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) (Num) N
NP
Det
N
a
frog
NP
N
frogs
numerals
Summary:
Numerals encode number
Numerals can encode indefiniteness
Numerals can encode order
Phrase Structure Rule:
NP (Det) (Num) N
quantifiers
What quantifiers “do” (in terms of meaning):
Pick out members of a set in ways other .
Write a 2 paragraph response paper for history of theatre class,.docxlindorffgarrik
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
This document provides an introduction to the book "1001 Vocabulary and Spelling Questions" which contains practice questions to improve vocabulary and spelling skills. It discusses how the book is organized into sections on synonyms, antonyms, verbal classification, analogies, vocabulary in context, and spelling. It also provides additional resources for extra practice and lists common prefixes, suffixes, and word roots to help determine word meanings.
This document contains scoring rubrics and categories for evaluating various classroom activities in a Methods course. It includes rubrics for activities such as role plays, writing letters, debates, making magazines, oral presentations, and designing menus. Each rubric has 4 categories (4 being the highest score, 1 being the lowest) to assess different elements of the activities, such as use of props, grammar, organization, comprehension, and adherence to requirements. The document provides teachers with a way to systematically evaluate student performance across multiple interactive activities.
This document discusses syntax and syntactic categories. It defines syntax as the study of sentence patterns and rules that determine word order and structure in a language. There are various syntactic categories including parts of speech, phrases, and sentences. Phrases are groups of words that function as a unit, and there are five main types: noun phrases, verb phrases, adjective phrases, adverb phrases, and preposition phrases. Phrase structure trees are used to represent syntactic categories and the hierarchical structure of phrases in a sentence. Basic phrase structure rules are provided.
The document summarizes key aspects of modern language teaching approaches for secondary school students in 3 sentences or less. It emphasizes focusing on communication skills over prescribed content, using creativity and culture to engage students in meaningful topics, and ensuring language skills are developed through both planned and unplanned speaking opportunities beyond the classroom.
This document provides an introduction to 1001 Vocabulary and Spelling Questions, a book designed to provide review and practice for vocabulary and spelling skills. It contains over 1000 questions organized into three main sections: synonyms, antonyms, and analogies; vocabulary in context; and spelling. The introduction explains how to use the book for study and test preparation. It also provides lists of common English prefixes, suffixes, and word roots to help understand word meanings.
Write a 2 paragraph response paper for history of theatre class,.docxlindorffgarrik
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
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This document contains scoring rubrics and categories for evaluating various classroom activities in a Methods course. It includes rubrics for activities such as role plays, writing letters, debates, making magazines, oral presentations, and designing menus. Each rubric has 4 categories (4 being the highest score, 1 being the lowest) to assess different elements of the activities, such as use of props, grammar, organization, comprehension, and adherence to requirements. The document provides teachers with a way to systematically evaluate student performance across multiple interactive activities.
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LIN101 introduces students to the field of linguistics. The course is taught by Dr. Russell Rodrigo and aims to define linguistics, identify its scopes, examine language and linguistic concepts, and analyze language learning and acquisition. Students will be assessed through participation, discussions, assignments, and a presentation to demonstrate their understanding of course topics like syntax, morphology, phonology, semantics, and pragmatics.
The document discusses the theory of speech acts. It explains that linguists originally focused on language form rather than function, but speech act theory looks at both. Speech acts have a locutionary act (the actual words), an illocutionary act (the intent or function), and a perlocutionary act (the effect on the listener). The document also discusses how meaning can differ based on context versus isolation of words. It introduces J.L. Austin and J.R. Searle's classifications of illocutionary acts.
This document provides an introduction to the book 1001 Vocabulary and Spelling Questions. It discusses the purpose and organization of the book, which provides over 1000 practice questions to improve vocabulary and spelling skills. It recommends how to use the book for study and practice. It also lists some common exams that test vocabulary and spelling abilities. Finally, it includes a table that defines common prefixes, suffixes, and word roots to help with understanding word meanings.
The document provides study notes and tips on English vocabulary and spelling rules. It discusses organizing vocabulary by topic to aid memorization. Key points include:
- Learn 10 new words per day and review frequently. Organize words by topic.
- English words can change form based on part of speech (noun, verb, adjective). Pronunciation like stress affects meaning.
- Longer, multi-syllabic words from Latin and Greek tend to be more formal.
- Synonyms and antonyms help increase descriptive vocabulary.
- Spelling rules cover doubling consonants, prefixes, suffixes, and changing y to i. Plurals are also addressed.
The document provides tips for learning vocabulary for the IELTS exam, including organizing words by topic area and learning word forms. It recommends learning 10 new words per day and reviewing frequently. Specific strategies discussed are learning the adjective, noun, verb, and adverb forms of words; stress patterns; levels of formality; synonyms; and organizing words into topics like education. Sample vocabulary is provided organized by topics, fields, and for assignments. The goal is to choose words precisely and discuss topics accurately for the IELTS exam.
Engineering Intelligent NLP Applications Using Deep Learning – Part 1Saurabh Kaushik
This document discusses natural language processing (NLP) and language modeling. It covers the basics of NLP including what NLP is, its common applications, and basic NLP processing steps like parsing. It also discusses word and sentence modeling in NLP, including word representations using techniques like bag-of-words, word embeddings, and language modeling approaches like n-grams, statistical modeling, and neural networks. The document focuses on introducing fundamental NLP concepts.
5810 oral lang anly transcr wkshp (fall 2014) pdf SVTaylor123
This document provides guidance for analyzing the oral language of a learner as part of a case study assignment. It includes an overview of the assignment requirements and rubric. Students will analyze a transcript of the learner's oral language to identify patterns in their use of language functions and language systems. Examples of language functions include instrumental, regulatory, interactional, and others. Language systems include phonology, syntax, semantics, and others. Charts are provided to record examples from the transcript. The presentation provides guidance on completing the analysis, including how to code the transcript for language functions and systems.
June2010 feedback How to tackle the yr 13 Language Examsteddyss
The document provides guidance for answering Question 1a on the English Language Exam A2. It outlines the topics that could be covered in Question 1a and explains that candidates will be asked to analyze differences between the English used in a given text and current Standard English. The document provides an example question and gives advice on choosing two examples of key constituents of language to analyze. It also outlines the assessment objectives for Question 1a and provides feedback from past exam papers to help candidates understand what is expected in a high-scoring response.
Discourse analysis by gillian brown & george yuleJohn Ykaz
This document introduces the concepts of transactional and interactional functions of language. Transactional functions involve the expression of "content", aiming to communicate information. Interactional functions involve expressing social relations and personal attitudes. The distinction corresponds to other dichotomies in linguistics such as referential/emotive and ideational/interpersonal. While language often serves multiple functions simultaneously, the introduction focuses on distinguishing these major functions for analytic purposes. It also notes that most linguists adopt a transactional view that language's primary function is communicating information, though it acknowledges language also plays important interactional roles.
