, and
sentence structure
sometimes distract
meaning or
presentation.
Documents or
presentations
mostly use
appropriate media,
methods, subjects,
and technology.
distract from
meaning or
presentation.
Documents and/or
presentations often
use inappropriate
media, methods,
subjects, and
technology.
distract from
meaning or
presentation.
Documents or
presentations use
inappropriate
media, methods,
subjects, or

technology.
CRITICAL THINKING
Synthesize different ideas,
beliefs, perspectives, and
approaches in the process
of arriving at conclusions or
solutions (includes ethical
reasoning and awareness of
cultural diversity).
Demonstrates
outstanding or
exemplary ability to
integrate different
ideas, beliefs,
perspectives and
approaches in the
process of arriving at
conclusions or
solutions as required
by the assignment
(includes issues
related to ethical
questions)
Demonstrates
outstanding or
incorporate multiple
and diverse
perspectives when
working with one’s
Demonstrates clear
ability to integrate

different ideas,
beliefs, perspectives
and approaches in
the process of
arriving at
conclusions or
by the assignment
(includes issues
related to ethical
questions).
Demonstrates clear
ability to incorporate
multiple and diverse
perspectives when
own and other
cultures (as
applicable).
Demonstrates
adequate or
proficient ability to
integrate, different
ideas, beliefs,
perspectives and
approaches in the
conclusions or
by the assignment
(includes issues
related to ethical
questions).

Demonstrates
adequate ability to
and diverse
perspectives when
own and other
Demonstrates
inadequate or
partially proficient
ability to integrate,
different ideas,
thoughts,
perspectives and
approaches in the
conclusions or
by the assignment
(includes issues
related to ethical
questions).
Demonstrates
ability to
and diverse
perspectives when
Demonstrates
limited ability to
integrate different
ideas, thoughts,
perspectives and

approaches in the
process of arriving
at conclusions or
solutions as
required by the
assignment
(includes issues
related to ethical
questions).
Demonstrates
limited ability to
and diverse
perspectives when
own and other
3
Unacceptable (1)
own and other
cultures (as

applicable).
cultures (as
applicable).
own and other
cultures (as
applicable).
cultures (as
applicable).
QUANTITATIVE REASONING
Present solutions, in a
variety of formats, to
quantitative problems from
a wide array of authentic
contexts and everyday life
situations.
Demonstrates
outstanding or
apply the principles
and methods of
mathematics to solve
quantitative
problems. Presents
solutions in format/s
ideal to the context

and situation.
Demonstrates clear
ability to apply the
principles and
methods of
mathematics to solve
quantitative
problems. Presents
especially suited to
the context and
situation
Demonstrates
adequate or
and methods of
mathematics to
solve quantitative
problems. Presents
appropriate to the
context and
situation
Demonstrates
inadequate or
ability to apply the
principles and
methods of
mathematics to
solve quantitative
problems. Presents

somewhat
appropriate to the
context and
situation
Demonstrates
limited ability to
and methods of
mathematics to
solve quantitative
problems. Presents
solutions but the
format used is not a
good fit to the
context and
situation
4
Unacceptable (1)
KNOWLEDGE OF CULTURE,

SOCIETY, AND THE
NATURAL WORLD
Integrate concepts,
principles, and methods
from a variety of disciplines
to apply to personal and
professional endeavors.
Demonstrates
outstanding or
integrate appropriate
concepts, principles,
and methods from a
variety of disciplines
(e.g., humanities,
natural, social, and
behavioral sciences)
to personal and
professional
situations as required
by the assignment.
Demonstrates clear
appropriate
and methods from a
(e.g., humanities,
to personal and
professional
situations as required

by the assignment.
Demonstrates
adequate or
integrate
appropriate
and methods from a
(e.g., humanities,
to personal and
professional
situations as
required by the
assignment.
Demonstrates
inadequate or
and methods from a
(e.g., humanities,
to personal and
professional
situations as
required by the
assignment.
Demonstrates

limited ability to
integrate concepts,
principles, and
methods from a
(e.g., humanities,
to personal and
professional
situations as
required by the
assignment.
INFORMATION LITERACY
Identify, evaluate, and use
valid information sources
and content effectively and
ethically.
Demonstrates
outstanding selection
and use of high
quality, credible, and
relevant sources to
develop ideas that
are appropriate to
the assignment.
Demonstrates ethical
utilization of sources
through varied
strategies (e.g.,
citations and
references,

paraphrasing,
summarizing, and
quoting)
Demonstrates clear
ability for
comprehensive
selection and use of
credible, relevant
sources to support
ideas that are
appropriate to the
assignment.
Demonstrates ethical
use of sources through
several strategies (e.g.,
citations and
references,
paraphrasing,
summarizing, and
quoting)
Demonstrates
adequate selection
and use of credible
and relevant sources
to support ideas that
are appropriate to
the assignment.
Demonstrates
ethical utilization of
sources through
consistent use of
strategies (e.g.,

citations and
references,
paraphrasing,
summarizing, and
quoting)
Demonstrates
appropriate, but
inadequate selection
and use of sources
to support ideas in
the writing.
Demonstrates
ethical utilization of
sources through
minimal or
inconsistent use of
strategies (e.g.,
citations and
references,
paraphrasing,
summarizing, and
quoting)
Demonstrates
inappropriate and
inadequate
sources to support
ideas in the writing.
Demonstrates
inadequate ethical
utilization of
sources.

5
Unacceptable (1)
INQUIRY AND ANALYSIS
Apply a methodical research
approach to gather
evidence to assess
problems, situations, and
events.
Demonstrates a
methodical research
approach in
gathering an
outstanding selection
of high-quality,
credible, and relevant
sources Uses sources
to develop sound
evidence
Synthesizes evidence

effectively to assess
problems, situations,
and events as
required by the
assignment
Demonstrates a
methodical research
approach and clear
ability for
comprehensive
credible, relevant
sources to develop
evidence gathered
through
Uses evidence to
assess problems,
situations, and events
as required by the
assignment
Demonstrates a
systematic research
approach to
adequately select
and use credible or
relevant sources to
develop evidence
Uses evidence
sufficiently to assess
problems,
situations, and
events as required

by the assignment
Demonstrates an
unreliable research
approach and
inadequate selection
and use of sources
to develop evidence
Misuses evidence to
assess problems,
situations, and
events as required
by the assignment
Demonstrates an
illogical research
approach and
inadequate
sources to develop
evidence
Fails to use evidence
to effectively or
appropriately assess
problems,
situations, and
events as required
by the assignment
Working knowledge of
criminal justice system

Demonstrates
thorough insight and
application of key
criminal justice
practices
Shows above average
insight and application
of key criminal justice
practices
Demonstrates average
insight and application
of key criminal justice
practices
Demonstrates below
average insight and
application of key
criminal justice
practices
Shows poor insight
and application of key
criminal justice
practices
Theory analysis and
application
Demonstrates
thorough and effective
analysis and
application of crime
causation theories

Demonstrates above
average ability to
analyze and apply
crime causation
theories
Shows average ability
to analyze and apply
crime causation
theories.
Shows below average
ability to analyze and
apply crime causation
theories.
Shows poor ability to
analyze and apply
crime causation
theories.
Law enforcement practices Demonstrates
thorough knowledge
and application of law
enforcement principles
and practices
Demonstrates above
average knowledge and
application of law
and practices
knowledge and
application of law

and practices
Demonstrates below
average knowledge
and application of law
and practice
Demonstrates poor
unacceptable
knowledge and
application of law
enforcement
principles and
practices
6
Unacceptable (1)
Homeland Security & Crisis
Management

Demonstrates
thorough knowledge
and application of
homeland security &
crisis management
principles and practices
Demonstrates above
average knowledge and
application of
homeland security &
crisis management
knowledge and
application of
homeland security &
crisis management
Demonstrates below
average knowledge
and application of
homeland security &
crisis management
principles and
practices
Demonstrates poor or
unacceptable
knowledge and
application of
homeland security &
crisis management
principles and

practices
Law and adjudication
process
Demonstrates
thorough
understanding and
application of the laws
concerning criminal
procedure
Demonstrates above
average understanding
and application of the
laws concerning
criminal procedure,
Shows average
understanding and
concerning criminal
procedure
Shows below average
understanding and
concerning criminal
procedure
Shows poor
knowledge and
concerning criminal
procedure

Corrections theories and
practices
Demonstrates
thorough
understanding of
correctional theories
and principles to
evaluate current
practices
Demonstrates above
of correctional theories
and principles to
evaluate current
practices
understanding of
and principles to
evaluate current
practices
Demonstrates below
of correctional
theories and principles
to evaluate current
practices
Demonstrates poor
understanding of
and principles to

evaluate current
practices
Some elements and language in this rubric were adapted based
on the American Association of Colleges and Universities
(AAC&U) Written Communication
Rubric
Valid Assessment of Undergraduate Education (VALUE)
Project
http://www.aacu.org/value/index.cfm
http://www.aacu.org/value/index.cfm
Chapter 4: Nouns
questions
What are countable nouns – what diagnostics (just –s plural or
any plural)?
Difference between direct and indirect objects
Case – in full NPs (not pronouns)
Chapter 4: Nouns
Semantic classes of nouns
Classes
Discussion
Morphology of nouns
Inflectional
Noun ‘creation’ (derivation)

