LIN020L007A Syntax and Morphology
Tahmina Haque Modal VerbsA modal verb, also known as a modal auxiliary, is a type of auxiliary verb that is used to indicate modality. In 'Understanding English Grammar' Payne defines modality as a complex conceptual domain. Many researchers have written on defining auxiliarihood and modaity ( Palmer 1986; Nagle 1989; Heine 1993). There is no correct way to define modality because of its highly distinctive and variable feature. Palmer (1986: 4) tries to explain the reason:'The real problem with modality is just not that there is great variation in meaning across languages but that there is no clear basic feature.' Modality is not only marked by modal verbs, it is also marked by mood and by particle and clitics. All these together make the syntax and semantics of modality one of the biggest problem for grammatical analysis.In this essay English modal verbs and their general characteristics are brought together followed by their complex effect in the language in terms of meanings and their general use in communication. Modal verbs are members of a large set of auxiliary verbs which have some common characteristics. Below is a table listing the modal verbs and their classification ( Quirk et al. 1985: 137):Class of verbsExamples CENTRAL MODALSMARGINAL MODALSMODAL IDIOMSSEMI-AUXILIARIES can, could, may, might, must, shall, should, will, woulddare, need, ought to, used tohad better, would rather/ sooner, BE to, HAVE got to, etc
Have to, BE about to, BE able to, BE going to, BE likely to, BE supposed to, BE obliged to, BE supposed to, BE willing to, etcMorphological and syntactic characteristics of modal verbs:The modal verbs have been classified according to their morphological and syntactical characteristics. Below are some characteristics of the central modals verbs :Takes bare infinitiveTakes negation directly Takes inversion without DO 'Code' EmphasisNo -s form for third-person singular No non-finite formNo co-occurrence Abnormal time refercenceThey have no imperativeThere are suppletive negative formI can go.can't, mustn'tcan I? must I?I can swim and so can you..She COULD finish that*cans, *musts*to can, *musting*may will You COULD leave this evening. (not past time)*Must come now!Ayesha must be there → Ayesha needn't be there. The table below shows central modal verbs also take a morphologically past form :Present tensePast tenseCanFarhana can study all night.WillAyesha knows he will help herShallI know I shall help the kidsMayI know the students may need help.CouldFarhana could study all night.WouldAyesha knew he would help her.ShouldI knew I should help the kids.MightI knew the students might need helpThe past form of the verbs might, would, could, should are also used as different modal verbs with different meanings. 'Must' do not have a morphological past form. Syntactical change takes place to express past time:I must finish my syntax and morphology assignment (present)I must have finished sy ...
This document discusses modal verbs and their grammatical properties. It covers major syntactic properties of modal verbs like inversion with the subject and negative formation. It then discusses specific modal verbs like can, may, must, need, shall, should, will and would. For each modal verb, it outlines their meanings in terms of ability, permission, obligation, necessity, possibility and willingness. It provides examples to illustrate appropriate usage of each modal verb in various contexts.
The document defines and provides examples of auxiliary verbs and modal auxiliary verbs in English. Auxiliary verbs like be, have, and do are used to form tenses, passive voice, questions, and tags. They do not have lexical meaning on their own. Modal auxiliary verbs like can, may, must are used to express meanings like certainty, possibility, suggestions, obligations, and ability. Both auxiliary verb types help convey grammatical and functional meaning along with the main verb.
Modals are a type of verb that express modality such as ability, permission, obligation, or possibility. The modal verbs in English include can, could, may, might, must, will, would, shall, should, ought to, had better, and have to. Modals give additional meaning to the main verb and have grammatical properties that distinguish them, such as not having different tenses. They express different types of modality including epistemic (likelihood), deontic (permission/duty), and dynamic (ability/willingness). Each modal has specific meanings and uses depending on whether it expresses possibility, necessity, permission, advice, or other functions.
This document provides an overview of modal verbs in 3 paragraphs:
It defines modal verbs as auxiliaries that add meaning to sentences and lists common modal verbs like can, will, should. It explains they are used before infinitives and accompany the main verb.
The second paragraph discusses specific modal verbs like will and shall for making suggestions or requests. It also covers would for conditional and past situations.
The third paragraph addresses modal verbs for abilities, permissions, possibilities, advice, obligations, prohibitions, and certainty. It explains how they are used in different tenses and situations. The document concludes with a section on using modal verbs with perfect infinitives to discuss past situations.
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs do not take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, will, and would. Modal verbs are used to express attitudes like obligation, permission, possibility, and logical deduction. Their meaning depends on the context, and one modal verb can have multiple meanings.
This document discusses modal verbs in English. It begins by defining modal verbs as auxiliary verbs used in verb phrases that do not vary in form and are used to express meanings related to possibility, necessity, and obligation. The main modal verbs in English are then introduced along with their common uses. The document proceeds to provide examples of how modal verbs can be used in affirmative, negative, and interrogative sentences. Specific instructions are given for forming sentences using modal verbs like "can", "could", "must", "have to", and "should". The document concludes by asking the reader to practice explaining a lesson to a classmate who was absent using modal verbs.
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
This document provides definitions and examples of usage for various modal verbs in English including can, may, must, should, ought to, have to, be to, shall, will, would, need, and dare. For each modal verb, the document outlines the different meanings and tenses used, and provides examples of how they are used in affirmative, negative, interrogative and conditional sentences. The document is intended to teach English grammar related to modal verbs.
This document discusses modal verbs and their grammatical properties. It covers major syntactic properties of modal verbs like inversion with the subject and negative formation. It then discusses specific modal verbs like can, may, must, need, shall, should, will and would. For each modal verb, it outlines their meanings in terms of ability, permission, obligation, necessity, possibility and willingness. It provides examples to illustrate appropriate usage of each modal verb in various contexts.
The document defines and provides examples of auxiliary verbs and modal auxiliary verbs in English. Auxiliary verbs like be, have, and do are used to form tenses, passive voice, questions, and tags. They do not have lexical meaning on their own. Modal auxiliary verbs like can, may, must are used to express meanings like certainty, possibility, suggestions, obligations, and ability. Both auxiliary verb types help convey grammatical and functional meaning along with the main verb.
Modals are a type of verb that express modality such as ability, permission, obligation, or possibility. The modal verbs in English include can, could, may, might, must, will, would, shall, should, ought to, had better, and have to. Modals give additional meaning to the main verb and have grammatical properties that distinguish them, such as not having different tenses. They express different types of modality including epistemic (likelihood), deontic (permission/duty), and dynamic (ability/willingness). Each modal has specific meanings and uses depending on whether it expresses possibility, necessity, permission, advice, or other functions.
This document provides an overview of modal verbs in 3 paragraphs:
It defines modal verbs as auxiliaries that add meaning to sentences and lists common modal verbs like can, will, should. It explains they are used before infinitives and accompany the main verb.
The second paragraph discusses specific modal verbs like will and shall for making suggestions or requests. It also covers would for conditional and past situations.
The third paragraph addresses modal verbs for abilities, permissions, possibilities, advice, obligations, prohibitions, and certainty. It explains how they are used in different tenses and situations. The document concludes with a section on using modal verbs with perfect infinitives to discuss past situations.
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs do not take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, will, and would. Modal verbs are used to express attitudes like obligation, permission, possibility, and logical deduction. Their meaning depends on the context, and one modal verb can have multiple meanings.