This document introduces the concepts of transactional and interactional functions of language. Transactional functions involve the expression of "content", aiming to communicate information. Interactional functions involve expressing social relations and personal attitudes. The distinction corresponds to other dichotomies in linguistics such as referential/emotive and ideational/interpersonal. While language often serves multiple functions simultaneously, this distinction provides an analytic framework. The document notes that most linguists see the primary function as the transactional communication of information, though other views emphasize the social aspects of language use.
Pragmatics studies how utterances are used and interpreted based on context. It examines linguistic context like other words used, physical context like location, and how deixis requires shared knowledge. Speech act theory analyzes locutionary meaning, illocutionary intention, and perlocutionary effect. Cooperation theory proposes maxims for conversation like being relevant and clear. Pragmatic analysis considers how meaning relates to situation, people, context, and shared information.
Professor Michael Hoey: The hidden similarities across languages - some good ...eaquals
The document discusses a new theory of language called Lexical Priming that aims to address shortcomings in traditional linguistic theories. It was developed based on insights from corpus linguistics and psycholinguistic research showing that exposure to words primes the recognition of other related words. The theory claims that people subconsciously note the linguistic contexts in which words occur and begin to associate words with recurring contextual features. This theory builds on both corpus data and established psychology research but aims to provide a more comprehensive model of language than previous theories.
This document provides an overview of the AP English Language and Composition exam, including information about the exam structure and content, strategies for answering multiple-choice questions and writing essays, and techniques for analyzing rhetorical devices in texts. The exam consists of multiple-choice questions worth 45% of the score and three essay questions worth 55% of the score. Students have one hour for the multiple-choice section and two hours for the essays. The document outlines best practices for time management, identifying question types, and choosing effective evidence and analysis for the essay.
The document discusses syntax and sentence structure. It explains that speakers have rules for forming sentences stored in their brains rather than mental dictionaries of all possible sentences. Syntax rules specify how words combine into phrases and sentences, including word order and grammatical relationships. Phrase structure trees are used to represent the hierarchical structure of sentences based on syntactic categories like noun phrases and verb phrases. Recursive phrase structure rules allow for an infinite number of sentences. The document also discusses heads, complements, ambiguities, and other aspects of syntactic analysis.
The document discusses voice, audience, and purpose in writing. It defines voice as the distinct personality of a piece of writing imparted through a writer's personal engagement with the topic. Audience refers to who the writing is aimed at, and writers must consider their audience's characteristics to tailor their content, tone, and language. Purpose represents the goal of the writing, such as to entertain, persuade, or inform, and examining word choices, sentence structures, and text organization can help identify a work's purpose.
The document discusses voice, audience, and purpose in writing. It defines voice as the distinct personality of a piece of writing imparted through a writer's personal engagement with the topic. Audience refers to who the writing is aimed at, and writers must consider their audience's characteristics to tailor their content, tone, and language. Purpose represents the goal of the writing, such as to entertain, persuade, or inform, and examining word choice, sentence structure, and text organization can help identify a work's purpose.
Basic Word Order’ in Formal and Functional Linguistics and the Typological St...ola khaza'leh
chapter three in contrastive linguistics written by Frederick J. Newmeyer
and summarized by Ola Bassam Khaza'leh , MA student in Yarmouk university (Irbid- Jordan) in English Department (Linguistics )
The document discusses different perspectives on grammar including:
1. Traditional grammar which labels grammatical categories like nouns, verbs, and tenses.
2. Descriptive grammar which collects language samples and describes structures as they are used rather than how they should be used. This includes structural analysis and labeled bracketed sentences.
3. Generative grammar which has rules to generate all grammatical sentences of a language and aims to capture properties like recursion. It distinguishes between deep and surface structures.
The objective of this assignment is to encourage the students to.docxdennisa15
The objective of this assignment is to encourage the students to use excel spreadsheets to aid in problem solving. Students are asked to solve a capital budgeting problem using an excel spreadsheet.
Format: The assignment is a problem solving exercise using an excel spreadsheet with additional discussion on findings considering both quantitative measures and qualitative issues.
Documents: Students should submit the following documents IN HARD COPY SUBMISSION:
· an assignment COVER sheet
· a copy of the FORMAL report
· a copy of the EXCEL spreadsheet displaying VALUES
· a copy of the EXCEL spreadsheet displaying excel FORMULAS
Online Submission: Link and details will be available on Canvas.
For online submission on Canvas via Turnitin, submit ONLY ONE FILE including
ONLY
the
Assignment
Cover
Page
along
with
the
copy
of
Formal
Report
.
Details of Assignment
Assume that you are an adviser at HITECH Ltd, which is analysing the introduction of a new game console named NEUROFORCE. This system can be connected with human brain functions and still very much controversial for claimed but yet to be confirmed adverse impacts on human behaviour after prolonged application. Health conscious groups are also lobbying against introduction of such games with probable detrimental effects.
The project manager of HITECH Ltd needs a detail analysis on this exciting NEUROFORCE project. She comes into your office, drops a consultant’s report on your desk, and complains, “We paid these consultants $1 million for this report, and I am not sure their financial analysis makes sense, though their estimations seem to be correct. Before we spend $30 million on
buying new equipment needed for this project, look it over and give me your opinion.” You open the report and find the following information and estimates:
The project will continue for next 7 years, by that time more reliable information on possible adverse impacts of using NEUROFORCE will be available. It is projected that equipment will have economic life of 10 years. After buying the equipment, it requires to renovate the production bay at HITECH Ltd and install the equipment at a total cost of $1 million. These renovation and installation costs are to be considered as capital expenditures. Staff training cost of $100,000 is to be incurred initially at the start of the project.
The equipment will be procured from SWEDEN and HITECH Ltd has to pay 8% import duty on purchase price, whereas the supplier will pay transportation costs of $70,000. These property, plant and equipment (PPE) would be depreciated over its useful life of 10 years using a tax allowable straight-line rate of 10%. However, the company is planning to sell the equipment at the end of the project for an estimated price of $6 million.
Consultants estimate that 48,000 NEUROFORCE consoles can be sold in the first year with an expected increase by 25% in each year for next two years; afterwards sales are expected to decr.
The objective of the work is to do a program in C++, to consult the .docxdennisa15
The objective of the work is to do a program in C++, to consult the information of various projects belonging to companies to crowdfunding.
So first every project information, belonging to x company (two or more projects can belong to the same company) will be included in a text file with the following ( theres more that one project per text file):
Title:
Company name:
Name of the man in charge:
Project duration (in months):
Keywords:
Expenses:
Equipment:
Scholarships:
Consumables:
Accounting:
Trips:
General expenses:
·
This part is just a text file, including the information of all projects that need to be consulted by the user, not needed to be implemented into the code.
Now into the program:
First the user must be able to input the name of what text file he wants to read the information from.
Then the infomation of each project must be stored into a linked list.
Each project should have his own code ( can be sequential, ie. Project1-> code:1 , Project2-> code:2…., being 1 and 2 the respective code.)