Abstract nouns
Refer to intangibles: things we cannot see, hear, touch, etc.
Examples:
Originality, virtue
Concrete nouns
Refer to “tangibles”: things we can see, hear, touch, etc.
Examples:
Sushi, clouds, clicks
Pencil, sky
?? Dreams, goals?
Water
Common nouns
Refer to sets or classes of things, not to individual items in
those sets
Examples:
President, song, school
Chair, person, idea, clock
Proper nouns
Refer to individual members of some set or class
Examples:
Abraham Lincoln (president)
JUICE (by Lizzo)(song)
The UW (school)

Count nouns
Refer to things with “edges” or “boundaries”, so we can pick
out individuals
Examples:
carcars
tomatotomatoes
lakelakes
goose geese / mouse mice
syllabus syllabi
Mass nouns
Refer to things without edges or boundaries, so we cannot pick
out individuals
Examples:
Integrity, happiness, sand
*one integrity // some integrity
*a sand // some sand
MEASURE WORDS – cup of coffee, bucket of sand, lots of
happiness
Classes:
AbstractorConcrete
CommonorProper
MassorCount
Discussion:
Do nouns belong to just one class?

I saw Indira’s photograph.
Concrete
Common
Count
Discussion:
Serenity may be difficult to achieve.
Abstract
Common
Mass
Discussion:
Conclusion: A noun has multiple properties or classifications
Discussion:
Do nouns always have the same properties?
Compare:
She is Karen.
She is a Karen
Discussion:
Example:
Coffee
Abstract or concrete?
Common or proper?

Mass or count?
Discussion:
Example:
Coffee
Sue drank too much coffee.
(concrete, mass, common)
There are numerous coffees.
(abstract, count, common)
They ordered two coffees.
(concrete, count, common)
Discussion:
Conclusion: a noun can “change” classes
Summary
Three contrasts:
Abstract/concrete
Mass/count
Proper common
Nouns are classified according to each contrast
Nouns can change properties
Morphology of nouns:
Inflection
Number:

catcats
bag bags
childchildren
footfeet
…can be regular or irregular
inflection
Case
I me
weus
sheher
they them
Case inflection only occurs on pronouns in English
inflection
Case:
Case inflection only occurs on pronouns in English
Compare:
I met Kim in class.
Kim met me in class.
Morphology of nouns
Case inflection on noun phrases:
[the Queen of England]’s crown
derivation
Add derivational affixes

Examples:
Mysterious-ness ==> edgey -> edginess / bubbly – bubbliness
Obscure-ity
Affix-at- ion
motive motivate motivation
derivation
Compounding (combining words)
Examples:
air + port
dish + washer
window + dressing
Book + worm = bookworm, couchpotato
derivation
Other methods:
Coining, blending, etc
five hobbits walked up
I went to brunch with my friends
Morphology of nouns
Summary:
Inflectional morphology: number, case
Creation of nouns (derivation): derivational affixes and
compounding

Evidence for phrases
Chapter 3
The problem
What are the units in any sentence?
The problem
Example:
The little boat will sail to Alaska apparently.
The problem
Example:
The problem
Example:

The problem
Example:
The problem
Example:
The problem
Example:
Do semantically coherent units form syntactic units also? What
is the evidence?
Added animation: Question(s) appear on click.
*
Three types of evidence:
Movement phenomena
Coordination
Pronominalization

These processes apply to syntactic units.
Movement
Basic and non-basic orders
What can be moved
Types of movement
Nicole Chartier (NC) - Added this slide to be more like the
other two (coordination and pronominalization).
Movement
Basic order:
S – V- O
– VP
- NP
Movement
Non-basic orders:
Example:
Her best friend will buy shoes.
Shoes, her best friend will buy -.
Will her best friend – buy shoes?
Other orders, besides basic, are possible
*

Movement
Non-basic orders not produced by PS rules.
Produced by movement rules
Movement rules apply to units larger than words
Movement:
Active/Passive alternation
Active:
Hideo solved the problem.
Passive:
The problem was solved by Hideo
Movement:
The process:
Begin with active: S-V-O
Change form to passive:
Subject moves to right
Insert by
Object becomes subject
The form of the verb changes
Movement:
Hideo solved the problem.

Subject moves to the right:
Solved the problem Hideo
Insert by:
Solved the problem by Hideo
Object becomes subject:
The problem solved by Hideo
The form of the verb changes:
The problem was solved by Hideo.
Movement:
What doesn’t happen:
N doesn’t move by itself:
-- solved the problem by Hideo
* Problem was solved the by Hideo
Movement:
NP moves as a unit:
The problem was solved by Hideo.
Movement: Particle Shift
They turned over the rock.
They turned the rock over.

The process:
The particle moves to the right of NP
VP
V PRT NP
turned the rock
over
The process:
The particle moves to the right of NP
VP
V PRT NP
turned the rock
over
Movement:
Indirect Object Movement
Sue mailed the package to her friend.
Sue mailed her friend the package.

Movement:
The process:
The direct and indirect object phrases exchange places.
The preposition is omitted
Movement:
What doesn’t happen:
Movement of the noun by itself:
*Sue mailed friend the package her.
Movement: Summary
PS rules give basic order
Movement rules give a wider range of orders
Movement “respects” units:
Whole phrases move or are moved
Coordination (Conjunction)
About coordination
What can be coordinated
Constraints:
Coordinate structure constraint
Parallelism

Coordination
Coordinated structures contain two or more categories linked by
a coordinating conjunction (and, or, but, etc.)
Examples:
[[ Mary ] and [ Fred ] and [ Susan ] ]
[ [ bright yellow ] or [ faded green ] ]
Coordination
The whole structure behaves like it is the same category as the
conjoined categories.
Example:
[ [bright blue] or [ pale yellow] ]
Adj. phrase Adj. phrase
[ ________________________ ]
Adj. phrase
Coordination v. Subordination
Coordination
Coordination occurs when a phrase is joined with another
phrase:
Example:
S1, S2: [ S1 and S2 ]
Sue talked and Edna listened.
Subordination

Subordination (embedding) occurs when a phrase is contained
within another phrase:
Example:
S1, S2: [S1 NP [VP V S2 ]
Arthur wants James to write.
Nicole Chartier (NC) - I think this is an appropriate example of
embedding?
Coordination v Subordination
S
S1 and S2
Sue talked Edna listened
(S1 and S2 coordinated; neither is contained within the other.)
Coordination:
Coordination v. Subordination
S1
NP VP
Arthur
V S2
wants James to write
(S2 is subordinate to S1.)

Coordination
Triggered by “coordinating conjunctions”:
for, and, nor, but, or, yet, so
Coordination
What units can be coordinated?
S (=sentences)
Phrases
Words (heads)
Coordination
Coordinated S:
[S1 They walked up to the house together]
[S2 They went in through the open door]
[S [S1 They walked up to the house together] so/and
[S2 They went in through the open door]]
Coordination
Coordinated S:
S
S1 and S2

They walked up to the house together.
They went in through the open door.
Coordination
Coordinated Phrases:
The child picks the apples and gathers the corn.
[VP [VP1 picks the apples ] and [VP2 gathers the corn] ]
Coordination
Kim may read three articles or five reviews.
[NP [NP1 three articles ] or [NP2 five reviews ] ]
Coordination
Martin looked for his book in the study but not on his desk.
[PP [PP1 in the study ] but [PP2 not on his desk ] ]
Coordination

Sean is very happy yet somewhat confused.
[AdjP [AdjP1 very happy ] yet [AdjP2 somewhat confused ] ]
(Don’t worry about Adj and Deg too much yet)
Coordination
Coordinated Words:
I would like six or seven apples
[NP [ [NUM six ] or [NUM seven ] ] apples ]
Coordination
Coordinated Words:
I would like six or seven apples
(tree)
Coordination
Coordinated Words:
That bus goes into or near the station.
[PP [ [Prep into ] or [Prep near ] ] [the station ] ]
Coordination
Coordinated Words:

That bus goes into or near the station.
(tree)
Coordination
Constraints:
Coordination Structure Constraint
Parallelism Constraint
Coordination
Coordination Structure Constraint:
Coordinated structures undergo syntactic processes
(pronominalization and movement)
Coordinated units cannot be broken apart
Coordinate structures can undergo syntactic processes like
pronominalization and movement. But there are constraints on
how this can occur: the coordinated unit behaves like a unit: it
cannot be broken apart.
*
Coordination
Coordinate Structure Constraint:
Pronominalization:
Sue bought vegetables and fruit juice.
Sue bought them.
Sue bought what
Movement:

What did Sue buy?
Coordination
Coordinate Structure Constraint:
Pronominalization:
Sue bought vegetables and what
Movement:
* What did Sue buy vegetables and?
It isn’t possible to move part of a coordinate structure.
Coordination
Parallelism Constraint:
Units must be parallel. It isn’t possible to coordinate unlike
constituents.
Syntactic and Semantic parallelism
Coordination
Parallelism Constraint: Syntactic parallelism
Lee went to the store.
Lee went missing.
*Lee went to the store and missing.
(PP and AdjP)
Coordination
Parallelism Constraint: Semantic parallelism
Lee went to the store.