This document discusses modal verbs in English. It begins by defining modal verbs as auxiliary verbs used in verb phrases that do not vary in form and are used to express meanings related to possibility, necessity, and obligation. The main modal verbs in English are then introduced along with their common uses. The document proceeds to provide examples of how modal verbs can be used in affirmative, negative, and interrogative sentences. Specific instructions are given for forming sentences using modal verbs like "can", "could", "must", "have to", and "should". The document concludes by asking the reader to practice explaining a lesson to a classmate who was absent using modal verbs.
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
This document provides definitions and examples of usage for various modal verbs in English including can, may, must, should, ought to, have to, be to, shall, will, would, need, and dare. For each modal verb, the document outlines the different meanings and tenses used, and provides examples of how they are used in affirmative, negative, interrogative and conditional sentences. The document is intended to teach English grammar related to modal verbs.
This document defines modal verbs and provides examples of their usage. Modal verbs are auxiliary verbs that modify the meaning of the main verb and express ideas like ability, permission, obligation, possibility, or necessity. The document lists common modal verbs like can, may, must, should, and would. It then provides examples of how each modal verb is used depending on whether it is expressing permission, obligation, logical conclusions, possibilities, or future intentions.
The document summarizes the main auxiliary and modal verbs in English:
Auxiliary verbs like be, have, and do are used to form tenses, voices, questions, and negatives of other verbs. Modal verbs like can, may, will express meanings like permission, possibility, certainty, and necessity. Modals are often included in the group of auxiliaries. [END SUMMARY]
Modal verbs are used to express opinions about actions or states rather than stating facts. They indicate the speaker's mode of thinking and include verbs like may, can, must, should. Modal verbs are always accompanied by a main verb and do not change form based on subject. They are placed before the subject in questions and not is placed after in negatives. Phrasal modal expressions using verbs like be able to are also used to express modal meanings when multiple meanings are needed in one sentence or when the modal verb lacks a past tense form. Mastering the use of modal verbs and phrasal modal expressions is important for clear communication in English.
This document summarizes the forms and uses of simple modal verbs in English. It discusses the forms of modal verbs and their main uses to express ability, obligation, possibility, probability, permission, requests, offers and suggestions. Each modal verb is explained in terms of its present and past tense forms and the concepts it can be used to express such as ability, obligation, advice and permission. Examples are provided to illustrate the different meanings and uses.
Here are the answers filled in:
Which side?
Highways, Freeways, Motorways...
The first thing to be considered is
that fact that Americans drive In the UK, highways are VERY
on the RIGHT and in specific in how you refer to them. For example,
Britons you drive on the LEFT. Now if that isn't confusing the 635 is pronounced the "six thirty-five" and
enough, even the road markings NOT the "six three five" or the "six hundred
are opposite. In and thirty five". Highways in Commonwealth
AmericansYELLOW lines signify countries begin with M for Motorway.
the center
Modal verbsLuckily, using modal verbs in a sentence is pretty simple. For basic sentences—the simple present tense—just remember these rules:
Modal verbs always come directly before the main verb (except for questions).
With modal verbs, use the infinitive form of the main verb without “to”.
The document provides an overview of different modal verbs and expressions used to express ability, advice, necessity, possibility, obligation, advisability, and speculation. It discusses the uses of modals in conditionals, passive voice, direct and indirect speech, and embedded questions. Key points include using "can" for present ability, "should" and "ought to" for advice, "have to" for necessity, "may", "might", and "could" for possibility, and conditionals to discuss real and unreal possibilities and their results.
The document discusses different types of multi-word verbs in English - prepositional verbs, phrasal verbs, and phrasal-prepositional verbs. Prepositional verbs consist of a main verb and a preposition, like "look at". Phrasal verbs consist of a main verb and a particle, like "break down". Phrasal-prepositional verbs consist of a main verb, a particle, and a preposition, like "run out of". Many multi-word verbs are idiomatic and should not be taken literally. Examples of different types of multi-word verbs are provided.
This document discusses the use of modal verbs in English grammar. It covers:
1. The main modal verbs are can, could, may, might, must, will, would, shall, should, ought to. They are used to "help" another verb and have specific grammatical forms.
2. Each modal verb has multiple meanings, such as expressing possibility, permission, obligation or making requests/offers.
3. Modal verbs are used to express attitudes and opinions, for example "It could/may/might/must/should be Henry knocking at the door."
4. Obligation is expressed by must, have to, should and ought to, with subtle differences in meaning
The document discusses modal verbs and semi-modal verbs in English. It provides definitions and examples of modal verbs like can, could, must, may, might, should, ought to, and needn't. It explains that modal verbs are auxiliary verbs that add meaning to the main verb and do not conjugate. The document also covers semi-modal verbs like be able to and have to, noting they require auxiliary verbs in questions and negatives and show subject-verb agreement. It provides examples of how modal verbs are used to express meanings like ability, obligation, possibility and more in both the present/future and past tenses.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
The document discusses the uses of the modal auxiliaries can, could, and be able to. It explains that can expresses ability or permission in the present, while could expresses ability or opportunity in the past. Be able to is used in certain structures like the present perfect or after modal verbs. The document provides examples of how these modals are used to talk about ability, permission, possibility, and asking for actions or things.
This document discusses the main verbs and modal auxiliaries can and may in English. It defines main verbs as the important verb in a sentence that shows the action of the subject. Auxiliary verbs help the main verb. The modal auxiliaries in English are can, could, had better, may, might, must, ought, shall, should, will, and would. Can expresses ability, possibility, informal permission and requests, while may expresses polite requests with I or we, formal permission, and less than 50% certainty. Both are followed by the simple form of the main verb and do not take an -s ending with third person subjects.
This document discusses various modal verbs and their uses in English. It covers modal verbs that express ability and possibility, including can, could, be able to, may, might. It also covers modal verbs that express asking and giving permission, such as can, may, and could. Finally, it discusses using could to make suggestions. It provides examples of how these modal verbs are used in different tenses and contexts, such as present, past, or future situations. It also includes an exercise for readers to practice using these modal verbs.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several types of modal verbs including single concept modals like "will" and "might" that have one meaning, double concept modals like "may" and "must" that have two meanings depending on context, and modals used in the past like "could have" and "should have" to refer to past actions. Modal verbs do not conjugate or take other auxiliary verbs and are followed by an infinitive verb without "to." They help express concepts like ability, permission, obligation, offers, and probability.
The document discusses the use of modal verbs to express ability and possibility in English. It outlines how "can", "could", "be able to" are used to talk about ability in the present, past and with a specific instance. It also explains how modals like "may", "might", "can", "could" are used to express different types of possibilities, including probability, theoretical options, assumptions and permission.
This document provides an outline for an English grammar course, covering topics such as verbs, adjectives, adverbs, tenses, and exercises. The course consists of 16 sessions, beginning with greetings, verbs and tenses. Later sessions cover pronouns, passive voice, conjunctions, and comparative adjectives, culminating in a final exam. Interspersed are quizzes, a midterm, and reviews of previously taught material.
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
More Related Content
Similar to LIN020L007A Syntax and MorphologyTahmina HaqueModal VerbsA mo.docx
This document defines modal verbs and provides examples of their usage. Modal verbs are auxiliary verbs that modify the meaning of the main verb and express ideas like ability, permission, obligation, possibility, or necessity. The document lists common modal verbs like can, may, must, should, and would. It then provides examples of how each modal verb is used depending on whether it is expressing permission, obligation, logical conclusions, possibilities, or future intentions.