The user should be able:
to see all the projects that are in the text file that the user previously put the name of, ordered by the title name;
To search for a certain project by inputing their code;
To search for projects by inputing the company name, (ie. If two projects belong to the same company, the user will see the two projects, searching by x company);
Every extra function implemented in the program (ie. Validation, remotion of a project) will be a plus for the teacher.
.
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The document provides guidance for answering Question 1a on the English Language Exam A2. It outlines the topics that could be covered in Question 1a and explains that candidates will be asked to analyze differences between the English used in a given text and current Standard English. The document provides an example question and gives advice on choosing two examples of key constituents of language to analyze. It also outlines the assessment objectives for Question 1a and provides feedback from past exam papers to help candidates understand what is expected in a high-scoring response.
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The document discusses syntax and sentence structure. It explains that speakers have rules for forming sentences stored in their brains rather than mental dictionaries of all possible sentences. Syntax rules specify how words combine into phrases and sentences, including word order and grammatical relationships. Phrase structure trees are used to represent the hierarchical structure of sentences based on syntactic categories like noun phrases and verb phrases. Recursive phrase structure rules allow for an infinite number of sentences. The document also discusses heads, complements, ambiguities, and other aspects of syntactic analysis.
The document discusses voice, audience, and purpose in writing. It defines voice as the distinct personality of a piece of writing imparted through a writer's personal engagement with the topic. Audience refers to who the writing is aimed at, and writers must consider their audience's characteristics to tailor their content, tone, and language. Purpose represents the goal of the writing, such as to entertain, persuade, or inform, and examining word choices, sentence structures, and text organization can help identify a work's purpose.
The document discusses voice, audience, and purpose in writing. It defines voice as the distinct personality of a piece of writing imparted through a writer's personal engagement with the topic. Audience refers to who the writing is aimed at, and writers must consider their audience's characteristics to tailor their content, tone, and language. Purpose represents the goal of the writing, such as to entertain, persuade, or inform, and examining word choice, sentence structure, and text organization can help identify a work's purpose.
Basic Word Order’ in Formal and Functional Linguistics and the Typological St...ola khaza'leh
chapter three in contrastive linguistics written by Frederick J. Newmeyer
and summarized by Ola Bassam Khaza'leh , MA student in Yarmouk university (Irbid- Jordan) in English Department (Linguistics )
The document discusses different perspectives on grammar including:
1. Traditional grammar which labels grammatical categories like nouns, verbs, and tenses.
2. Descriptive grammar which collects language samples and describes structures as they are used rather than how they should be used. This includes structural analysis and labeled bracketed sentences.
3. Generative grammar which has rules to generate all grammatical sentences of a language and aims to capture properties like recursion. It distinguishes between deep and surface structures.
Similar to The noun phrase introducers of npChapter 4the noun phr.docx (20)
The objective of this assignment is to encourage the students to.docxdennisa15
The objective of this assignment is to encourage the students to use excel spreadsheets to aid in problem solving. Students are asked to solve a capital budgeting problem using an excel spreadsheet.
Format: The assignment is a problem solving exercise using an excel spreadsheet with additional discussion on findings considering both quantitative measures and qualitative issues.
Documents: Students should submit the following documents IN HARD COPY SUBMISSION:
· an assignment COVER sheet
· a copy of the FORMAL report
· a copy of the EXCEL spreadsheet displaying VALUES
· a copy of the EXCEL spreadsheet displaying excel FORMULAS
Online Submission: Link and details will be available on Canvas.
For online submission on Canvas via Turnitin, submit ONLY ONE FILE including
ONLY
the
Assignment
Cover
Page
along
with
the
copy
of
Formal
Report
.
Details of Assignment
Assume that you are an adviser at HITECH Ltd, which is analysing the introduction of a new game console named NEUROFORCE. This system can be connected with human brain functions and still very much controversial for claimed but yet to be confirmed adverse impacts on human behaviour after prolonged application. Health conscious groups are also lobbying against introduction of such games with probable detrimental effects.
The project manager of HITECH Ltd needs a detail analysis on this exciting NEUROFORCE project. She comes into your office, drops a consultant’s report on your desk, and complains, “We paid these consultants $1 million for this report, and I am not sure their financial analysis makes sense, though their estimations seem to be correct. Before we spend $30 million on
buying new equipment needed for this project, look it over and give me your opinion.” You open the report and find the following information and estimates:
The project will continue for next 7 years, by that time more reliable information on possible adverse impacts of using NEUROFORCE will be available. It is projected that equipment will have economic life of 10 years. After buying the equipment, it requires to renovate the production bay at HITECH Ltd and install the equipment at a total cost of $1 million. These renovation and installation costs are to be considered as capital expenditures. Staff training cost of $100,000 is to be incurred initially at the start of the project.
The equipment will be procured from SWEDEN and HITECH Ltd has to pay 8% import duty on purchase price, whereas the supplier will pay transportation costs of $70,000. These property, plant and equipment (PPE) would be depreciated over its useful life of 10 years using a tax allowable straight-line rate of 10%. However, the company is planning to sell the equipment at the end of the project for an estimated price of $6 million.
Consultants estimate that 48,000 NEUROFORCE consoles can be sold in the first year with an expected increase by 25% in each year for next two years; afterwards sales are expected to decr.
The objective of the work is to do a program in C++, to consult the .docxdennisa15
The objective of the work is to do a program in C++, to consult the information of various projects belonging to companies to crowdfunding.
So first every project information, belonging to x company (two or more projects can belong to the same company) will be included in a text file with the following ( theres more that one project per text file):
Title:
Company name:
Name of the man in charge:
Project duration (in months):
Keywords:
Expenses:
Equipment:
Scholarships:
Consumables:
Accounting:
Trips:
General expenses:
·
This part is just a text file, including the information of all projects that need to be consulted by the user, not needed to be implemented into the code.
Now into the program:
First the user must be able to input the name of what text file he wants to read the information from.
Then the infomation of each project must be stored into a linked list.
Each project should have his own code ( can be sequential, ie. Project1-> code:1 , Project2-> code:2…., being 1 and 2 the respective code.)
The user should be able:
to see all the projects that are in the text file that the user previously put the name of, ordered by the title name;
To search for a certain project by inputing their code;
To search for projects by inputing the company name, (ie. If two projects belong to the same company, the user will see the two projects, searching by x company);
Every extra function implemented in the program (ie. Validation, remotion of a project) will be a plus for the teacher.
.
The objective of the term paper requirement is to give you an opport.docxdennisa15
The objective of the term paper requirement is to give you an opportunity to explore a topic in considerable depth.
The guidelines below will help you craft your paper.
Please do not hesitate to email or call with questions.
Paper Guidelines
Length: 5-7 pages with references
Formatting: MS Word (.doc, .docx) only; 12 point Times New Roman font; 1.5 line spacing; all text left justified, no indent.