Lee went off his rocker.
*Lee went to the store and off his rocker.
PP and PP
(location / property: not parallel)
Coordination: Summary
Properties of coordinate structures:
Two or more categories linked by coordinate conjunctions
Coordinated categories can be Ss, phrases or words.
The entire category behaves like the same category as its
constituents
The entire category observes constraints:
CSC and Parallelism Constraint
Coordination:
Tree Diagram Practice
John bought one or two onions.
Coordination:

Tree Diagram Practice
John bought one carrot and two onions.
Pronominalization
What is pronominalization?
How pronominalization works
Interpretation
Grammatical properties
Pronouns and movement
Pronouns vs. proforms
Pronominalization
Replacement of a phrase by a proform
Pronominalization
The process:
Replace a whole phrase:

The interesting lecture began early.
It began early
*The interesting it began early
Why?
Pronouns replace NP, not N
Pronominalization
How we interpret pronouns:
Find antecedent
Two types of antecedents:
Linguistic antecedents
Pragmatic antecedents
Pronominalization
Linguistic antecedent:
A phrase that’s present in the same sentence or a previous
sentence
Example:
Speaker A: Kim left.
Speaker B: She did?
Pronominalization
Linguistic antecedent:
A phrase that’s present in the same sentence or a previous
sentence
Example:
Speaker A: Kim left.

Speaker B: She did?
Pronominalization
Pragmatic antecedent:
An antecedent that isn’t in a sentence
Example:
Mary, Evan and Gilbert usually meet at noon. Today Gilbert
only sees Evan. He says: “Where is she?”
Pronominalization
Grammatical Properties:
Pronouns show inflection for:
Person: I, you, he
Number: I, we
Case: I, me, my, mine
Gender: he, she (natural gender)
Grammatical Gender
French examples:
la table
the table
le chapeau
the hat
Pronominalization:

Pronouns & Movement
Pronouns can undergo movement:
Passives:
She was chased by the dog.
Pronominalization:
Pronouns & Movement
Pronouns can undergo movement:
Interrogatives:
Replace a phrase, then undergo “WH”-movement
They ordered the lasagna with salad.
They ordered WHAT?
WHAT did they order?
Interrogatives may also introduce a phrase:
Example:
The story that she wrote was good.
[NP Which story] that she wrote was good?
Pronominalization:
Pronouns & Movement
Pronominalization:
Pronouns v. Proforms
PronounsReplace NP

ProformsReplace other types of phrases
Pronominalization
Examples of proforms:
(1) Kim liked the movie.
I know it.
(2) They parked the car in the garage.
They put it there yesterday.
(3)The movie was too long.
We found it so as well.
Pronominalization: Summary
Grammatical Properties:
Pronouns show inflection for person, number, case, gender
Proforms can undergo movement
Pronouns vs. proforms:
Pronouns replace NP
Proforms replace other categories
Chapter 7: Adjectives
I. SEMANTICS of Adjectives
A.Modifiers and Predicates
B.Semantic Subclasses
C. =>Another classification: GRADABILITY
II. MORPHOLOGY of Adjectives
A.Derivation
B.Inflection
III. INTRODUCERS OF Adjectives

I. SEMANTICS OF ADJECTIVES
A. Modifiers and predicates
Adjectives provide descriptive information about nouns.
This occurs in two ways:
1. by functioning as ‘modifiers’
2. by functioning as ‘predicates’
1. Modifiers
a. Modifiers may be descriptive: specify more qualities of
objects
b. Modifiers may also be restrictive: limiting the set of objects
referred to by a (common) noun.
1. Modifiers
a. Descriptive Modifiers specify additional qualities:
Hortense solved that intricate, exasperating, puzzle.
Phil was wearing a longish, woolen jacket
1. Modifiers
b. Restrictive modifiers limit (restrict) the set of objects
referred to by a (common) noun:
Example:
Would you please hand me the pencil?
(There are several. Which one?)
The yellow pencil.
1. Modifiers
b. Restrictive modification
In: the yellow pencil
The common noun pencil refers to any pencil, or more precisely
all pencils (a class or set of objects)

The restrictive adjective pick out a subset of things that are
pencils
1. Modifiers
Footnote: Other categories also act as modifiers of nouns:
Would you hand me…
the pencil by your elbow (prepositional phrase)
the pencil I just bought (sentence: relative clause)
2. Predicates
Predicate: a property or quality that is affirmed or denied about
an object
This pencil is not sharp.
That pencil is yellow.
The NP refers to a pencil.
The Adjective phrase asserts something about it.
2. Predicates
Similar to our text examples (3) and (4):
(3) Please paint the blue house.
Blue is a modifier;
It may be restrictive: identifies which house should be painted
(4) Please paint the house blue.
Blue is a predicate. It asserts that the house should become
blue.
2. Predicates
One more example with an adjective as predicate:
The patrons left the theater happy.
Asserts:
- the patrons left the theater
- the patrons were happy at the time they left the theater

2. Predicates
Some adjectives cannot be predicates:
The alleged author of the essay (modifier)
*The author of the essay is alleged. (not a predicate)
Adjective is a lexical category:
It is an open class: many members, and new members can be
added
There are semantic subcategories of adjectives
NPs may have several adjectives as modifiers:
her old broken blue plastic cell phone
a bright cloudless crisp autumny day
1. Nationality: Japanese, African, American…
2. Personal: human, female, rich, poor, healthy, sick, friendly
3. Material: wooden/oaken/woven
4. Age/size: young, old, big, fat, small, little, ancient…
5. Color: green, orange, purple
Adjective subclasses occur in a fixed order, not just any order:
her old broken plastic cell phone
??her plastic broken old cell phone
It is not known why the order is fixed rather than free.

C. Another classification: GRADABILITY
GRADABILITY is the potential for variation in the degree to
which a property is present.
For example:
a messy room
(the quality of messiness is present)
a very messy room
(a higher degree of messiness is present)
C. Another classification: GRADABILITY
Not all adjectives are gradable:
a nuclear submarine
*a very nuclear submarine
a mere housefly
*a very mere housefly
I. SEMANTICS of Adjectives: Summary
A.Modifiers and Predicates
1. Inside NP: adjective modifiers specify qualities of the
noun; they may also restrict the reference of the NP
2. Outside NP, adjectives are predicates; they assert or deny
some property of the NP.
I. SEMANTICS of Adjectives: Summary
B.Semantic Subclasses There are several semantic subclasses;
these determine the order in which adjectives occur within NP.
C. Another classification: GRADABILITY: The potential for
variation in the amount or degree to which a quality is present.

II. MORPHOLOGY of Adjectives
A. Derivational
B. Inflectional
A. Derivational
New adjectives can be formed by two derivational processes:
1. Affixation
2. compounding
1. Affixation
Prefixes: (added to adjectives to form new ones)
un-: unclear, uncertain, unfair, unkind
in-/im-: immoderate, indescribable, inaudible
1. Affixation
Suffixes:
fiendish: fiend + -ish
ghoulish:
smartish: smart + -ish (somewhat)
reddish red + -ish (somewhat)
1. Affixation
Suffixes:
-ary: supplementary, planetary, secondary
-ous: anonymous, continuous, advantageous
-al: phenomenal, historical, normal
-ic: academic, altruistic, alphabetic, angelic
-some: awesome, irksome, nettlesome, troublesome
1. Affixation

Participles can be adjectives:
-ing: exciting, inviting, exhilarating
-ed: tired, deserted, refreshed
1. Affixation
Noun + -ly:
worldly, friendly ( => adjectives)
Adjective + -ly:
smoothly, probably, allegedly ( => adverbs)
2. Compounding
Examples:
far flung
sea green
bittersweet
hot-and-sour
II Morphology of Adjectives
B.Inflection
English Adjectives are inflected only for degree of comparison.
the friendly environment
the friendlier environment
the friendliest environment
B.Inflection
English Adjectives are inflected only for degree of comparison.
Syntactic form:
the interesting discussion(positive)
the more interesting discussion (comparative)
the most interesting discussion (superlative)

II. Morphology of Adjectives: Summary
A. Adjectives can be formed by derivational processes:
prefixation, suffixation, and compounding; some participles can
become adjectives.
B. Inflection: adjectives can be inflected for degree of
comparison.
III. Introducers of Adjectives
A. Semantic types of Introducers
B. The category of introducers
A. Semantic types of introducers
1. Comparison words
more/less
most/least
A. Semantic types of introducers
2. Intensity words:
very
too
so
quite
Introducers of adjectives are a closed class, functional category
They are not: N, V, Adj, Prep, Adv
These words have different distribution and morphological
properties
Proposed category: Degree

Categories of introduces so far:
Determiner
Quantifier
Numeral
Auxiliary (perfect, prog)
Evidence for Degree analysis (versus Adverb):
Adverbs can be used as Degree words, their meaning is one of
degree.
Examples:
Examples:
an incredible story
(can’t be believed; amazing)
an [incredibly short] story
(= degree of shortness is extreme & amazing)
Adverbs that can introduce adjectives are those whose meaning
is compatible with extreme degree
More examples:
a [richly deserved] reward
(very much deserved)
a [hotly contested] election
(very much contested)
Examples of Adverbs whose meaning is not just degree:
an [embarrassingly funny] mistake
an [outrageously complicated] solution

III. Introducers of Adjectives: Summary
A. Semantic types of Introducers: comparisons and intensity of
degree
B. The category of introducers: Degree
TOPICS
I. Phrases and Hierarchical structure
A. Words form larger units
B. How we represent units
II Phrase structure rules
A. What phrase structure rules represent
B. The form of PS rules
C. Making PS rules general
D. One-word phrases
III. Recursion
Notes!!!!!
1
Evidence: ambiguity
Best Western is a large motel chain.