The document summarizes the main auxiliary and modal verbs in English:
Auxiliary verbs like be, have, and do are used to form tenses, voices, questions, and negatives of other verbs. Modal verbs like can, may, will express meanings like permission, possibility, certainty, and necessity. Modals are often included in the group of auxiliaries. [END SUMMARY]
Modal verbs are used to express opinions about actions or states rather than stating facts. They indicate the speaker's mode of thinking and include verbs like may, can, must, should. Modal verbs are always accompanied by a main verb and do not change form based on subject. They are placed before the subject in questions and not is placed after in negatives. Phrasal modal expressions using verbs like be able to are also used to express modal meanings when multiple meanings are needed in one sentence or when the modal verb lacks a past tense form. Mastering the use of modal verbs and phrasal modal expressions is important for clear communication in English.
This document summarizes the forms and uses of simple modal verbs in English. It discusses the forms of modal verbs and their main uses to express ability, obligation, possibility, probability, permission, requests, offers and suggestions. Each modal verb is explained in terms of its present and past tense forms and the concepts it can be used to express such as ability, obligation, advice and permission. Examples are provided to illustrate the different meanings and uses.
Here are the answers filled in:
Which side?
Highways, Freeways, Motorways...
The first thing to be considered is
that fact that Americans drive In the UK, highways are VERY
on the RIGHT and in specific in how you refer to them. For example,
Britons you drive on the LEFT. Now if that isn't confusing the 635 is pronounced the "six thirty-five" and
enough, even the road markings NOT the "six three five" or the "six hundred
are opposite. In and thirty five". Highways in Commonwealth
AmericansYELLOW lines signify countries begin with M for Motorway.
the center
Modal verbsLuckily, using modal verbs in a sentence is pretty simple. For basic sentences—the simple present tense—just remember these rules:
Modal verbs always come directly before the main verb (except for questions).
With modal verbs, use the infinitive form of the main verb without “to”.
The document provides an overview of different modal verbs and expressions used to express ability, advice, necessity, possibility, obligation, advisability, and speculation. It discusses the uses of modals in conditionals, passive voice, direct and indirect speech, and embedded questions. Key points include using "can" for present ability, "should" and "ought to" for advice, "have to" for necessity, "may", "might", and "could" for possibility, and conditionals to discuss real and unreal possibilities and their results.
The document discusses different types of multi-word verbs in English - prepositional verbs, phrasal verbs, and phrasal-prepositional verbs. Prepositional verbs consist of a main verb and a preposition, like "look at". Phrasal verbs consist of a main verb and a particle, like "break down". Phrasal-prepositional verbs consist of a main verb, a particle, and a preposition, like "run out of". Many multi-word verbs are idiomatic and should not be taken literally. Examples of different types of multi-word verbs are provided.
This document discusses the use of modal verbs in English grammar. It covers:
1. The main modal verbs are can, could, may, might, must, will, would, shall, should, ought to. They are used to "help" another verb and have specific grammatical forms.
2. Each modal verb has multiple meanings, such as expressing possibility, permission, obligation or making requests/offers.
3. Modal verbs are used to express attitudes and opinions, for example "It could/may/might/must/should be Henry knocking at the door."
4. Obligation is expressed by must, have to, should and ought to, with subtle differences in meaning
The document discusses modal verbs and semi-modal verbs in English. It provides definitions and examples of modal verbs like can, could, must, may, might, should, ought to, and needn't. It explains that modal verbs are auxiliary verbs that add meaning to the main verb and do not conjugate. The document also covers semi-modal verbs like be able to and have to, noting they require auxiliary verbs in questions and negatives and show subject-verb agreement. It provides examples of how modal verbs are used to express meanings like ability, obligation, possibility and more in both the present/future and past tenses.
English: modal auxiliary verbs (theory and examples)home
A modal verb (also modal, modal auxiliary verb, modal auxiliary) is a type of auxiliary verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation.[1] Examples include the English verbs can/could, may/might, must, will/would, and shall/should.
In English and other Germanic languages, modal verbs are often distinguished as a class based on certain grammatical properties.
For more detail about modals in English, see English modal verbs.
Can
Could
May
Might
Will
Would
Shall (maily in British English)
Should
Must
Ought
when to use modal verbs
for what are they used for
The document discusses the uses of the modal auxiliaries can, could, and be able to. It explains that can expresses ability or permission in the present, while could expresses ability or opportunity in the past. Be able to is used in certain structures like the present perfect or after modal verbs. The document provides examples of how these modals are used to talk about ability, permission, possibility, and asking for actions or things.
This document discusses the main verbs and modal auxiliaries can and may in English. It defines main verbs as the important verb in a sentence that shows the action of the subject. Auxiliary verbs help the main verb. The modal auxiliaries in English are can, could, had better, may, might, must, ought, shall, should, will, and would. Can expresses ability, possibility, informal permission and requests, while may expresses polite requests with I or we, formal permission, and less than 50% certainty. Both are followed by the simple form of the main verb and do not take an -s ending with third person subjects.
This document discusses various modal verbs and their uses in English. It covers modal verbs that express ability and possibility, including can, could, be able to, may, might. It also covers modal verbs that express asking and giving permission, such as can, may, and could. Finally, it discusses using could to make suggestions. It provides examples of how these modal verbs are used in different tenses and contexts, such as present, past, or future situations. It also includes an exercise for readers to practice using these modal verbs.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several types of modal verbs including single concept modals like "will" and "might" that have one meaning, double concept modals like "may" and "must" that have two meanings depending on context, and modals used in the past like "could have" and "should have" to refer to past actions. Modal verbs do not conjugate or take other auxiliary verbs and are followed by an infinitive verb without "to." They help express concepts like ability, permission, obligation, offers, and probability.
The document discusses the use of modal verbs to express ability and possibility in English. It outlines how "can", "could", "be able to" are used to talk about ability in the present, past and with a specific instance. It also explains how modals like "may", "might", "can", "could" are used to express different types of possibilities, including probability, theoretical options, assumptions and permission.
This document provides an outline for an English grammar course, covering topics such as verbs, adjectives, adverbs, tenses, and exercises. The course consists of 16 sessions, beginning with greetings, verbs and tenses. Later sessions cover pronouns, passive voice, conjunctions, and comparative adjectives, culminating in a final exam. Interspersed are quizzes, a midterm, and reviews of previously taught material.
Similar to LIN020L007A Syntax and MorphologyTahmina HaqueModal VerbsA mo.docx (20)
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
Answer the following questions about this case studyClient .docxSHIVA101531
Answer the following questions about this case study:
Client with Pneumonia
Mr Edwards is a 75 yr old man who has a history of chronic obstructive pulmonary disease for the last two years. He continues to smoke ½ pack of cigarettes a day and does not participate in any exercise regimen and must do self-care activities slowly because of fatigue. He does not see any reason to increase his fluid intake. Presently, he is admitted for right upper lobe pneumonia and reports having an intermittent cough that produces thick, yellow sputum. He has more episodes of coughing when lying flat. He is married and his wife, Kathy is at his bedside.
Assessment
Mr Edwards SpO2 ranges from 78%-84%, and currently this am is 84%. His other vital signs are T 101.4F, HR 102/min, RR 30/min, BP 130/90mmHg. He is chilled and has had some diaphoresis. He reports that his ribs are sore and that his mouth is dry. Upon inspection, Mr Edwards mucous membranes are dry, as is his skin. Crackles are auscultated in the lower lobes bilaterally. His sputum is thick, and a yellow to yellow green in color. His health care provider has told him that if he gradually increases his exercise, drinks more fluids and stops smoking, his respiratory status will improve. He is lying in a semi-fowlers position in bed.