References: APA 6th citation format (see sample paper)
Choose your topic:
ERP Systems Decision Support Systems Artificial Intelligence Expert Systems Electronic Medical Records Information Assurance (Security) Geographic Information Systems Banking Systems Data Warehouses Data Mining Knowledge Management/KM systems Accounting Systems Human Resources systems Supply Chain Management Systems Customer Relationship Management Systems Other topics by arrangement
Please choose from the topics above.
Remember, these types of systems have been deployed across numerous domains (e.g. health care, banking, manufacturing, etc.).
You may research whatever domain interests you.
Alternatively, you can choose your own topic, however it must be OK’d by me before you proceed.
Paper details: Your paper should be organized as follows: 1. Introduction – introduce your topic, explain why it’s important, then briefly review what’s coming in subsequent sections. 2. Background/History – When did such systems come into use? Discuss seminal research or practical applications that advanced the field, discuss the history of your topic. 3. Current Practice/Research – how are such systems being used today?
Articulate the state of the art from both practical and research perspectives. 4. Future work – Discuss the future of your topic, describe what’s coming next in terms of advancements. 5. Conclusion – Summarize the paper briefly reviewing the findings presented in previous sections. 6. References
Six sections as outlined above, points will be deducted for not following organization guideline.
I expect your final paper to demonstrate college-level writing – correct spelling, grammar, punctuation, etc.
The final paper will be submitted using Turnitin, a plagiarism detection tool.
Plagiarism is a serious offence in this class and at IUE and will not be tolerated.
If you have questions related to this matter, please ask.
If you choose a topic from the list above, simply upload an MS Word file to the assignment ‘Term Paper Topic’ in OnCourse Assignments. Your document should contain the following: 1. Your name 2. Topic 3. Brief outline and one or two paragraphs documenting what your paper will cover.
An outline is a “blueprint” or “plan” for your paper.
It helps you to organize your thoughts and arguments. A good outline can make conducting research and then writing the paper very efficient.
Your outline page must include your:
Paper Title Thesis statement Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.) Support for you.
The objective of the term project assignment is to prepare a Bid Pro.docxdennisa15
The objective of the term project assignment is to prepare a Bid Proposal for constructing a one-story single family house (MAKU Residence). Students must approach the assignment from the perspective of a construction contractor attending a bid, and prepare a professional price proposal using their knowledge, skills and common sense. This requires proper efforts with regards to:
View attachment for requirements please
.
The objective of the term paper requirement is to give you an oppo.docxdennisa15
The objective of the term paper requirement is to give you an opportunity to explore a topic in considerable depth.
The guidelines below will help you craft your paper.
Please do not hesitate to email or call with questions.
Paper Guidelines
Length: 5-7 pages with references
Formatting: MS Word (.doc, .docx) only; 12 point Times New Roman font; 1.5 line spacing; all text left justified, no indent.
References: APA 6th citation format (see sample paper)
Paper details: Your paper should be organized as follows: 1. Introduction – introduce your topic, explain why it’s important, then briefly review what’s coming in subsequent sections. 2. Background/History – When did such systems come into use? Discuss seminal research or practical applications that advanced the field, discuss the history of your topic. 3. Current Practice/Research – how are such systems being used today?
Articulate the state of the art from both practical and research perspectives. 4. Future work – Discuss the future of your topic, describe what’s coming next in terms of advancements. 5. Conclusion – Summarize the paper briefly reviewing the findings presented in previous sections. 6. References
Paper Title Thesis statement Major points/arguments indicated by Roman numerals (i.e., I, II, III, IV, V, etc.) Support for your major points, indicated by capital Arabic numerals (i.e., A, B, C, D, E, etc.
Roman numeral I should be your “Introduction”.
In the introduction portion of your paper, you’ll want to tell your reader what your paper is about and then tell what your paper hopes to prove (your thesis).
So an Introduction gives an overview of the topic and your thesis statement.
The final Roman numeral should be your “Conclusion”.
In the conclusion, you summarize what you have told your reader.
The following are 2 sample outlines from actual student papers.
YOUR outline should be as detailed and possibly MORE detailed depending on the subject matter.
Remember that a good outline makes writing easier and more efficient
Sample Outline #1
Title: The Federalist Papers’ Influence on the Ratification of the Constitution Thesis: The Federalist Papers influenced the ratification of the Constitution by making some of their most important arguments, including the importance of being in a Union by having a Constitution, answering to the objections made by the Anti-federalists about separation of powers, and defending opposing arguments made against the characteristics of the executive and judicial branch as provided in the Constitution.
I.
Introduction a.
Describe The Federalist Papers are and when they started
b.
Thesis:
The Federalist influenced the ratification of the Constitution by making some of their most important arguments, including the importance of being in a Union by having a Constitution, answering to the objections made by the Anti- federalists about separation of powers, and defending opposing arguments made against .
The objective of the introductory speech is for you to share a meani.docxdennisa15
The objective of the introductory speech is for you to share a meaningful event in your life such as coming of age, overcoming hardships, and the like. Remember to keep the audience best interest in mind by building a speech that shares a life's lesson.
RUBRIC
Outline title, purpose, and thesis statement fully developed.
5 points
Introduction follows stages as shown in sample.
6 points
Transition statements are clearly marked and developed.
6 points
Conclusion fully developed as shown in sample.
5 points
Outline is spelling, grammar, and punctuation error–free.
3 points
TOTAL
.
The objective of the introductory speech is for you to share a m.docxdennisa15
The objective of the introductory speech is for you to share a meaningful event in your life such as coming of age, overcoming hardships, and the like. Remember to keep the audience best interest in mind by building a speech that shares a life's lesson.
Follow the sample outline provided under files.
RUBRIC
Outline title, purpose, and thesis statement fully developed.
5 points
Introduction follows stages as shown in sample.
6 points
Transition statements are clearly marked and developed.
6 points
Conclusion fully developed as shown in sample.
5 points
Outline is spelling, grammar, and punctuation error–free.
3 points
TOTAL
25 POINTS
.
The objective of assignment is to provide a power point presentation.docxdennisa15
The objective of assignment is to provide a power point presentation about vaccines including the Flu vaccine and other vaccines in the pediatric population. Your primary goal as an FNP is to educate parents about the importance of vaccination, and understanding their beliefs and preference by being cultural sensitive in regards this controversial topic. This presentation must include at least 13 slides and the following headings: Introduction, Clinical Guidelines EBP per CDC, Population and Risk Factors, Education, Conclusion.
.
The objective of assignment is to provide a power point presenta.docxdennisa15
The objective of assignment is to provide a power point presentation about vaccines including the Flu vaccine in the pediatric population. Your primary goal as an FNP is to educate parents about the importance of vaccination, and understanding their beliefs and preference by being cultural sensitive in regards this controversial topic. This is an individual presentation (not group) and must include a minimum of 8 slides with a maximum of 10 slides. This presentation must include a “Voice Presentation” and the following headings: Introduction, Clinical Guidelines EBP per CDC, Population and Risk Factors, Education, Conclusion.
.