[large motel] chain
large [ motel chain]
.
Evidence: ambiguity
[ [large motel] chain ]
[ large [ motel chain] ]
.
· °
••••
• • • •
[ [large motel] chain ] [large [ motel chain] ]
Evidence: ambiguity
[[large motel] chain]
[large [ motel chain]]
We can’t explain this without the concept of phrase—units
larger than the word.

labeled brackets
[NP the students [PP in [NP the class ]]]
labeled brackets
[NP the students [PP in [NP the class ]]]
Labelled brackets show:
-the units
-the type of units (groupings and category)
-hierarchical structure: one phrase contains another
Phrase structure rules represent:
-generalizations about how phrases are constructed

What is the form of PS rules?
-rewrite rules:
– N- PP
the book about Japanese
-rewrite rules:
– N- PP
How are the rules applied?
-rewrite rules:
– N- PP
How are the rules applied?
(How are applications of rules represented to show the structure
of individual sentences?)

One alternative:
A. Represent a sentence as a collection of
rewrite rules, with words plugged in:
“Messages with no attachments arrived from Sweden”
One alternative:
rew – VP1
– PP1
– NP2
– N2
– PP2
One alternative:
rewrite rules and rules of lexical insertion:
Insert:
N1 messagesD1 no
N2 attachmentsV1 arrived
N3 Sweden
P1 with
P2 from

A second alternative:
B. Convert each symbol to a set of labeled
brackets:
[S [NP1 [N1 messages] [PP1 [P1 with] [NP2 [D no]
[N2 attachments]]]] [VP1 [V1 arrived] [PP2 [P2 from]
[NP3 [N3 Sweden]]]]]
A third alternative:
C. Use Nodes and branches to represent the application of
rules:
- VP
NP VP
A third alternative:
C. Use Nodes and branches to represent the application of
rules:
- PP
NP VP
NPP

BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
the students in the class
NP
Det
the
NP
Det N
thestudents

NP
Det N PP
thestudents in the class
NP
Det N PP

NP
Det N PP
How can the rules be general enough to cover different cases?
How can the rules be general enough to cover different cases?
• Optional elements
• Two or more different elements can occupy the same
position.
Optional elements:
The rule:
– N- PP

does not cover these sentences:
Lee ordered pizza.
Carey ordered red wine.
– N- PP
This rule does not cover these sentences:
Lee ordered pizza.
(Why not?)
– N- PP
This rule does not cover these sentences:
Lee ordered pizza.
(Why not?) These sentences are missing Determiners in the
NPs; the rule given above would predict these phrases to be
illformed.
Solution

: modify the rule system to allow optional elements. Here, NP
contains N; it may also contain other words, but they’re
optional:
– N- (PP)
Can there be a one-word phrase?
Can there be a one-word phrase?
Yes:
Lee ordered pizza.
This sentence contains two one-word NPs.

position.
ate a c – NP
– S
position.
– NP
– S
NP
position.
– NP

– S
NP
(see p. 39)
III. Recursion
III. Recursion
What is recursion? The property of reproducing or regenerating
a phrase within another phrase of the same type
III. Recursion
What is recursion? The property of reproducing or regenerating
a phrase within another phrase of the same type
John
John’s sister

John’s sister’s mother
John’s sister’s mother’s cousin
III. Recursion
How do PS rules represent recursion?
III. Recursion
John’s sister
III. Recursion
John’s sisterNP
Poss NP N
sister
N
John’s

III. Recursion
John’s sister’s motherNP
Poss NP N
mother
Poss NP N
sister’s
N
John’s
III. Recursion
John’s sister’s motherNP
Poss NP N
mother
Poss NP N
sister’s
N
John’s
III. Recursion

Can you draw the tree?
III. Recursion
NP
PossNPN
PossNPNcousin
PossNP N mother’s
N sister’s
John’s
III. Recursion
What PS rules are needed to generate this phrase?
III. Recursion

What PS rules are needed to generate this phrase?
NP => (Poss NP) N
Poss NP => (Poss NP) N
IV. Summary
1. Words form larger units
2. Rewrite rules generate units.
3. The information in PS rules can be represented visually in
different ways: with labeled brackets or graphically with tree
diagrams.
4. Properties of the system:
IV. Summary
Properties of the system:
• rules can be made general by including optional elements
in parentheses.
– N – (PP)
• rules are potentially recursive: a phrase of a given type can

be embedded within another phrase of the same type.
- PP
V. Practice with PS Rules and Trees
Embeddings:
1. Joan said Marti discovered the answer.
2. Pam believes Joan said Marti discovered the answer.

Embeddings:
a desk with a drawer
a desk with a drawer with no handle
55
56

57
Structural ambiguity
a blouse with some beads from France

Carey bought blueberries from Greenbank Farm.
LING 100 Autumn 2016
Chapter 9

Part B
Outline
Intransitive Prepositions= Particles
A. Intransitivity
B. Syntax of Particles
C. Semantics of Particles
II.More Prepositional Phrases
A.Subordinating Prepositions
B. Prepositions with Participial VP
C. Complex Prepositional Phrases
I. Intransitive Prepositions = Particles
A. Intransitivity illustrated with verbs:

1. Intransitivity means no NP complement
[S NP AUX [VP V NP ]] (transitive)
[S NP AUX [VP V -- ]] (intransitive)
Intransitive Prepositions = Particles
A. Intransitivity illustrated with verbs:
2. Some verbs are always transitive. They always occur with a
complement NP:
a.*Fred bought.
b.Fred bought a book.
A. Intransitivity: illustrated with verbs
3. Some verbs are always intransitive:

a.Erin napped.
b.*Erin napped the dog.
A. Intransitivity: illustrated with verbs
4. Many verbs may be either transitive or
intransitive:
a.Ashley walked.
b.Ashley walked the dog.
A. Intransitivity
5. Prepositions are most often transitive: (they occur with
a noun phrase object)
a. We jumped over the bridge.
b. Nobuko looked out the window.

A. Intransitivity
6. Intransitive Prepositions have no NP
complement:
a. We jumped up/around/in/down.
b. Nobuko looked out/away/up.
A. Intransitivity
7. Some Prepositions may be either transitive or intransitive:
a. Anya looked out.
b.Anya looked out the window.

A. Intransitivity
8. Other prepositions are always transitive:
a.We ate popcorn during the movie.
b.*We ate popcorn during.
A. Intransitivity: terminology
9. Intransitive prepositions are called
particles.
a. Steve walked around. = Particle
b. He walked around the park. = Preposition
B.Syntax of Particles
How do we represent intransitive P?

B.Syntax of Particles: Intransitive PP:
Two alternatives:
VPVP
VPrtVPP
walk around walk
Prt
around
S
NPVP
NV Prt
Nobukowalked around

S
NPVP
NV PP
Nobuko walked
Prt
around
1.Some Particles appear to be transitive:
a.We turned out the light.
b.The students handed in the papers.
c.He put on his hat.

The structure is:
VP
V PrtNP
turned out the light
Notice: Prt and NP do not form a constituent.
VP
V PrtNP
turned out the light

Evidence: particle movement.
VP
V NP Prt
turned the light out
Transitive prepositions do not switch order with their
complements:
a.We ate popcorn during the movie.
b.*We ate popcorn the movie during.

B. Transitive prepositions do not allow particle movement:
VP
VNPPP
ate
N PNP
popcorn during
the movie
3.Phrase structure for Particles: the particle branches from VP,
not PP; there is no spot for an object of PP:
VP
V PrtNP

Question: using the tree below, explain why this sentence is
ungrammatical:
*Kumiko turned off the light and on the faucet.
VP
V PrtNP
4.Evidence that NP is an object of V, not P: The verb can be
passivized:
a. Richard turned out the light.
b.The light was turned out (by Hortense).