What relevant assessment data would you cluster to support a nursing diagnosis?
What priority nursing diagnosis would you identify for this patient? List five and give both Problem focused and Risk for nursing diagnoses.
What short term goal would you identify for the priority nursing diagnosis you identified? What long term goal would you identify?
List all the nursing interventions that you would perform for identified goals and nursing diagnosis. Give a rationale for each.
If you implemented all of the identified interventions, how would you evaluate that your interventions were successful and that the goals were met?
.
Answer the following questions using art vocabulary and ideas from L.docxSHIVA101531
Answer the following questions using art vocabulary and ideas from Lectures 2, 3, & 4 and Chapter 2 in your textbook. Please make
sure each answer is thoughtful, edited for grammar and spelling errors, and
at least
4-5
COMPLETE
sentences. Also, be as
specific as possible and
use examples to support EVERY statement. Write your answers in your own words (not taken
directly from your readings or outside resources).
A grading rubric is attached to this assignment.
**When answering the questions/prompts below,
write in PARAGRAPH FORM
(while making sure each question is addressed in your paragraph).
**Copy the photos of the artworks and the questions BEFORE each paragraph answer.
PROMPTS
:
1.
-Is Henri Matisse's 1947 print,
Icarus
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
SHAPE
in Henri Matisse's 1947 print,
Icarus
. Are the shapes organic or geometric? Which ones? Describe how the shapes interact, or "touch" each other. Are the edges of the shapes soft or hard? Do they bump, blend, or overlap?
-Which theme(s) best describe the content of Matisse's
Icarus
?
Support your answers with specific examples from the painting.
2.
-Is Kathe Kollwitz' 1903 etching,
Mother with Dead Child
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
LINE
in this print. What types of line (geometric, organic, implied) are present? What do you believe these lines express? Are there any contour lines? Hatching or cross-hatching? Where? In what direction(s) do the lines move?
-Which theme(s) best describe the content of Kollwitz'
Mother with Dead Child?
Support your answers with specific examples from the etching.
3.
-Is the
Colossal 8-feet-tall Olmec Head
(1500-300 BCE) an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the
FORM/MASS
of the Olmec Head. Address the size, density, material(s) used, and how it may have interacted with it's original location.
-Is the sculpture an example of
Closed Form
or
Open Form
? Explain your answer.
-Which theme(s) best describe the content of the Olmec Heads? Support your answers with specific examples from the sculpture.
4.
-Is Jan van Eyck's 1434 oil painting,
The Arnolfi Portrait
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Discuss the use of
TEXTURE
in van Eyck's painting. Does the work have actual/tactile texture, visual/simulated texture, or a combination of both? Explain your answer.
-Which theme(s) best describe the content of van Eyck's
The Arnolfi Portrait
? Support your answers with specific examples from the painting.
5.
Is George Caleb Bingham's 1845 painting,
Fur Traders Descending the Missouri
, an example of Representational Art, Abstracted Art, or Non-Represen.
Answer the following questions in a total of 3 pages (900 words). My.docxSHIVA101531
Answer the following questions in a total of 3 pages (900 words). My budget is between $50-60. Deadline is 5 hours
What, in your opinion, are the salient attributes of indigenous African religious cultures?
Do you feel western scholars were justified in tagging negative labels on African religions?
Would you say African religions are polytheistic because of the belief in numerous deities?
Describe the Core Elements of Yoruba or Fon Cosmology
.
Answer the following questions No single word responses (at lea.docxSHIVA101531
Answer the following questions: No single word responses (at least 70+ words in each response)
Give the questions some thought and answer honestly
1. What is happening?
2. What issues does it raise?
3. What emotions come to your awareness?
4. What implications does it have for how we practice?
.
Answer the following questions based on the ethnography Dancing Skel.docxSHIVA101531
Answer the following questions based on the ethnography Dancing Skeletons. It is not necessary to write
an essay, but do engage the questions at a thoughtful level. Be sure to answer the question thoroughly as
each has several parts and use examples from the ethnography.
1. Why is it important for an anthropologist to be able to speak the local language? What
advantages did the author enjoy because of her language ability? What difficulties ensue when a
researcher is not able to speak the local language? If all contact with the population is through an
interpreter, what sorts of bias might arise in the data collection?
2. What was the outcome of the author’s visit to #104’s compound? What had happened to the
child since her last visit several years earlier? Why did the author use numbers to refer to people
in her study, instead of their names? Do you think it was right for Dettwyler to intervene in the
case of child #104, or should anthropologists just study people in other cultures and endeavor to
have as little impact on them as possible? Is it possible to conduct anthropological research
without having some effect on the people you study?
3. How do the medical resources of Magnambougou compare to those available in the United
States? What are the main diseases children in Mali must contend with?
4. Using female circumcision as the focus, discuss the concept of cultural relativism as used by
anthropologists. Even though we may understand the beliefs behind the practice, does cultural
relativism compel us to approve of female circumcision? What are some of the rationales
provided by cultures that practice female circumcision? What was Agnes’s attitude (Chapter 3)
when she found out that neither the author nor her daughter had been, or where intending to be
circumcised?
5. Aminata’s parents could see that she was very skinny even though she ate a lot of food.
“Everyone knows that you can eat a lot and still be skinny” (Dettwyler 1994: 44). How do
observations such as these contribute to the belief among some Malians that food intake and
health are not related?
Essay and Homework Requirements:
• Minimum of 2 typed pages of your writing (not including heading or prompt)
• 12 point font size
• 1 inch margins on all sides
• Double-spaced throughout
• Spell-checked, grammar-checked
.
Answer the following questions to the best of your ability1) De.docxSHIVA101531
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Answer the following questionDo you think it is necessary to .docxSHIVA101531
Answer the following question:
Do you think it is necessary to create a different law to serve minors who violate the law or should they be processed in the same way that adults are processed? Explain.
**Arguments in response to the question must be supported by at least two academic sources.**
Essay ( 1-3 pages)
.
Answer the following question. Use facts and examples to support.docxSHIVA101531
Answer the following question. Use facts and examples to support your answer. Use APA style for any references.
Due June 14, 11:59 p.m. EST
Using Figure 5.4 as the target architecture, who are the threat agents who will be most interested in attacking Web applications created through AppMaker?
.
Answer the bottom questions in apa format and decent answer no shor.docxSHIVA101531
Answer the bottom questions in apa format and decent answer no short answer please.