The nursing metaparadigm offers insights concerning the nature in wh.docxdennisa15
The nursing metaparadigm offers insights concerning the nature in which the nursing profession should be set up and properly functioning. From the nursing perspective, the concept of the metaparadigms consists of four attributes including the patient as an entity, the patient’s environment, the well-being and health of the patient, and the responsibilities of the nurse (Alimohammadi et al., 2014). These four metaparadigms have a direct impact on the implementation of culturally proficient nursing care. With the advancement in technology and ease of patient access to quality care, there is an increased number of nurse-patient relations. The nurse has to ensure the provision of patient-centered care while focusing on the nursing metaparadigms.
The aspect of culturally proficient nursing care makes use of the attitudes, knowledge, and skills that are in support of the caring of patients that originate from various cultures and ethnic backgrounds. In this accord, culture is able to directly influence the nature of the health care practice and the manner in which the healthcare provider, as well as the patient, perceives the diseases or illness (Lee, & Fawcett, 2013). Based on the theoretical frameworks that the nursing metaparadigm offers together with the assumptions, conceptual models, and propositions, the nurses can be in a position to comprehend the cultural aspect of patient care and act accordingly.
The Person Component
The patient, as the receiver of the care, makes up the person component aspect of the nursing metaparadigm. Other connections with the person component include close friends, family, and other social groups that are important to the patients and their overall well-being (Bahramnezhad et al., 2015). In this metaparadigm, nurses are able to comprehend the patient as and individuals and how they relate with others in society. The nurses are also able to understand the cultural aspects of the patient through an inquiry from the patient and close relatives in the event of patients who are not in a position to speak for themselves or make sound decisions.
The Environment Component
This concept of the nursing metaparadigm is focused on the natural and physical surrounding that impacts the day to day life of the patient. in order to offer culturally proficient care, it is important for the nurses to have a deep understanding of the patient’s environment, climatic condition, cultures, and other societal elements (Bahramnezhad et al., 2015). Be that as it may, the environment constitutes both internal and external influences that depict the nature in which the patient directly interacts with the surrounding which may or may not affect their health and wellness.
Health Component
While there is easy access to quality health care with the Affordable Care Act, the health component still focuses on the aspect of health care wellness and ease of access. The health component also focuses on the genetic makeup of the patient, social o.
The nursing metaparadigm concept I intend to focus on is person .docxdennisa15
The nursing metaparadigm concept I intend to focus on is person (patient or client). Person refers to a human being composed of needs: physical, intellectual, biochemical, and psychosocial (McEwen & Wills, 2019, p. 42). The person is an open system and is "greater than the sum of his or her parts" (McEwen & Wills, 2019, p. 42). The concept of person is most often the center of the nurse's attention and is the recipient of care.
Regarding my personal and professional experiences, I have two very different definitions of what constitutes a client. In my pediatric cardiac ICU background, the person, or patient, was generally an infant with a cardiac defect. Currently, in my practice at a medical spa, my clients range from adolescents to the elderly, focusing on physical appearance. My focus on the "person" differs significantly from my previous role to my current role.
In 1972, B. Neuman's theory stated that stress reduction is the nursing practice system model's goal (
Nursing Theories - Overview
, 2020). Her theory defines "person" as the combination of the interrelationships between physiologic, psychological, sociocultural, developmental, and spiritual variables (McEwen & Wills, 2019, p. 43). Similarly, D. Johnson's 1968 nursing theory's goal is to reduce stress, as she focuses on how stressors affect illness adaptability (
Nursing Theories - Overview
, 2020). Johnson's definition of "person" is a behavioral system with purposeful ways of behaving that connect them to their environments (McEwen & Wills, 2019, p. 43). Both Neuman and Johnson focus on decreasing stress as a way to care for patients. However, their definitions of person vary. Johnson implies that a patient's link to their environment is of most importance, and Neuman believes a person is a more integrated whole that can be singular or plural (as in a community, group, or entire social system) (McEwen & Wills, 2019, p. 43).
Within my years of practice in nursing, my definition of person, client, or patient has altered. In my earlier career, I would have been more aligned with Neuman's theory. My patients, albeit more complex, needed more from me as their nurse from more than just an environmental standpoint; I correlated their needs as a holistic being. I was focusing on not just the patient but their support system as well. As a nurse in a med spa, my clients have patterned, repetitive concerns that influence their perceived environment in different ways, which coincide more with Johnson's theory
.
The nurse proceeds to palpate the lymph nodes. Which lymph nodes.docxdennisa15
The nurse proceeds to palpate the lymph nodes. Which lymph nodes are located in the neck?
1. Please indicate all the Lymph nodes in the neck
2. What is the Rationale for performing this assessment.
3. When performing the physical examination, what objective data should the nurse inspect and palpate for the head and neck?
4. What is the Rationale for question # 3
.
The number of American telecommuters is expected to increase by 29 m.docxdennisa15
The number of American telecommuters is expected to increase by 29 million telecommuters or 43% of the workforce by 2016 as more work gets performed from remote locations. Mobile workers can work from wherever they are and use the IT / IS technology necessary to access co-workers, company or corporate infrastructure, intranets, and other information sources.
Write a two to three (2-3) page paper in which you:
Describe the impact of telecommuting on energy conservation, IT operational costs, “green computing”, and shifts in telecommuters’ lifestyles (e.g., parents, disability, etc.).
Describe how the business infrastructure should be designed so that employees will be able to continue to perform business functions in the event of a disaster (i.e., storm, hurricane, or earthquake) that destroys or makes it impossible to access the buildings.
Determine four (4) advantages and four (4) disadvantages of telecommuting from an IT manager’s point of view. Elaborate on each advantage and disadvantage.
Examine the effect of Bring Your Own Device (BYOD) to the IT infrastructure with regard to security, IT support, knowledge, and data management, green computing, and telecommuting.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
.
The number of Americans ages 65 and older is projected to nearly d.docxdennisa15
The number of Americans ages 65 and older is
projected to nearly double
from 52 million in 2018 to 95 million by 2060, and the 65-and-older age group’s share of the total population will rise from 16 percent to 23 percent.
[1]
The older population is becoming
more racially and ethnically diverse
. Between 2018 and 2060 the share of the older population that is non-Hispanic white is projected to drop from 77 percent to 55 percent.
[2]
Despite the increased diversity in the older adult population, the more rapidly changing racial/ethnic composition of the population under age 18 relative to those ages 65 and older has created a
diversity gap
between generations.
Older adults are working longer.
By 2018, 24 percent of men and about 16 percent of women ages 65 and older were in the labor force. These levels are projected to rise further by 2026, to 26 percent for men and 18 percent for women.
What does this mean for our society? 52 million people are 65 and over. How are we treating the older population? What are the social implications of people living past 65?
add a sociological reference
.
The number of American telecommuters is expected to increase by .docxdennisa15
The number of American telecommuters is expected to increase by 29 million telecommuters, or 43% of the workforce, by 2016 as more work gets performed from remote locations. Mobile workers can work from wherever they are and use the IT / IS technology necessary to access co-workers, company or corporate infrastructure, intranets, and other information sources.