4.Evidence that NP is an object of V, not P: The verb can be
passivized:
a. Mike turned [ at the corner.]
b.The corner was turned [ at --- ]
(by Mike).
B.Syntax of Particles: Conclusion
1. Particles are represented by the category: Prt
2. Tests for Particles versus transitive Prepositions:
a. Particle movement
b. Conjunction: if P+NP can undergo conjunction, they form a
phrase.

B.Syntax of Particles: Question
If we assume that where is a PP proform, why are B and C
ungrammatical continuations of the dialogue in A?
A: John turned away his friends.
B. *He turned where?
C. *Away his friends.
B.Syntax of Particles: Question
If we assume that where is a PP proform, why are B and C

ungrammatical continuations of the dialogue in A?
Answer: a proform can only replace a constituent;
[ away his friends ] is NOT a unit.
A: John turned away his friends.
B. *He turned where?
C. *Away his friends.
B. Syntax of Particles
5. Revised PS rule for PP:
C. Semantics of Particles
1. Two subclasses of Particles.

a. Directional Particles
b. Non-directional “verbal particles”
B. Semantics of Particles
Directional particles have spatial meaning that indicates
direction in space.
Fred took the recycling boxes in.
Mary looked away/up/in/out/down.
Hortense pushed the box over/out/back.
Directional particles can often alternate with transitive
prepositions:
Fred took the recycling boxes in.

Fred took the recycling boxes in the garage.
4. Non-directional “verbal particles” combine with a verb to
form idiomatic meaning.
(Idiomatic: not predictable from the meanings of the parts)
4. Non-directional “verbal particles” combine with a verb to
form idiomatic meaning.
a. John ran up. (directional particle)
b. John ran up the hill. (transitive prep.)
c. John ran up a big bill. (verbal particle)
NON-SPATIAL V+P (=accumulate); idiomatic

5. More examples:
a. Sue turned out the light.
= extinguished NON-SPATIAL
b. Boris gave up.
= surrendered NON-SPATIAL
6. Particle Shift applies freely to non-directional particles:
Sue turned out the light/ turned the light out
Fred gave up the seat./gave the seat up
They talked over the issue / talked the issue over
We looked up the answer / looked the answer up
Mary took over the project / took the project over
Kumiko set up the chairs/ set the chairs up
7. Directional particles are often structurally ambiguous:
Galen turned around the statue.

7. Directional particles are often structurally ambiguous:
Questions:
Is this sequence ambiguous?
Can you give two tree diagrams for it?
S
NP Aux VP
Past
N VPrt NP
Galen turned around
the statue

S
NP Aux VP
Past
N VPP
Galen turned
P NP
around
the statue

B.Syntax of Particles: Particle shift
a.We turned out the light.
VP
V PNP
turned out the light becomes…
B.Syntax of Particles: Particle Shift
a.We turned the lightout.
VP
V NP P
turned the light out

Summary
A. Intransitivity: no NP object
B. Syntax of Particles: branch from VP, not PP
C. Semantics of Particles:
i.Directional particles
ii. “Verbal particles”
B. Participial VP complements
C. PP complements:
Complex Prepositional Phrases

1. Prepositions can have NP or S objects:
PP->(MOD)PNP
S
1. Example:
Mary left after the movie. ( P – NP)
Mary left after Sue arrived. ( P - S )
2.Structure:Mary left after Sue arrived

tree diagram…
Mary left after Sue arrived. ( P - S )
S
NP VP
Mary leftv PP
P S
after
Sue arrived
II. More prepositional phrases
2. Prepositions can have participial VP objects:
a. After watching the game
b. Before talking to John

c. By selecting the right channel
II. More prepositional phrases
3. Prepositions can have PP objects:
a. Hortense walked out on the bridge.
b. They looked down in the basement.
c. Edward flew up in the clouds.
PS RULE:
NP
PP->(MOD)P S
VP
PP

II. More Prepositional Phrases
Summary
PPs can have:
No complement = Particle
NP complement
S complement (subordinating preposition)
Participial VP complement
PP complement (complex prepositional phrases)
Chapter 11 Complements
Part II
Chapter 11, Part 1
I. Introduction
II. Subcategorization
III. Complements of Verbs

A. What phrases have complements
B. Direct object versus subjective complements
C. Objective complements
Chapter 11, Part 2
D. Prepositional Phrase complements
E. Indirect Objects
F. Adverb Phrase and Adverbial NP Complements
G. Wh-complements
H. Participial phrase complements
I. Tensed Clause complements
J. Infinitive and Bare infinitive complements
IV. Complements of other categories
D. PP complements
Illustration:
Judy talked about the election.

D. PP complements
Phrase structure:
VP
V PP
talked P NP
about Det N
the election
PP is the complement of the verb
Characteristics of Prep. Complements:
1. The verb determines the choice of P
Illustration:
1. The verb determines the choice of P:
Sue talked about the election.
*Sue talked from the election.
*Sue talked under the election.

The committee relied on our testimony.
*The committee relied to/for/with our testimony.
*The committee relied to/for/with our testimony.
Mary’s sister commented on her new hairdo.
*Mary’s sister commented with/about/from/toward…
Characteristics of Prep. Complements:Comparison: PP
MODIFIERS:Sue sang at the weddingSue sang about
the weddingSue sang for the weddingSue sang before
the weddingSue sang during the weddingSue sang
with her friends

Diagnostics for PP complements:
1. PP complements: the verb determines the preposition(s) that
are possible
Diagnostics for PP complements:
are possible
2. Complement PPs occur closer to the verb than modifiers:
2. Complement PPs occur closer to the verb than modifier PPs:
Sue laughed at the joke at the office.
Complement Modifier

2. Complement PPs occur closer to the verb than modifier PPs:
Sue laughed at the joke at the office.
Complement Modifier
*Sue laughed at the office at the joke.
are possible
2. Complement PPs occur closer to the verb than modifier PPs.
3. Verbs with PP Complements usually can be passivized.
3. Verbs with PP Complements usually can be passivized:
They laughed at the joke.
The joke was laughed at (by everyone).

3. Verbs with PP Complements usually can be passivized:
They laughed at the joke.
The joke was laughed at (by everyone).
Our testimony was relied on (by the committee).
3. Verbs with PP Complements usually can be
passivized:Compare: Verbs with PP modifiers cannot be
passivized in the same way:
They laughed at the office.
The office was laughed at. (* location meaning).

They laughed at the office.
The office was laughed at. (* location meaning).
Fred danced with his sister.
*His sister was danced with by Fred.
4. Phrase structure of PP complements:
VP
V NP

Phrase structure of Modifiers:
VP
VP PP
V at the wedding
Practice
Identify PP as complement or Modifier:
The judge arrived at a decision quickly.
Diagnostics: restricted choice of P?
passivization possible?
order relative to modifiers?
Practice #1
1. Choice of preposition is limited:

*The judge arrived from/about/of/to a decision quickly.
Practice #1
2. Passivization:
A decision was arrived at quickly.
Practice #1
3. Order relative to Modifiers:
*The judge arrived quickly at a decision.
Practice #1

Conclusion: In this example, PP is a complement
Practice #2
The neighbors talked over the fence.
Practice #2
1. Choice of preposition:
They talked around the watercooler
They talked beside/through the window
Practice #2
2. Passivization

They talked over the fence.
*The fence was talked over (by them).
Practice #2
3. Order relative to Modifiers:
They talked for an hour over the fence.
Practice #2
Conclusion: PP is a modifier.
E. Indirect objects
1. Example:
Sue gave Mort an apple.
VP

V NP NP
gave Mort an apple
E. Indirect objects
1. Example:
Sue gave Mort an apple.
VP
V NP NP
gave Mort an apple
Indirect Object
E. Indirect objects
2. Diagnostic:
NP undergoes ‘Indirect Object Movement’:
Sue gave Mort an apple

E. Indirect objects
2. Diagnostic:
NP undergoes ‘Indirect Object Movement’:
Sue gave Mort an apple to Mort
E. Indirect objects
3. Practice: is the underlined an IO?
The director considered the film a success.
E. Indirect objects
3. Practice: is the underlined an IO:
The director considered the film a success.
*The director considered a success to the film.
Conclusion: NP is not an IO.

E. Indirect objects
The director will mail the producer a check.
E. Indirect objects
The director will mail the producer a check.
The director will mail _ a check to the producer.
1. Examples: Adverb Phrase complements
The host worded the invitation carefully.
She phrased her response smoothly.
That poetry translates easily.

These shirts wash well.
2. Examples: Adverbial NP complements
They will go home/downtown.
3. Examples: NPs of amount or measure:
The fish weighs ten pounds.
It will cost fifty dollars.
4. Diagnostics for Adverbial NP complements
Adverbial NPs cannot appear in passive sentences:
*Fifty dollars are cost by the fish.

Adverbial NPs occur with verbs of measure: weigh, cost
G. Wh-complements
1. Examples:
Anya wondered who arrived.
G. Wh-complements
1. Examples:
Anya wondered who arrived.
The agent asked if the flight was on time.
G. Wh-complements
2. Wh-complements are possible with certain verbs:
wonder
ask
(not) know
(not) be certain

(not) decide
G. Wh-complements
3. The form of Wh-complements:
The complement is introduced by a Wh-phrase or by an
interrogative complementizer: if, whether
G. Wh-complements
3. The form of Wh-complements: if, whether
Mary asked if Sue made the pizza for dinner last night.
G. Wh-complements
3. The form of Wh-complements: if, whether
Mary asked if Sue made the pizza for dinner last night.