Subaru's Sales Boom Thanks to the Weaker Yen For the Japanese carmaker Subaru, a sharp fall in the value of yen against the U.S. dollar has turned a problem—the lack of U.S. production—into an unexpected sales boom. Subaru, which is a niche player in the global auto industry, has long bucked the trend among its Japanese rivals of establishing significant manufacturing facilities in the North American market. Instead, the company has chosen to concentrate most of its manufacturing in Japan in order to achieve economies of scale at its home plants, exporting its production to the United States. Subaru still makes 80 percent of its vehicles at home, compared with 21 percent for Honda. Back in 2012, this strategy was viewed as something of a liability. In those days, one U.S. dollar bought only 80 Japanese yen. The strong yen meant that Subaru cars were being priced out of the U.S. market. Japanese companies like Honda and Toyota, which had substantial production in the United States, gained business at Subaru's expense. But from 2012 onward, with Japan mired in recession and consumer prices falling, the country's central bank repeatedly cut interest rates in an attempt to stimulate the economy. As interest rates fell in Japan, investors moved money out of the country, selling yen and buying the U.S. dollar. They used those dollars to invest in U.S. stocks and bonds where they anticipated a greater return. As a consequence, the price of yen in terms of dollars fell. By December 2015, one dollar bought 120 yen, representing a 50 percent fall in the value of the yen against the U.S. dollar since 2012. For Subaru, the depreciation in the value of the yen has given it a pricing advantage and driven a sales boom. Demand for Subaru cars in the United States has been so strong that the automaker has been struggling to keep up. The profits of Subaru's parent company, Fuji Heavy Industries, have surged. In February 2015, Fuji announced that it would earn record operating profits of around ¥410 billion ($3.5 billion) for the financial year ending March 2015. Subaru's profit margin has increased to 14.4 percent, compared with 5.6 percent for Honda, a company that is heavily dependent on U.S. production. The good times continued in 2015, with Subaru posting record profits in the quarter ending December 31, 2015. Despite its current pricing advantage, Subaru is moving to increase its U.S. production. It plans to expand its sole plant in the United States, in Indiana, by March 2017, with a goal of making 310,000 a year, up from 200,000 currently. When asked why it is doing this, Subaru's management notes that the yen will not stay weak against the dollar forever, and it is wise to expand local production as a hedge against future increases in the value of the yen. Indeed, when the Bank of Japan decided to set a key interest rate below zero in early February 2016, the yen .
Answer the following below using the EXCEL attachment. chapter 5.docxSHIVA101531
This document requests that someone answer Excel exercise questions from chapter 5, including questions 9 through 12. It also asks the person to post at least two points they learned from the questions and two additional questions they have. Finally, it mentions completing an appendix exercise question from chapter 5.
Answer the following prompts about A Germanic People Create a Code .docxSHIVA101531
Answer the following prompts about “A Germanic People Create a Code of Law” on pgs. 104-108 from the
Sources of
World Societies: Volume 1: To 1600
book. your answer should include one original question that you have about the readings.
1. Compare and contrast this law code with the Twelve Tables and the Code of Hammurabi.
2. Where do you see major similarities, and differences?
3. Of the three codes, which would you prefer to live under, and why?
.
Answer the following discussion board question below minumun 25.docxSHIVA101531
Answer the following discussion board question below: minumun 250 words in total.
[1] How did the attempted impeachment of President Clinton come about? What do you think about this attempt at impeachment and the surrounding controversies and circumstances?
[2] What parallels, if any, do you see between the impeachment efforts against President Clinton and those today against President Trump? Are they comparable or completely different, in your view? Explain.
.
Answer the following questions about IT Project Management. What.docxSHIVA101531
Answer the following questions about IT Project Management.
What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.
.
Answer the following in at least 100 words minimum each1.Of.docxSHIVA101531
Answer the following in at least 100 words minimum each:
1.Often times we will see data that goes up and down and doesn’t appear to be moving at a steady rate in either direction. Can we draw any conclusion from data like that?
2.
Time series and future prediction of value is something that many of you likely deal with at work. You may see the type of future prediction in a retirement or investment account on a personal level. When would this type of analysis be important in your industry?
.
Answer the following questions(at least 200 words) and responses 2 p.docxSHIVA101531
Answer the following questions(at least 200 words) and responses 2 posts(not word limitation):
Should the federal, state, or local governments pass legislation that requires organizations to offer voluntary benefits? Why or why not?
You need to find a source and make reference
.
Answer the following questions in a Word document and upload it by M.docxSHIVA101531
Answer the following questions in a Word document and upload it by March 19. Answers should be one paragraph each.
1. What arguments can you provide to show there is or is not political bias in the media?
2. Do you feel that the existence of Wikileaks helps or undermines America's national security?
3. Why do you feel that polling errors occur in gathering data on Presidential elections?
4. Do you feel the Fairness Doctrine was justified, or do you feel it was right to repeal it?
5. Is the rise of digital citizenship a good or bad thing for the media?
.
Answer the following questions in complete sentences. Each answer sh.docxSHIVA101531
This document contains two questions about the emergence and economic policies of communism in Russia and China. It asks how communism emerged in each country, noting both the similarities and differences between the two processes. It also asks about the main economic policies pursued by communist regimes, and their degrees of success and failure. Responses to each question should be one or two paragraphs with examples and quotes from the textbook.
ANSWER THE DISCUSSION QUESTION 250 WORDS MINDiscussion Q.docxSHIVA101531
**ANSWER THE DISCUSSION QUESTION 250 WORDS MIN**
Discussion Questions:
How should the United States government deal with the heightened concern about homegrown violent extremism and the growing concern for the preservation of civil liberties? What are the political and constitutional consequences of counter-terrorism? Lastly, how do we assess the tradeoffs between freedom and security?
***REPLY TO EACH POST 100 WORDS MIN EACH***
1. The United States government will always have to face the homegrown violent extremist because with the internet alone people are able to research just about anything and find their answers. The civil liberties are being violated because you have FBI and CIA looking into what people on doing on the webs. I personally believe that you gave up the right when you decided to goggle whatever it is you’re looking up. It’s also like social media site take Facebook for example people are willing to give up their rights so they can be on Facebook and be able to look or post whatever they want. But just like ever website the owner of that site has a right to delete what they don’t want on it as well. So why can’t the FBI/CIA look into and potentially stop a homegrown extremist from attacking the nation or even just attacking schools, churches, and retail stores like the mall or Wal-Mart. All these locations have had attacks from violent extremist when if they were being watched or monitored those attacks could have been stopped or at least less death could have occurred. From a political and constitutional stand point, consequences of counter-terrorism can vary. I political stand is to protect and preserve the freedom for the people. Protecting one’s Constitutional rights depends on what the politician’s plans on policies and procedures that could begin to take away those civil rights that were granted and give people the sense of freedom that the nation is built on. Policies and procedures can change everything take the mask wearing and social distancing for Covid-19, you have the people that are okay with it all and are following the rules but then you have the ones that have been protesting or fighting people over the fact that they don’t want to wear a mask. To me personally it’s simple to wear a mask but to others it’s a reason of rights being taken away by mandating it. Working for the military and DHS I personally don’t see freedom and security as a tradeoff. If agencies do their jobs correctly and protect the United States and National Security then freedom wouldn’t be at stake. I believe in freedom but the security measures in place are to help protect that freedom, without the security measures the nation would be under attack like 9/11 or worse.