Write a two to three (2-3) page paper in which you:
Describe the impact of telecommuting on energy conservation, IT operational costs, “green computing,” and shifts in telecommuters’ lifestyles (e.g., parents, disability, etc.).
Describe how the business infrastructure should be designed so that employees will be able to continue to perform business functions in the event of a disaster (e.g., storm, hurricane, or earthquake) that destroys or makes it impossible to access the buildings.
Determine four advantages and four disadvantages of telecommuting from an IT manager’s point of view. Elaborate on each advantage and disadvantage.
Examine the effect of Bring Your Own Device (BYOD) to the IT infrastructure with regard to security, IT support, knowledge, and data management, green computing, and telecommuting.
Use at least three quality resources in this assignment.
Note:
Wikipedia and similar websites do not qualify as quality resources.
.
The notion of solipsism suggests that ones own mind is the only ent.docxdennisa15
The notion of solipsism suggests that one's own mind is the only entity whose existence is certain. That is, solipsism claims that
the only thing that one can claim to know is that one's own mind exists.
While most philosophers don't work on this issue in particular, almost all philosophers agree that solipsism accurately describes an inherent limitation to the human condition.
What do you think? Do philosophers have it right? How do you know?
Looking for thorough responses (i.e., more than 150 words) that thoughtfuly explore these questions.
.
The Norton Sampler the two essays The Sancturay of School and .docxdennisa15
The Norton Sampler the two essays '' The Sancturay of School'' and ''Like Mexican's'' are about the childhood experiences of two very different writers. What personality traits or characteristics do they show through their descriptions in the essay? which of these traits seem to be learned or adopted as a response to their experiences?
.
The non-profit organization (Inspirational Leaders) that you work fo.docxdennisa15
The non-profit organization (Inspirational Leaders) that you work for has received an urgent request to send a team of nurses to Eritrea to provide aid to a village that is grieving a serious earthquake. It is anticipated that your team will spend 2 months there. The city of 1,700 residents that you are serving has suffered 300 casualties, and still over 50 people are unaccounted for. For those found and negatively affected, there are serious injuries that need to be treated. There are other organizations already on location providing water, shelter and food. But the medical teams that they have from other organizations are overwhelmed.
As a team, you will need to write a report in the form of a proposal in Microsoft Word that addresses the following tasks:
Here are the tasks that must be delegated:
• Transportation to city and throughout the city
• Plane, bus, jeep, quads, etc.
• Medical supplies: gloves, sutures, gauze, iodine, etc.
• Acquire via donation, packaging, transport
• Entry into the country
• Passports, visa, etc.
• Financial management
• Budget of $35,000, bank account(s), debit cards
.
The Nominal Group Technique (NGT) is a common method of group decisi.docxdennisa15
The Nominal Group Technique (NGT) is a common method of group decision making. The group members will meet to discuss their ideas and all parts of the problem and possible solutions and then the voting is done privately.
How can the NGT be a valuable tool for group decision making?
What possible outcomes will result from using the NGT method? How do these outcomes differ from those that could occur if the members voted while all together?
How can technology be integrated into the NGT to allow multi-site groups to work together?
Describe how the NGT can aid in the organizational change process.
.
The nine broad areas of competency areScientific Founda.docxdennisa15
The nine broad areas of competency are:
Scientific Foundations
Leadership
Quality
Practice Inquiry
Technology and Information Literacy
Policy
Health Delivery System
Ethics
Independent Practice
To Prepare:
Review this week’s Learning Resources, focusing on the NONPF Core Competencies Content.
The Assignment
For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples.
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Main Java[All of the Base Concepts}.docxadhitya5119
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The noun phrase introducers of npChapter 4the noun phr.docx
1. 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
2. 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
3. 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
4. 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.
5. 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:
6. 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
Phrase Structure Rule:
7. quantifiers
Summary
Quantifiers pick out members of a set
Quantifiers can be structurally ambiguous
Quantifiers can vary in their order relative to determiners
Phrase Structure Rule:
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
8. 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:
9. 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
Phrase Structure Rule:
NP => { (Det) / (PossNP) } (Q) (NUM) N
10. 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
11. 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
12. 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,
13. 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
14. 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.
15. 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
16. 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
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
Unacceptable (1)
mostly appropriate
media, methods,
subjects, and
17. 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
18. 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
exemplary ability to
incorporate multiple
and diverse
perspectives when
working with one’s
Demonstrates clear
ability to integrate
19. 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 clear
ability to incorporate
multiple and diverse
perspectives when
working with one’s
own and other
cultures (as
applicable).
Demonstrates
adequate or
proficient 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).
20. Demonstrates
adequate ability to
incorporate multiple
and diverse
perspectives when
working with one’s
own and other
Demonstrates
inadequate or
partially proficient
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
partially proficient
ability to
incorporate multiple
and diverse
perspectives when
Demonstrates
limited ability to
integrate different
ideas, thoughts,
perspectives and
21. 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
incorporate multiple
and diverse
perspectives when
working with one’s
own and other
3
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
Unacceptable (1)
own and other
cultures (as
22. applicable).
cultures (as
applicable).
working with one’s
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
exemplary ability to
apply the principles
and methods of
mathematics to solve
quantitative
problems. Presents
solutions in format/s
ideal to the context
23. and situation.
Demonstrates clear
ability to apply the
principles and
methods of
mathematics to solve
quantitative
problems. Presents
solutions in format/s
especially suited to
the context and
situation
Demonstrates
adequate or
proficient ability to
apply the principles
and methods of
mathematics to
solve quantitative
problems. Presents
solutions in format/s
appropriate to the
context and
situation
Demonstrates
inadequate or
partially proficient
ability to apply the
principles and
methods of
mathematics to
solve quantitative
problems. Presents
24. solutions in format/s
somewhat
appropriate to the
context and
situation
Demonstrates
limited ability to
apply the principles
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
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
Unacceptable (1)
KNOWLEDGE OF CULTURE,
25. 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
exemplary ability to
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
ability to 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
26. by the assignment.
Demonstrates
adequate or
proficient ability to
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
inadequate or
partially proficient
ability to integrate
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
27. limited ability to
integrate 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.
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,
28. 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.,
29. 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
selection and use of
sources to support
ideas in the writing.
Demonstrates
inadequate ethical
utilization of
sources.