Mary asked whether Sue made the pizza for dinner last night.
G. Wh-complements3. The form of Wh-complements: Wh-
phrase
Mary asked --
… who made the pizza for dinner last night.
… which chef made the pizza for dinner
last night.
… what Sue made for dinner last night.
… when Sue made the pizza for dinner.
G. Wh-complements
3. The form of Wh-complements: finite or non-finite
G. Wh-complements
3. The form of Wh-complements: finite or non-finite:
We wonder whether we should go (or not).

We wonder whether to go or not.
G. Wh-complements
3. The form of Wh-complements: finite or non-finite:
We wonder whether we should go (or not).
We wonder whether to go or not.
G. Wh-complements
3. The interpretation of Wh-complements: indirect question
Fred couldn’t decide whether to lend us that book (or not).
G. Wh-complements
3. The interpretation of Wh-complements: indirect question
Fred couldn’t decide whether to lend us that book (or not).
Corresponding main clause question:

Should Fred lend us that book (or not)?
1. Example:
Lionel stopped eating crabcakes.
2. Phrase structure:
VP
V VP
stopped V NP
eating N
crabcakes

3. Identification
-ing form of the verb
Verb is active, not stative:
Sue started studying.
*Sue started knowing the answer.
1. Example:
The merchants said that the customers may come in now.
2. Form: “tensed clause” = finite clause

3. Diagnostics for tensed clausesFinite clauses contain a modal
or a past or present form of a verb.Finite clauses can usually be
introduced by the complementizer thatFinite clauses have
subjects that take Nominative form of pronouns:
She said that they/*them may come in.
J. Infinitival and bare infinitival Complements
1. Example:
The tourists hoped to see a show on Broadway.
Mom made Hortence clean her room.
J. Infinitival and Bare infinitival Complements
2. Form of infinitival complementsAux position filled by
tosubject position may have overt or covert NP
They want [ -- to do an encore ]
They want [ us to do an encore ]Complementizer for is
sometimes possible:
They want [ for us to do an encore]

3. Form of bare infinitive complements:
To does not appear before the infintive
Bare Infinitives occur with verbs of causation and perception
They heard/saw/felt/the wind blow.
3. Form of bare infinitive complements
Bare infinitives typically have an overt subject:
We watched [ the actors leave the stage]
The jury saw [ the attorneys confer quietly]
III. Summary: Complement types
A. Direct Object NP

B. Subject complement
C. Object complement
D. Prepositional Phrases
E. Indirect Objects
G. Wh-complements
J. Infinitive and Bare infinitive complements
IV Complements of other categories
Adverbs sometimes have complements:
unfortunately for us (PP)
*tiredly of studying (tired of studying)
Complements of other categories
Adjectives:
fond of language study (PP)
interested in music theory (PP)
happy that they finally arrived (S)

Prepositions:
into the mountains (NP)
behind the door (NP)
before [ we left ] (S)
Nouns
the proof of the theorem (PP)
the proposal to lower taxes (S)
the fact [ that we left ] (S)
Generalization
all lexical categories can have complements

Chapter 11
Complements
I. Introduction to complements
A. What is a complement?
B. what information does a complement
provide?
C. Phrase structure of complements
D. Lexical determination of complements
I Introduction to complements

A. What is a complement?A complement provides necessary
information for the interpretation of the verb.
A. What is a complement?A complement provides necessary
information for the interpretation of the verb.
In this sense, a complement “completes” the verb.
B. what information does a complement provide?The
complement provides information for interpretation of the
semantic roles of the verb.
B. what information does a complement provide?The
complement provides information for interpretation of the
semantic roles of the verb.Example:
B. what information does a complement provide?

Kim broke the vase.
AGENT: Kim
THEME: a vase
In what sense is a verb incomplete without the Agent and
Theme?
Theme?The thematic roles of the verb are variables:
[ x broke y]
Theme?The thematic roles of the verb are variables:
[ x broke y] NPs replace the variable by a constant. This tells
which event of breaking we are referring to.

C. Phrase structure of complements
Category of complements:
NPKim broke [the vase].
PPHideo talked [ about the problem]
SJulie says [ that Hans is smart ]
NP PPFred put [a gift] [on the desk]
VPThe bell stopped [ringing](PrtP)
Phrase structure rule for complements
S

How does the grammar ensure that the right type of complement
occurs with any particular verb?
*Kim broke [that Hans is smart]
*Kim broke [that Hans is smart]
*break + S

Kim broke [the vase]
Kim broke [the vase]
break + NP
The lexicon specifies the required category:
break: V; _ NP (insert break before NP)

The lexicon specifies the required category:
break: V; _ NP (insert break before NP)
put: V; _ NP PP (insert put before NP – PP)
I. Introduction to complements: Summary
I. Introduction to complements: SummaryA. What is a
complement? a phrase that provides information to complete the
meaning of the verb.
I. Introduction to complements: SummaryA. What is a
complement? a phrase that provides information to complete the
meaning of the verb.B. what information does a complement
provide? The identity of the participants in the event (Agents,
Themes, etc.)

I. Introduction to complements: SummaryC. Phrase structure
of complements:
1. Phrase may be of any category
2. PS Rule:
S
I. Introduction to complements: Summary
D. Lexical determination of complements: the category of
complements is not predictable; it is learned individually for
each verb.
II. SubcategorizationA. What is subcategorization?

Each part of speech is a category.
Each part of speech is a category.Verbs fall into
“subcategories” according to the type of complement they take:
II. SubcategorizationB. Subcategories of verb:
1.Intransitive verbs: no complement:
V; ___
The boy danced/ran/sang/yawned/sneezed
2.Transitive verbs:

V; ___ NP
The boy broke something.
(wanted/bought/cut/loved)
3.Ditransitive verbs
V; ___ NP PP
Ellen put [the computer][on the desk]
Verbs of transmittal: give, send, mail, ship
Anya sent [a card] [to her Mom].
II. SubcategorizationC.How is subcategorization encoded?
The Lexicon: a mental dictionary.
Contains information about words:
Meaning
Pronunciation

Category, subcategory
Example: SEND:Meaning: cause an object to undergo a change
of possession;Theta roles: Agent, Theme, GoalPronunciation:
[s e n d ]Syntax: Category: V
Subcategory: _ NP PP
II. Subcategorization: SummarySubcategorization is the
“context” information about a verb in the lexicon (mental
dictionary)
Complements of Verbs
A. What phrases have complements?
B. Direct objects vs. Subjective
complements
D. PP complements
* Practice Identifying complements

A. What categories have complements?
All categories allow complements:
John envied Fred. (Verb)John’s envy of Fred (Noun)John
is envious of Fred (Adjective)
Focus in this discussion: complements of verbs
B. Direct objects versus Subjective
complements

complements
1. Direct objects:NP is Sister of non-linking verbV allows
active voice or passive voiceV assigns two thematic roles
(transitive)
complements
Direct Object Example:
The lightening caused a fire.
A fire was caused by lightening.

complements
Direct Object Example:
The lightning caused a fire.
A fire was caused by lightning.
(Direct object NP in active voice; it appears as the subject in
passive voice.)
complements
Transitive verbs: assign two thematic roles:
(Source) (Theme)

complements
Transitive verbs: assign two thematic roles:
(Source) (Theme)
(The two NPs refer to different entities.)
complements
Transitive verbs: assign two thematic roles.
If the subject and object refer to the same entity, a reflexive
pronoun is required:
The detective investigated herself.
The guests served themselves.

complements
2. Subjective complements:NP or AP or PP is sister of a linking
verbVerb cannot be passivizedLinking verb does not assign two
thematic rolesSubject and subjective complement refer to the
same entitySubjective complement is a predicate that describes
the subject
Subjective complements
Subject NP and subjective complement refer to the same entity:
Hortense became a doctor.
SUBJECT Subject complement
Subjective complements
Subjective complement describes the subject.Examples:
Sue and I remained good friends.
Joyce is a new homeowner.
Elizabeth is the Queen of England

Subjective complementsPhrase structure:
VP
V NP
AP
PP
Subjective complements Linking verbs: (some examples)
be, remain, become, grow, get
Subjective complements Semantics of subjective complements:
Predicates.
A subjective complement does not refer to a person or thing, but
to qualities or properties.
Subjective complementsCategory of subjective complements:

AP: Elizabeth appeared interested.
NP: Kumiko is a doctor.
PP: The kids remained at home.
Direct Objects vs. Subjective complementsDiagnostics to
distinguish Direct Objects from Subjective complements:
1. Is the verb a linking Verb?
2. Can the verb be passivized?
3. Does NP refer to a person/thing or is it
a predicate that describes the subject?
4. Can NP/AP/PP appear as complement?
Direct objects versus Subjective complements Diagnostics:
example
They remained good friends
Remain is a linking verbRemain cannot be passiviziedNP
describes the subject, does not refer to separate individualNP
can be replaced by AP or PP.