2. The internal terrorist threat in the United States is operational and complicated, with continuing threats from extreme left- and right-wing extremist groups and radicalization and recruitment efforts by international terrorist groups. Since Sept/11, our.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
LIN020L007A Syntax and MorphologyTahmina HaqueModal VerbsA mo.docx
1. LIN020L007A Syntax and Morphology
Tahmina Haque Modal VerbsA modal verb, also
known as a modal auxiliary, is a type of auxiliary verb that is
used to indicate modality. In 'Understanding English Grammar'
Payne defines modality as a complex conceptual domain. Many
researchers have written on defining auxiliarihood and modaity
( Palmer 1986; Nagle 1989; Heine 1993). There is no correct
way to define modality because of its highly distinctive and
variable feature. Palmer (1986: 4) tries to explain the
reason:'The real problem with modality is just not that there is
great variation in meaning across languages but that there is no
clear basic feature.' Modality is not only marked by modal
verbs, it is also marked by mood and by particle and clitics. All
these together make the syntax and semantics of modality one of
the biggest problem for grammatical analysis.In this essay
English modal verbs and their general characteristics are
brought together followed by their complex effect in the
language in terms of meanings and their general use in
communication. Modal verbs are members of a large set of
auxiliary verbs which have some common characteristics. Below
is a table listing the modal verbs and their classification ( Quirk
et al. 1985: 137):Class of verbsExamples CENTRAL
MODALSMARGINAL MODALSMODAL IDIOMSSEMI-
AUXILIARIES can, could, may, might, must, shall, should,
will, woulddare, need, ought to, used tohad better, would rather/
sooner, BE to, HAVE got to, etc
Have to, BE about to, BE able to, BE going to, BE likely to,
BE supposed to, BE obliged to, BE supposed to, BE willing to,
etcMorphological and syntactic characteristics of modal
verbs:The modal verbs have been classified according to their
morphological and syntactical characteristics. Below are some
characteristics of the central modals verbs :Takes bare
infinitiveTakes negation directly Takes inversion without DO
'Code' EmphasisNo -s form for third-person singular No non-
2. finite formNo co-occurrence Abnormal time refercenceThey
have no imperativeThere are suppletive negative formI can
go.can't, mustn'tcan I? must I?I can swim and so can you..She
COULD finish that*cans, *musts*to can, *musting*may will
You COULD leave this evening. (not past time)*Must come
now!Ayesha must be there → Ayesha needn't be there. The
table below shows central modal verbs also take a
morphologically past form :Present tensePast tenseCanFarhana
can study all night.WillAyesha knows he will help herShallI
know I shall help the kidsMayI know the students may need
help.CouldFarhana could study all night.WouldAyesha knew he
would help her.ShouldI knew I should help the kids.MightI
knew the students might need helpThe past form of the verbs
might, would, could, should are also used as different modal
verbs with different meanings. 'Must' do not have a
morphological past form. Syntactical change takes place to
express past time:I must finish my syntax and morphology
assignment (present)I must have finished syntax and
morphology assignment (past)Marginal ModalsDare, need, used
to and ought to display some but not all of the properties of the
central modal verbs. For example, dare and need take a bare
infinitivecomplement in negated and/or inverted structures:
daren't you ask?
You needn't go every morning.
Dare I suggest that that is last opportunity?
As a marginal modal verb 'need' has no past tense: *He needed
go there.'Used to' occurs only in the past tense form. 'Ought to'
and 'used to' do not take inversion without 'DO ':* Used to I ?*
Ought to I?Modal idioms do not take negation directly :* I
hadn't better go to the bank now.Semi-modalsSemi modals are
recent addition to the modal verbs after a process of
grammaticalization. They do not have all the characteristics of
the primary modals. Unlike the primary modals, the semi-
auxiliaries may come together to make a long string of
3. verbs:He seems to be going to have to keep on doing these
exercises.
I am likely to be about to start working on my assignment.Most
of the semi modals can be marked for tense and persons :He has
to close the shop → He had to close the shop. (tense)He was
able to jump of the bridge → They were able to jump off the
bridge. ( person)Modal verbs can appear in the dependent clause
of complex sentences : He requested that they should arrive
early ( clausal object)I did it so that they should come. (Oblique
clause)It is essential that they should come (clausal subject)It
is likely that they will come (clausal subject)Function of modal
verbs:Modal verbs are very common in conversation and written
language. They indicate two kinds of modality:Epistemic
modality: Epistemic modality (from Greek word 'επιστημική'
meaning knowledge) is concerned with speaker's perception,
knowledge, belief as to how real the situation is. A speaker can
at least four different ways show that he is not sure of his
assertion:1. by speculating2. by showing he is presenting it as a
deduction3. that he has been told about it4. that his assertion is
based on the evidence of senses.Deontic modality: 'Deontic'
comes from the Greek word 'δεω', means 'bind', 'need' .
Deontic modality expresses obligation, permission or debt to
do something. It is concerned with the expression by the
speaker of his attitude towards possible actions by himself and/
or others.Below are some of the modal verbs showing epistemic
and deontic modality: Deontic
ModalityPermissionYou can leave the classroom now.You may
go nowSuggestionYou could see a movie or go out to
dinner.You might visit the botanical gardens during your
visit. We can meet tomorrow.insistenceYou must stop bringing
flowers.You'd better clean that mess right now!She has to take
the application from the central office .
I would rather starve than eat your bread.Obligation (weak/
strong)They have to leave earlyI really should be in the office
by 7:00 AMI have got to be at work by 8:30 AM.
I'm supposed to cook for the children.
4. I'm not obliged to pay for that fee.
I have to present in the staff meeting.
The students are to study hard to do good in their exam.
Certainty This answer has to be correct.This must be the right
address! Advice/ recommendation/suggestion When you go to
Berlin, you should visit the palaces in PotsdamYou had better
take your umbrella with you today. You ought to stop smoking.
You've got to be strong for your kids.
orderYou'll leave the classroom at six.You must not leave the
class.Can you come here a minute, please?
Epistemic ModalityPossibilityExtreme rain could cause the
river to flood the city. Any child can grow up to be a president.
Your watch might be in the living room. Saa'd may be at home,
or perhaps at work.
ProbabilityThis stock ought to increase in value. They should be
here by noon.
He is likely to be late.PredictionIt will rain tomorrowThere is
somebody coming. That'll be Peter.AbilityI can ride a horse.
Nancy could ski like a pro by the age of 11.
I'm able to sleep through the night.ConditionalIf he were an
actor, he would be in adventure movies. We could go on the trip
if I didn't have to work this weekend. If I finish my assignment
tonight, I'll watch a movie.If I didn't have to work, I might go
with you. AssumptionThey must be in the beach by now.That
ought to be her car.Most primary modal verbs have both
epistemic and deontic functions:Modal
verbsCanCouldMayMightMustShould WouldShall willHe can
fly planes. ( deontic)That can indeed help. (epistemic)Farhana
could run fast before. ( deontic)We could go out to watch a
movie. (epistemic)May I come in? ( deontic)He may jump off
the bridge. (epistemic)You might just send her a card. (
deontic)I might not go to university tomorrow.
(epistemic)Zayed must go to school. ( deontic)Ayesha must be
in Manchester by now. (epistemic)We should abide by the law. (
deontic)That should surprise her. (epistemic)He would be happy
to have the kitten. (epistemic)You shall go to the shop. (
5. deontic)One day I shall be a politician. (epistemic)I'll go to the
party ( deontic)That will be the ice-cream van. (epistemic)The
effect of modal verbs on the meaningBy definition every modal
verb is different but because of their same morphological and
syntactic structure, they might be interpreted either
epistemically or deontically in a sentence. For example, the
sentence below expresses both epistemic and deontic modality
by modal verb 'may': 1. Zayed may climb up the hill. { he is
permitted (deontic) / perhaps he will (epistemic)}Another
example: 2. Ayesha must be in school.{she is obliged to be
(deontic) / I believe she is (epistemic)}Not all modal verbs
follow all the rules of negation. The negative form 'must not'
means 'necessary not' instead of meaning 'not necessary'.
Therefore, in the sentence no.2 above, expression showing
epistemic modality can not just use 'not' to make the meaning
negative. Using 'must not' to negates the sentence no. 2 only
works with deontic expression:2. Ayesha mustn't be in school.