30. 5
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
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
31. effectively to assess
problems, situations,
and events as
required by the
assignment
Demonstrates a
methodical research
approach and clear
ability for
comprehensive
selection and use of
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
32. 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
selection and use of
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
33. 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
34. 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
enforcement principles
and practices
Demonstrates average
knowledge and
application of law
35. enforcement principles
and practices
Demonstrates below
average knowledge
and application of law
enforcement principles
and practice
Demonstrates poor
unacceptable
knowledge and
application of law
enforcement
principles and
practices
6
Criteria Exemplary (5)
Accomplished (4) Proficient (3)
Partially Proficient (2)
Unacceptable (1)
Homeland Security & Crisis
Management
36. Demonstrates
thorough knowledge
and application of
homeland security &
crisis management
principles and practices
Demonstrates above
average knowledge and
application of
homeland security &
crisis management
principles and practices
Demonstrates average
knowledge and
application of
homeland security &
crisis management
principles and practices
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
37. 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
application of the laws
concerning criminal
procedure
Shows below average
understanding and
application of the laws
concerning criminal
procedure
Shows poor
knowledge and
application of the laws
concerning criminal
procedure
38. Corrections theories and
practices
Demonstrates
thorough
understanding of
correctional theories
and principles to
evaluate current
practices
Demonstrates above
average understanding
of correctional theories
and principles to
evaluate current
practices
Demonstrates average
understanding of
correctional theories
and principles to
evaluate current
practices
Demonstrates below
average understanding
of correctional
theories and principles
to evaluate current
practices
Demonstrates poor
understanding of
correctional theories
and principles to
39. 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)
40. Semantic classes of nouns
Abstract nouns
Refer to intangibles: things we cannot see, hear, touch, etc.
Examples:
Originality, virtue
Semantic classes of nouns
Concrete nouns
Refer to “tangibles”: things we can see, hear, touch, etc.
Examples:
Sushi, clouds, clicks
Pencil, sky
?? Dreams, goals?
Water
Semantic classes of nouns
Common nouns
Refer to sets or classes of things, not to individual items in
those sets
Examples:
President, song, school
Chair, person, idea, clock
Semantic classes of nouns
Proper nouns
Refer to individual members of some set or class
Examples:
Abraham Lincoln (president)
JUICE (by Lizzo)(song)
The UW (school)
41. Semantic classes of nouns
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
Semantic classes of nouns
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
Semantic classes of nouns
Classes:
AbstractorConcrete
CommonorProper
MassorCount
Semantic classes of nouns
Discussion:
Do nouns belong to just one class?
42. I saw Indira’s photograph.
Concrete
Common
Count
Semantic classes of nouns
Discussion:
Do nouns belong to just one class?
Serenity may be difficult to achieve.
Abstract
Common
Mass
Semantic classes of nouns
Discussion:
Do nouns belong to just one class?
Conclusion: A noun has multiple properties or classifications
Semantic classes of nouns
Discussion:
Do nouns always have the same properties?
Compare:
She is Karen.
She is a Karen
Semantic classes of nouns
Discussion:
Do nouns always have the same properties?
Example:
Coffee
Abstract or concrete?
Common or proper?
43. Mass or count?
Semantic classes of nouns
Discussion:
Do nouns always have the same properties?
Example:
Coffee
Sue drank too much coffee.
(concrete, mass, common)
There are numerous coffees.
(abstract, count, common)
They ordered two coffees.
(concrete, count, common)
Semantic classes of nouns
Discussion:
Do nouns always have the same properties?
Conclusion: a noun can “change” classes
Semantic classes of nouns
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:
44. catcats
bag bags
childchildren
footfeet
…can be regular or irregular
Morphology of nouns:
inflection
Case
I me
weus
sheher
they them
Case inflection only occurs on pronouns in English
Morphology of nouns:
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
Morphology of nouns:
derivation
Add derivational affixes
45. Examples:
Mysterious-ness ==> edgey -> edginess / bubbly – bubbliness
Obscure-ity
Affix-at- ion
motive motivate motivation
Morphology of nouns:
derivation
Compounding (combining words)
Examples:
air + port
dish + washer
window + dressing
Book + worm = bookworm, couchpotato
Morphology of nouns:
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
46. Evidence for phrases
Chapter 3
The problem
What are the units in any sentence?
The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
47. The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
The problem
What are the units in any sentence?
Example:
The little boat will sail to Alaska apparently.
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
48. 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
*
49. 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:
Active/Passive alternation
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:
Active/Passive alternation
Hideo solved the problem.
50. 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:
Active/Passive alternation
What doesn’t happen:
N doesn’t move by itself:
-- solved the problem by Hideo
* Problem was solved the by Hideo
Movement:
Active/Passive alternation
NP moves as a unit:
The problem was solved by Hideo.
Movement: Particle Shift
They turned over the rock.
They turned the rock over.
Movement: Particle Shift
51. The process:
The particle moves to the right of NP
VP
V PRT NP
turned the rock
over
Movement: Particle Shift
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.
52. Movement:
Indirect Object Movement
The process:
The direct and indirect object phrases exchange places.
The preposition is omitted
Movement:
Indirect Object 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
53. 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
54. 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.)
55. 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
56. 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
Coordinated Phrases:
Kim may read three articles or five reviews.
[NP [NP1 three articles ] or [NP2 five reviews ] ]
Coordination
Coordinated Phrases:
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
Coordinated Phrases:
57. 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:
58. 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:
59. 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.
60. 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:
61. 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:
62. 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.
63. 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:
64. 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
65. 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
66. 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)
67. 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
68. 2. Predicates
Some adjectives cannot be predicates:
The alleged author of the essay (modifier)
*The author of the essay is alleged. (not a predicate)
B.Semantic Subclasses
Adjective is a lexical category:
It is an open class: many members, and new members can be
added
There are semantic subcategories of adjectives
B.Semantic Subclasses
NPs may have several adjectives as modifiers:
her old broken blue plastic cell phone
a bright cloudless crisp autumny day
B.Semantic Subclasses
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
B.Semantic Subclasses
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.
69. 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.
70. 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
71. 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)
72. 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
B. The category of introducers
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
B. The category of introducers
Proposed category: Degree
73. Categories of introduces so far:
Determiner
Quantifier
Numeral
Auxiliary (perfect, prog)
B. The category of introducers
Evidence for Degree analysis (versus Adverb):
Adverbs can be used as Degree words, their meaning is one of
degree.
Examples:
B. The category of introducers
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
74. 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
I. Phrases and Hierarchical structure
A. Words form larger units
I. Phrases and Hierarchical structure
A. Words form larger units
Evidence: ambiguity
Best Western is a large motel chain.
75. [large motel] chain
large [ motel chain]
.
I. Phrases and Hierarchical structure
A. Words form larger units
Evidence: ambiguity
Best Western is a large motel chain.
[ [large motel] chain ]
[ large [ motel chain] ]
.
I. Phrases and Hierarchical structure
· °
••••
• • • •
[ [large motel] chain ] [large [ motel chain] ]
I. Phrases and Hierarchical structure
A. Words form larger units
Evidence: ambiguity
Best Western is a large motel chain.
[[large motel] chain]
[large [ motel chain]]
We can’t explain this without the concept of phrase—units
larger than the word.
76. B. How we represent units
B. How we represent units
labeled brackets
[NP the students [PP in [NP the class ]]]
B. How we represent units
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
II Phrase structure rules
II Phrase structure rules
Phrase structure rules represent:
-generalizations about how phrases are constructed
77. II Phrase structure rules
What is the form of PS rules?