Example:
They elected Fred president.
C. Objective complementsPhrase Structure:
VP
V NP NP
elected Fred president
Characteristics of Objective complements:
1. occur after a direct object:
They consider Fred intelligent.
D.O.

1. occur after a direct object:
They consider Fred intelligent.
D.O.
Fred is considered intelligent.
2. Describe the direct object (Predicated
of the direct object)
They named Ranil chief of the clan.
(a property)
3. Category: NP, AP, PP
Examples:

The club named him as president. (PP)
Mary nominated him to the board. (PP)
They called the movie a success. (NP)
Hideo considers himself very lucky. (AP)
III. Identify these phrases
Indirect object or Objective complement?
That will make her roommate a success.
Indirect object or Objective complement?
That will make her roommate a success.
NP can be replaced by AP or PP
NP is a predicate: describes the object
Conclusion: Objective complement

Direct object or Subjective complement?
This house looks a mess.
Direct object or Subjective complement:
This house looks a mess.
NP can be replaced by AP or PP
NP is a predicate: describes the subject
V is a linking verb; it cannot be passivized

Conclusion: Subjective complement
RELATIVE CLAUSES
I love relative clauses
ROADMAP FOR TODAY
WHAT’S A RELATIVE CLAUSE?
It’s not a S complement of V
It’s not a S complement of N
It’s an S Adjunct of NP
RESTRICTIVE relative clauses
TENSED restrictive relative clauses
INFINITIVAL restrictive relative clauses
REDUCED restrictive relative clauses
NON-RESTRICTIVE relative clauses
FREE relative clauses
A relative clause is a S adjunct to NP
I described [NP the mango [S that I ate]]
I described it NP pro-form = it

[The mango that I ate] was described by meyes passive
It’s not a S complement to V
I wonder [S who ate my mango]
*[who ate my mango] is wondered by me no passive
I wonder who ate my mango and so does KarenVP pro-form =
so
A relative clause is a S adjunct to NP
I bought [the mango that I wanted to eat]
I wanted to eat ___has a gap! (__ = mango)
I bought the mango yesterday that I wanted to eatcan be
extraposed
It’s not a S complement to N
I understand [the fact that mangos are great]
Mangos are great no gap (complete sentence)
*I understand the fact now that mangos are great can’t be
extraposed
RESTRICTIVE RELATIVE CLAUSES
RESTRICTIVE vs NON-RESTRICTIVE is a semantic
distinction that has syntactic consequences

RESTRICTIVENON-RESTRICTIVE
All dogs
Dogs who will lick your face
One particular dog
I want to pet this dog
TYPES OF RESTRICTIVE RELATIVE CLAUSES
You know these types of clauses already
TENSED:
[NP the grocer [S who should sell me all the mangos]]
Can have a complementizer (that) or a relative pronoun (who,
which, where, when, why)
Has an AUX with a tense (this one is should)
INFINITIVAL
REDUCED
TENSED RESTRICTIVE RELATIVE CLAUSES
There’s a kind of movement involved

That’s why there’s a “gap”
I visited [NP the farmer [S who I bought all the mangos from __
]]
[NP the photograph [S _ that I took __]] came out beautiful.
STRUCTURE
NP => NP S
S => (comp) NP Aux VP
STRUCTURE
NP => NP S
Relative pronoun (who) is in the same position as the
complementizer (that)

TENSED
INFINITIVAL
[NP the chapters [S to study _]]
To-infinitives (where to is AUX)
No relative pronouns (who/which etc)
*the chapters which to study
No tense! Just what we expect from infinitival things by now
REDUCED
INFINITIVAL RESTRICTIVE RELATIVE CLAUSES
No subject or complementizer necessary:
[NP The mangos [S to eat _ after dinner]] are on the counter
If you do have a subject, you also need for (a complementizer):
[NP The mangos [S for me to eat _ after dinner]] are on the
counter
Notice! Even without WH-movement, there’s still a gap
STRUCTURE

NP => NP S
For = complementizer
To = Aux
TENSED
INFINITIVAL
REDUCED
[NP the mangoes [S sitting on the counter]] participial
[NP a professor [S sick with the mumps]] predicative
“Reduced” from a full relative clause, generally missing “be”
REDUCED RELATIVE CLAUSES
“Reduced” from what?
[NP the mangoes [S that are sitting on the counter]] participial
[NP a professor [S who is sick with the mumps]] predicative
No relative pronoun, no complementizer, no main verb be

NON-RESTRICTIVE RELATIVE CLAUSES
Tell about a specific individual
the mango that I liked best restrictive = out of the set of mangos
The mango, which I liked bestnon-restrictive = this particular
mango
Generally TENSED (so that or relative pronouns)
Generally act like adjuncts
NON RESTRICTIVE RELATIVE CLAUSES
Yes they can extrapose:
The professor, who I work with often, arrived.
The professor arrived, who I work with often.
I saw Nan, who is very smart, yesterday
I saw Nan yesterday, who is very smart
They can optionally be included in pronominalization
This professor, who I know, and that one, who I’ve never met
This professor, who I know, and that one
NON-RESTRICTIVE AND RESTRICTIVE ONES
Something can be modified by more than one relative clause!
This is because it’s an adjunct, so you can get NPs inside of
NPs inside of NPs

The mangos that I like that I bought at the store restrictive x 2
The mangos that I bought at the store that I likerestrictive x 2
But if one of them is non-restrictive, it has to go on the outside:
The mangos that I like, which are green nowrestrictive – non-
restrictive
*The mangos, which are green now, that I like*non-restrictive –
restrictive
FREE RELATIVES
FREE RELATIVE CLAUSES are clauses that aren’t actually
attached to an NP. They just act like an NP by themselves:
[Whoever ate my mangos] is in trouble.
I’m going to be so mad at [whoever ate my mangos]
I’ll eat [what my roommate cooks for dinner]
[What my roommate cooks for breakfast] is always amazing
Notice:
They have relative pronouns (who, what, etc)
Lobeck draws them exclusively as triangles for good reason
They can go [wherever other arguments can go ]
SUMMARY OF RELATIVE CLAUSES
RELATIVE CLAUSES are:
not a S complement of V

not a S complement of N
an S Adjunct of NP
RESTRICTIVE relative clauses
TENSED restrictive relative clauses are finite clauses with
relative pronouns
INFINITIVAL restrictive relative clauses are to-infinitives, no
relative pronouns
REDUCED restrictive relative clauses are missing relative
pronouns and be
NON-RESTRICTIVE relative clauses are tensed, but act
different
FREE relative clauses are relative clauses that aren’t attached to
anything
ADJUNCTS IN THE NP
It’s my favorite chapter you guys
REVIEW: what are adjuncts generally?
ADJUNCTS are a phrase that’s attached to another phrase
ADJUNCTS are always optional

ADJUNCTS add extra information that’s not necessary for the
sentence to make sense
ADJUNCTS also form a constituent with the thing they’re
merged with
You can pronominalize something including its adjuncts
You can move something along with its adjuncts
ADJUNCTS IN THE NP
Overview: here are things that can be adjuncts of NP
PPs
Structural ambiguity! Today
Appositive NPs
Relative clauses
I love them
Restrictive relative clauses
Tensed relative clauses
Infinitival relative clausesWednesday
Reduced relative clauses
Non-restrictive relative clauses
(Bonus content: free relative clauses)

PP ADJUNCTS OF NP
THIS IS NOT IN THE TEXTBOOK SO TAKE NOTES
Remember, some NPs can have PP complements:
[NP [N professor][PP of linguistics]]PP complement of N
NPs can also have PP adjuncts!
[NP [NP [N professor]][PP from Bulgaria]]PP adjunct of NP
[NP [NP [N flowers]][PP in the garden]]PP adjunct of NP
PP ADJUNCTS OF NP
How do you tell PP complements from PP adjuncts in NP?
Pronominalization:
*I met a professor of chemistry and one of physics complement
I met a professor from Norway and one from Swedenadjunct
Extraposition:
*I met a professor yesterday of chemistry complement
I met a professor yesterday from Norway adjunct
PP ADJUNCTS OF NP
PP complements vs PP adjuncts: ordering

Adjuncts can’t appear between a head and its complement
The professor of chemistry from Sweden head-complement-
adjunct
??The professor from Sweden of chemistry*head-adjunct-
complement
PP ADJUNCTS OF NP
PPs can be adjuncts of either VP or NP, so it’s possible to get a
structurally ambiguous adjunct
Structural ambiguity is when there are two possible syntactic
structures for one sentence
The Groucho Marx example:
I shot an elephant [PP in my pajamas]
Is the PP an adjunct of NP or VP? The answer has semantic
consequences
Who’s wearing the pajamas?