{(she is obliged not to be) deontic/ no epistemic modality }A
suppletive negative form has to be used to make the proposition
negative: Ayesha can't be in school. {( I believe she is not)
epistemic}Also in the In the following example normal negation
gives out a wrong message:The child must climb down the
stairs. ( There is a necessity for the child to come down the
stairs)The negation should show that there is no necessity for
the child to come down the stairs. But adding 'not' do not do
that: The child musn't come down the stairs. (There is a
necessity for the child not to come down the stairs)A suppletive
negative form has to be used to make the proposition
negative:The child needn't come down the stairs. ( There is no
necessity for the child to come down the stairs) Another
distinction is that 'not' negates deontic 'may' only:The criminal
may be seated.The criminal may not be seated ( deontic)In
epistemic the verb followed by the modal verb gets negated:
She may want to sell the shop. She may not want to sell the
shop.
6. ' Might' and 'should have' only show past form in epistemic
modality. For example:
Extensive reading may work → Extensive reading might work.
(epistemic)
They should be there by 5 pm → They should have been there
by 5 pm. (epistemic)
Another difference is that, in deontic modality 'may' and 'can'
be substituted with each other without changing meaning but
not in epistemic modality . For example:
May I come in? (asking permission)
Can I come in? (asking permission)
May I use your bathroom? (asking permission)
Can I use your bathroom? (asking permission)On the other
hand replacing epistemic 'can' by 'may' or vice versa changes
the sentence semantically. For example:I can ride a horse.
(ability)I may ride a horse. ( possibility)May and must followed
by 'have' are always epistemic:You may have read the new.
(possibility)You must have noticed the sign. (assumption)When
'must' is used to show an action in the future, modality is almost
always deontic. Below are some examples:They must come
tomorrow.Sawdah must see me next Monday.Modal verbs are
the result of grammaticalization process, a process in which
lexical items change their semantic and syntactic features. This
process is ongoing and more and more modal verbs are
emerging. Modal verbs are very common in conversation and
writing. They are very important in communication in English.
It is essential for an English language learner to learn and be
up-to-date with these modal verbs to communicate effectively.
Bibliography:
Payne, T.E. (2011)Understanding English Grammar CUP
Leech, G (1987) Meaning and the English Verb (2nd edition.)
London: Longman
Palmer, F (2001) Mood and Modality (2nd edition.) Cambridge:
CUP
7. Krug, G.M (1966) Emerging English Modals: a corpus based
study of grammaticalization
New York : Mouton de Gruyter 2000
1
Syntax and Morphology: Assignment 1
The Plain English Campaign's mission is to convince the
government organisations to use easy to read English in their
documents and correspondences. They want the language to be
written keeping the reader' ability to process information
comfortably in mind. Below is a morphological and syntactical
analytical comparison between the texts written by some
organisations and the modified versions by the Plain English
Campaign.
Morphological Complexity
The both groups use the three types of lexical expression, for
example:
are ( strong suppletion)
can (weak suppletion) and
read ( isomorphism).
They do not have much difference in the number of verbs used
either. They both have inflected and derived forms of words.
However, an analysis shows that there is a significant difference
in the way they use derived forms .The use of inflected words
also differs. Below are all the inflected and derived words from
8. the both groups:
Pair 1
inflectional
derivational
Before
environments
Free Root : Learning, precondition, enhancement, ongoing
Bound root : Facilitation
After
Schools
Free root: properly
Pair 2
inflectional
derivational
Before
Points, particulars, details, required
Free root : additional, telephone
Bound root : Explanation
After
questions
Pair 3
9. inflectional
derivational
Before
Notes, detailed, sections, provided, its
Free root: Information, compound root: overleaf
Bound root: Opposite
After
Notes, provided
Bound root: Opposite,
Pair 4
inflectional
derivational
Before
Posters, leaflets, rights, gives, displayed, issued, bodies,
libraries, items, excluded, considered
Free root: supplementary, , information,
Bound root: security, disputatious Entrance, central,
authoritativeness
After
Posters
Bound root: Permission, entrance, compound root: anyone
The tables above show that the 'before' groups contain many
derived forms than the 'after' groups. As the sentences are
longer and contain more words , the number of agglutinative
inflected forms, for example, 'excluded', 'considered' etc. where
a bound morpheme attaches to the end of a word to create a
different form of the word, is higher in 'before' group.
10. The use of modal verb 'shall', instead of 'will' to show
authoritativeness is another morphological characteristic of the
'before' group:
We [shall] be glad to furnish such additional details .. (pair 1)
It is important that you [shall] read the notes, advice and
information detailed opposite. (pair 2)
Phrase and Sentence Complexity
A characteristic that affects immensely a reader's ability to read
is how the hard-to-read group constructs their sentences. By
definition a complex sentence consists of one independent
clause and one or more dependent clauses. An analysis of the
texts shows that it is not the complex sentences that make the
texts difficult ; it is the complexity of the internal syntactic
construction and distribution of dependant clauses that may
create high degree of complexity in sentences and affects
readability. For example :
[Children need good schools]i [if they are to learn properly]d.
The above sentence from the Plain English group of pair (1) is
defined as a complex sentence but easy to read. On the other
hand, the text below is also made up of complex sentences but
its distribution of clauses has made the text difficult to read:
[Your enquiry about the use of the entrance area at the library
for the purpose of displaying posters and leaflets about Welfare
and Supplementary Benefit rights, gives rise to the question of
the provenance and authoritativeness of the material]S1 [to be
displayed]Relative clause. [Posters and leaflets [ issued by the
Central Office of Information, the Department of Health and
Social Security and other authoritative bodies]Relative clause
11. are usually displayed in libraries,]S1 but [items of a
disputatious or polemic kind, [whilst not necessarily
excluded,]Relative clause are considered individually]S1.
Complexity is clearly seen in the second sentence where two
matrix clauses are connected together by a coordinating
conjunction 'but'. Each matrix clause also contains a relative
clause which is embedded into the main clause. What makes it
difficult is that relating embedded subordinating clauses with
their main clauses may delay readers understanding of a text.
Embedding is also seen in pair (2) of 'before' group:
[If [there are any points on which] you require explanation or
further particulars] [we shall be glad]S1 [to furnish such
additional details [as may be required by telephone]Relative
clause]Adverbial clause
Here is a main clause S1 preceded by the non finite 2nd
conditional clause which also embeds another dependent clause.
Moreover, the main clause is also followed by a non finite
adverbial clause embedding a relative clause.
Whereas the Plain English group avoids embedding clauses in
their texts, as it shows in pair 1. Another example is in pair 2
(b):
[If you have any questions,]S2 [please ring]S1.
Here the complex sentence consists of a dependent clause and a
finite second conditional clause.
Another feature that affects the readability of the 'before' group
12. is the use of long complicated constituents. In the example
below, constituents in the parentheses are large constituents
consisting of several phrases embedded in them :
[Your enquiry about the use of the entrance area at the library
for the purpose of displaying posters and leaflets about Welfare
and Supplementary Benefit rights]DP1 [INFL[gives rise to [the
question of the provenance and authoritativeness of the material
to be displayed]DP2]VP]IP1.[Posters and leaflets issued by the
Central Office of Information, the Department of Health and
Social Security and other authoritative bodies]NP1 are usually
displayed in libraries , but items of a disputatious or polemic
kind, whilst not necessarily excluded, are considered
individually.