STRUCTURAL AMBIGUITY
I shot an elephant in my pajamas.
IF IT’S A VP ADJUNCT:
(draw a tree now, I’ll do it on the camera in a minute)
VP => VP PP
It modifies the event semantically: I was in my pajamas when I
shot him.
IF IT’S A NP ADJUNCT
(draw a tree of this one too)
NP => NP PP
It modifies the entity semantically: which elephant did I shoot?
The one wearing my pajamas
STRUCTURAL AMBIGUITY
ADJUNCTS IN THE NP
Note: not all NP adjuncts are going to be ambiguous like this
It’s going to happen when something could either be a NP
adjunct (of an NP at the end of a VP) or a VP adjunct (at the

end)
Most adjuncts of VP don’t also show up as adjuncts of NP
NP ADJUNCTS OF NP: Appositives
NP can be a complement even when it describes another NP
Remember subjective complements?
The dean is [NP an upright chap]
Remember objective complements?
I consider the department chair [NP an admirable fellow]
But this can also happen in the form of an NP adjunct:
The department chair, [NP Richard Wright], is on sabbatical.
I had a meeting with Emily Bender, [NP the acting chair for the
quarter].
ADJUNCT vs COMPLEMENT diagnostics
Can I just delete an objective or subjective complement?
*The dean is [NP an upright chap]
*I consider the department chair [NP an admirable fellow]
Can I just delete an appositive NP adjunct?

The department chair, [NP Richard Wright], is on sabbatical.
I had a meeting with Emily Bender, [NP the acting chair for the
quarter].
I can pronominalize NPs without the subjective/objective
complements
The dean He is [NP an upright chap]
I consider the department chair him [NP an admirable fellow]
But I can pronominalize NPs with their appositive adjuncts
The department chair, [NP Richard Wright], He is on sabbatical.
I had a meeting with her Emily Bender, [NP the acting chair for
the quarter].
NP + Appositive NP adjunct = constituent
Ordering: yes this one works
The professor of linguistics, Barbara Citko, is speaking tonight.

*The professor, Barbara Citko, of linguistics is speaking
tonight.
Preposing: this one doesn’t work for NPs
I am meeting with my advisor, Barbara.
*Barbara, I am meeting with my advisor
Extraposition: this one doesn’t work for appositives
Barbara Citko, a well-known syntactician, wrote an excellent
paper.
*Barbara Citko wrote an excellent paper, a well-known
syntactician.
Why did those diagnostics work for VP adjuncts but not NP
adjuncts? In general, you can’t move stuff out of NP. Mostly.
NP ADJUNCTS OF NP: structure
Adjunct rule: NP => NP NP (wow!)
Tree these two. They should look different:
The professors call Brooke an excellent syntactician.
The professors called Brooke, an excellent syntactician.
ADJUNCTS IN THE NP: Summary
PP adjuncts of NP
Different than PP complements

Not in the textbook so seriously review these slides when you
are studying because this absolutely will be on the final I am so
serious
Can be structurally ambiguous: sometimes the word order isn’t
enough to tell whether something is an adjunct of NP or VP.
Semantics saves the day (for once)
NP adjuncts of NP
Appositives, usually sort of parenthetical-sounding (with
comma intonation)
Don’t get them mixed up with objective/subjective complements
(which are complements of V even though they “describe”
another NP)
Ordering is the most consistent diagnostic
ADJUNCTS IN THE NP: Preview
Next time we’ll talk about relative clauses! Here are some
examples to think about:
I love the cat who brings me broken toys every day.
The best cat to pet on the head is Galois.
I have to feed the cat clawing at my ankles.
Galois, who is my roommate’s cat, has very long fur.
I’m furious with whoever keeps leaving hairballs on the carpet.

I. ADJECTIVE PHRASE ADJUNCTS
A. Examples
B. Properties: Movement, Position
II. CLAUSAL ADJUNCTS
A. Infinitival clauses
B. Participial clauses
A. Examples

A. Examples
1. Complement APs :
A. Examples
1. Complement APs:
The students were all intelligent.
This idea seems foolish.
Abdul considered the movie excellent.
That will make Arnie happy.
A. Examples
1. Complement APs:
The students were all intelligent.
This idea seems foolish.
Abdul considered the movie excellent.
That will make Arnie happy.
(These Adjective Phrases are Subjective or Objective

complements.)
A. Examples
2. ADJUNCT APs :
A. Examples
2. ADJUNCT APs :
Ellen stayed home, sick with the flu.
The morning progressed, cloudy and cold.
B. Properties: Movement

B. Properties: Movement :
Recall that adjuncts can be moved to
the beginning of the clause.
B. Properties- Movement :
*Intelligent the students all were.
B. Properties– Movement :
*Happy that will make Arnie.
B. Properties-- (1) Movement :

*Happy that will make Arnie.
Sick with the flu, Ellen stayed home.
B. Properties-- (1) Movement :
*Happy that will make Arnie !
Sick with the flu, Ellen stayed home.
Cloudy and wet, the morning progressed.
B. Properties--(2) Position :

B. Properties: Position
Recall that adjuncts cannot appear between a head and its
complement.
*Abdul considered excellent the movie.
Should this be grammatical?
It is an objective complement.

However, a separate rule of English makes it impossible:
However, a separate rule of English makes it impossible:
V-NP adjacency.
*That will make happy Arnie.

I. ADJECTIVE PHRASE ADJUNCTS: Summary
I. ADJECTIVE PHRASE ADJUNCTS: Summary
A. Examples
B. Properties:
1. Adjectival Adjuncts can move to
the beginning of the clause.
2. Adjectival Adjuncts cannot
appear between the head and
its complement.

A. Infinitival clauses: EXAMPLES
A. Infinitival clauses; Examples
1. Complements:
John tried to learn Japanese.
Hortense prefers for Sue to leave.
A. Infinitival clauses; Examples
1. Complements:
John tried to learn Japanese.
Hortense prefers for Sue to leave.
2. Adjuncts :
John studied to learn Japanese.
Esther went home to cook dinner.

B. Properties: (1) Movement :
*To learn Japanese John tried.
*For Sue to leave Hortense prefers.

To learn Japanese, John studied.
To learn Japanese, John studied.
To cook dinner, Esther went home.

Esther went home to cook dinner.
*Esther went to cook dinner home.
John studied French (in order) to meet
new friends.
*John studied (in order) to meet new friends French.
B. Participial Clause Adjuncts
B. Participial Clause Adjuncts
Examples:
Complements:
Carmen started the fish baking.
Helen couldn't picture her sister dancing.
Adjuncts :

Carmen made a salad, the fish baking.
Helen played a polka, her sister dancing.
Movement:
Movement:
*The fish baking Carmen started.
*Her sister dancing Helen couldn't picture.
The fish baking, Carmen made a salad.
Her sister dancing, Helen played a polka.
Position:

Position:
*Carmen made the fish baking a salad
Position:
*Carmen made the fish baking a salad
*Helen played her sister dancing a polka.
CLAUSAL ADJUNCTS: Summary
II. CLAUSAL ADJUNCTS: Summary
A. Infinitival clauses: behave
like other adjuncts with
respect to movement

and position.
II. CLAUSAL ADJUNCTS: Summary
A. Infinitival clauses: behave
like other adjuncts with
respect to movement
and position.
B. Participial clauses: Same.
TREE PRACTICE
The student focused on their work on the park benches.
PRACTICE 2
(2) The student needed to finish their homework to be able to
watch TV.

PRACTICE 3
(3) So observant and thoughtful, the student considered the
instructor quite remarkable.
ADJUNCTS IN THE VP
I. INTRODUCTION TO ADJUNCTS
A. What is an adjunct?
B. Category of adjuncts
C. Properties of adjuncts
D. Structure
II. PrepP ADJUNCTS
III. ADVERBIAL ADJUNCTS
IV. PARTICIPIAL PHRASE ADJUNCTS

A constituent that is
optionally added
to a phrase or clause.
A constituent that is
optionally added
to a phrase or clause.
COMPARE . . .
WHAT CONSTITUENTS ARE REQUIRED?

WHAT CONSTITUENTS ARE REQUIRED?
SUBJECT(usually NP)
PREDICATE (usually VP)
COMPLEMENTS :
a. complements of the verb;
b. complements of a prep.
c. 'subjective complements'
d. 'objective complements'
NOTICE . . .
Complements are USUALLY required,
But sometimes they can be omitted.
Adjuncts are never required .
B. CATEGORY OF ADJUNCTS

B. CATEGORY OF ADJUNCTS
PP :Mary worked at the office.
AP : Kim went away sad.
AdvP : Franco worked quietly.
NP :Kumiko worked that day.
S :Elmore worked to pay his bills.
PrtP:Hortense worked, the sun shining all the while.
C. PROPERTIES OF ADJUNCTS
C. PROPERTIES OF ADJUNCTS
1. PREPOSING: adjuncts can usually be
moved to the beginning of the clause.

For example . . .
Tatsu worked hard to pay the rent.
To pay the rent Tatsu worked hard.

That day Kumiko worked hard.
Kumiko worked hard that day.
Franco worked quietly.

The noun phrase introducers of npChapter 4the noun phr.docx

The noun phrase introducers of npChapter 4the noun phr.docx

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