DP2 is a constituent embedded in constituent IP1. All these
phrases are constituents because they function as a single word
in the sentences above. For example, Substituting the DP1 and
NP1 by two single pronouns:
[This] DP1 gives rise to the question of the provenance and
authoritativeness of the material to be displayed. [They]NP1 are
usually displayed in libraries , but items of a disputatious or
polemic kind, whilst not necessarily excluded, are considered
individually.
By substituting DP2 with a single word:
[Your enquiry about the use of the entrance area at the library
for the purpose of displaying posters and leaflets about Welfare
and Supplementary Benefit rights]DP1 gives rise to
[questions]DP2.
By asking 'Wh' questions:
Q. What gives rise to the question of the provenance and
authoritativeness of the material to be displayed?
Ans. [Your enquiry about the use of the entrance area at the
library for the purpose of displaying posters and leaflets about
Welfare and Supplementary Benefit rights]DP1
Q. What does your enquiry about the use of the entrance area at
13. the library for the purpose of displaying posters and leaflets
about Welfare and Supplementary Benefit, give rise to?
Ans. [the question of the provenance and authoritativeness of
the material to be displayed]DP2
Q. What are usually displayed in libraries?
Ans. [Posters and leaflets issued by the Central Office of
Information, the Department of Health and Social Security and
other authoritative bodies]NP
To show the IP1 as a constituent ,'so does' can be used:
So does my enquiry (my enquiry gives rise to the question too)
Other meaningful IPs could be coordinated with IP1:
For example, [This] DP1 [gives rise ...] IP1 and [makes us
aware.......]
As shown above, constituents can sometimes be consisted of
many phrases affecting the readability of a text as the reader has
to process the string of information as a clump.
The plain Campaign group has modified the sentence to make
the constituents relatively shorter :
Thank you for [your letter asking permission to put up posters
in the entrance area of the library]DP. Before we can give you
an answer we will need to see a copy of the posters to make
sure they won't offend anyone.
The constituent above can be replaced by 'this':
Thank you for [this]DP.
14. A grammatically correct reply can be received by asking a 'Wh'
question :
Q. Thank you for what?
Ans. [your letter asking permission to put up posters in the
entrance area of the library]DP
The hard-to-read also tends to provide a lot of information by
using prepositional phrases. Every prepositional phrase gives
information that needs to be noticed before getting the full
understanding of the text:
[Your enquiry [about the use [of the entrance area]PP7 [at the
library ]PP6[for the purpose [[of displaying posters and
leaflets]PP5 [about Welfare and Supplementary Benefit
rights]PP4]PP3]PP2]PP1 , gives rise to [the question [of the
provenance and authoritativeness [of the material]PP9]PP8 to be
displayed]DP. Posters and leaflets issued [by the Central Office
of Information, the Department of Health and Social Security
and other authoritative bodies]PP10 are usually displayed [in
libraries]PP11 , but items [of a disputatious or polemic
kind]PP12, whilst not necessarily excluded are considered
individually.
The modified group contains only four PPs:
Thank you [for your letter asking permission to put up posters
[in the entrance area [of the library] PP3] PP2]PP1. Before we
can give you an answer we will need to see a copy [of the
posters] PP4 to make sure they won't offend anyone.
Each PP consists of a Head which is a preposition followed by a
DP which is the complement of the phrase. For example:
[of] Head[the entrance area]Complement
15. The before group chooses to add many modifying phrases in a
simple clause which may affect a reader's ability to process
information quickly. Following is a simple sentence from pair 1
(a) :
[High-quality learning]AdjP environments]NP are a
[[necessary]AP precondition]NP for [facilitation and
enhancement]NP of the [[ongoing learning]AdjP process]NP.
Also a chain of abstract nouns such as facilitation and
enhancement, which are not needed to use in daily conversation,
have been used by the group.
In contrast to that, pair 1(b) uses only two simple modifying
phrases in the whole sentence.
Children need [good]AdjP schools if they are to learn
[properly]AdvP.
The use of constituents functioning as adverb phrases can also
make a text complex. The following example is taken from pair
3(a) :
It is important that you shall read the notes, advice and
information detailed opposite then complete the form overleaf
(all sections)[ prior to its immediate return to the Council by
way of the envelope provided]AdvP.
The whole phrase can be deleted or moved to the front without
affecting the grammatical structure of the sentence.
Range of Sentence Types
The differences in their pragmatically marked construction of
the sentences to show speech act or mood are quite evident. The
hard group uses subject-verb-(object) order in most cases which
16. is the typical structure of a declarative sentence. However, The
purpose of the sentence type is not always to declare or state
information. For example, pair 3 (a) has used sentences that are
written in both declarative (d) and imperative (i) style but only
to provide instructions:
[[It]S [is]V [important that you shall read the notes, advice and
information detailed opposite]O]d [then [complete]V[
the form overleaf]O (all sections) prior to its immediate return
to the Council by way of the envelope provided.]i
In the same pair 3 (b) the form agrees with the function. To
express a request, it has used the imperative form which
typically begins with the base form of the verb followed by
object/s. Subjects are normally omitted:
Please [read]V [the notes]O opposite before you fill in the
form.
Then [send]V [it]O back to us as soon as possible in the
envelope provided.
In the above sentence 'please' is used to show politeness and is
not a part of S-V-(O) construction.
Pair 4 (a) is syntactically marked to be declarative. It also
functions to express information:
[Your enquiry about the use of the entrance area at the library
for the purpose of displaying posters and leaflets about Welfare
and Supplementary Benefit rights]S, [gives]Tran V rise to the
question of the provenance and authoritativeness of the material
to be displayed. [Posters and leaflets issued by the Central
Office of Information, the Department of Health and Social
Security and other authoritative bodies]S [are]Aux usually
[displayed]V in libraries, but [items of a disputatious or
polemic kind, whilst not necessarily excluded]S, [are]Aux
[considered]V individually.
17. Another distinctive feature of the 'before' group is, as it clearly
shows in pair 3 (a) and 4 (a) above, the group tend to use
passive voice by avoiding the use of first person nominative
cases. The other group, on the other hand, uses first person
nominative cases. Pair 3(b) has an example:
Then send it back to [us]as soon as possible in the envelope
provided.
Use of Phrasal Verbs
Use of phrasal verbs is very common in conversational English
but less common in formal written English. As shown above, the
Plain English group is trying to change the traditional way of
writing and their another approach is to use phrasal verbs to
make the language more natural. For example, in pair 3(b):
Please read the notes opposite before you [[fill]V [in]particle]
the form.
In pair 4 (b):
Thank you for your letter asking permission to [[put]v
[up]particle] posters ....
In contrast to that the hard-to-group texts do not have any
phrasal verbs.
The plain English Campaign endeavours to minimise sentence
complexity. They keep their writings short, simple and straight
to the point by cutting all redundant words and phrases. They
try to use words that are being used in everyday conversation to
make texts easy to read. As Payne says in his 'Understanding of
English Grammar', it is the frequency that allows people to
18. habitualize complex behaviour. The group focuses on the
behaviour that has already been habitualized .
Bibliography
Burton-Roberts, N. (1997) Analysing Sentences: An
Introduction to English Syntax 2nd edition, London: Longman
Payne, T.E. (2011)Understanding English Grammar CUP
Graddol, D. Cheshire, J. & Swann, J. (1994) Describing
Language
2nd edition, OUP
Thomas, L. (1993) Beginning Syntax Oxford: Blackwell
Publisher Ltd
6 Syntax and Morphology by Tahmina Haque