-rewrite rules:
– N- PP
the book about Japanese
II Phrase structure rules
What is the form of PS rules?
-rewrite rules:
– N- PP
the book about Japanese
How are the rules applied?
II Phrase structure rules
What is the form of PS rules?
-rewrite rules:
– N- PP
the book about Japanese
How are the rules applied?
(How are applications of rules represented to show the structure
of individual sentences?)
78. II Phrase structure rules
One alternative:
A. Represent a sentence as a collection of
rewrite rules, with words plugged in:
“Messages with no attachments arrived from Sweden”
II Phrase structure rules
One alternative:
A. Represent a sentence as a collection of
rew – VP1
– PP1
– NP2
– N2
– PP2
II Phrase structure rules
One alternative:
“Messages with no attachments arrived from Sweden”
A. Represent a sentence as a collection of
rewrite rules and rules of lexical insertion:
Insert:
N1 messagesD1 no
N2 attachmentsV1 arrived
N3 Sweden
P1 with
P2 from
79. II Phrase structure rules
“Messages with no attachments arrived from Sweden”
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]]]]]
II Phrase structure rules
A third alternative:
C. Use Nodes and branches to represent the application of
rules:
- VP
NP VP
II Phrase structure rules
A third alternative:
C. Use Nodes and branches to represent the application of
rules:
- PP
NP VP
NPP
80. BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
the students in the class
NP
Det
the
BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
the students in the class
NP
Det N
thestudents
BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
81. the students in the class
NP
Det N PP
thestudents in the class
BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
the students in the class
NP
Det N PP
the students in the class
BRANCHES DO THE REWRITING:
NP => DET - N - (PP)
82. the students in the class
NP
Det N PP
the students in the class
II Phrase structure rules
How can the rules be general enough to cover different cases?
II Phrase structure rules
How can the rules be general enough to cover different cases?
• Optional elements
• Two or more different elements can occupy the same
position.
II Phrase structure rules
Optional elements:
The rule:
– N- PP
83. does not cover these sentences:
Lee ordered pizza.
Carey ordered red wine.
II Phrase structure rules
– N- PP
This rule does not cover these sentences:
Lee ordered pizza.
Carey ordered red wine.
(Why not?)
II Phrase structure rules
– N- PP
This rule does not cover these sentences:
Lee ordered pizza.
Carey ordered red wine.
(Why not?) These sentences are missing Determiners in the
NPs; the rule given above would predict these phrases to be
illformed.
II Phrase structure rules
Solution
84. : modify the rule system to allow optional elements. Here, NP
contains N; it may also contain other words, but they’re
optional:
– N- (PP)
II Phrase structure rules
Can there be a one-word phrase?
II Phrase structure rules
Can there be a one-word phrase?
Yes:
Lee ordered pizza.
This sentence contains two one-word NPs.
85. II Phrase structure rules
• Two or more different elements can occupy the same
position.
ate a c – NP
– S
II Phrase structure rules
• Two or more different elements can occupy the same
position.
– NP
– S
NP
II Phrase structure rules
• Two or more different elements can occupy the same
position.
– NP
86. – 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
87. 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
88. 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
John’s sister’s mother’s cousin
89. 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?
John’s sister’s mother’s cousin
III. Recursion
90. What PS rules are needed to generate this phrase?
John’s sister’s mother’s cousin
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
91. be embedded within another phrase of the same type.
- PP
V. Practice with PS Rules and Trees
V. Practice with PS Rules and Trees
Embeddings:
1. Joan said Marti discovered the answer.
2. Pam believes Joan said Marti discovered the answer.
V. Practice with PS Rules and Trees
V. Practice with PS Rules and Trees
92. V. Practice with PS Rules and Trees
Embeddings:
a desk with a drawer
a desk with a drawer with no handle
55
V. Practice with PS Rules and Trees
56
V. Practice with PS Rules and Trees
93. 57
V. Practice with PS Rules and Trees
Structural ambiguity
V. Practice with PS Rules and Trees
Structural ambiguity
a blouse with some beads from France
V. Practice with PS Rules and Trees
V. Practice with PS Rules and Trees
94. V. Practice with PS Rules and Trees
Structural ambiguity
Carey bought blueberries from Greenbank Farm.
V. Practice with PS Rules and Trees
V. Practice with PS Rules and Trees
LING 100 Autumn 2016
Chapter 9
95. 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
I. Intransitive Prepositions = Particles
A. Intransitivity illustrated with verbs:
96. 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.
Intransitive Prepositions = Particles
A. Intransitivity: illustrated with verbs
3. Some verbs are always intransitive:
97. a.Erin napped.
b.*Erin napped the dog.
Intransitive Prepositions = Particles
A. Intransitivity: illustrated with verbs
4. Many verbs may be either transitive or
intransitive:
a.Ashley walked.
b.Ashley walked the dog.
Intransitive Prepositions = Particles
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.
98. I. Intransitive Prepositions = Particles
A. Intransitivity
6. Intransitive Prepositions have no NP
complement:
a. We jumped up/around/in/down.
b. Nobuko looked out/away/up.
Intransitive Prepositions = Particles
A. Intransitivity
7. Some Prepositions may be either transitive or intransitive:
a. Anya looked out.
b.Anya looked out the window.
99. Intransitive Prepositions = Particles
A. Intransitivity
8. Other prepositions are always transitive:
a.We ate popcorn during the movie.
b.*We ate popcorn during.
Intransitive Prepositions = Particles
A. Intransitivity: terminology
9. Intransitive prepositions are called
particles.
a. Steve walked around. = Particle
b. He walked around the park. = Preposition
Intransitive Prepositions = Particles
B.Syntax of Particles
How do we represent intransitive P?
100. Intransitive Prepositions = Particles
B.Syntax of Particles: Intransitive PP:
Two alternatives:
VPVP
VPrtVPP
walk around walk
Prt
around
Intransitive Prepositions = Particles
B.Syntax of Particles: Intransitive PP:
S
NPVP
NV Prt
Nobukowalked around
101. Intransitive Prepositions = Particles
B.Syntax of Particles: Intransitive PP:
S
NPVP
NV PP
Nobuko walked
Prt
around
Intransitive Prepositions = Particles
B.Syntax of Particles
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.
102. Intransitive Prepositions = Particles
B.Syntax of Particles
The structure is:
VP
V PrtNP
turned out the light
Intransitive Prepositions = Particles
B.Syntax of Particles
Notice: Prt and NP do not form a constituent.
VP
V PrtNP
turned out the light
103. Intransitive Prepositions = Particles
B.Syntax of Particles
Evidence: particle movement.
VP
V NP Prt
turned the light out
Intransitive Prepositions = Particles
B.Syntax of Particles
Transitive prepositions do not switch order with their
complements:
a.We ate popcorn during the movie.
b.*We ate popcorn the movie during.
Intransitive Prepositions = Particles
104. B. Transitive prepositions do not allow particle movement:
VP
VNPPP
ate
N PNP
popcorn during
the movie
Intransitive Prepositions = Particles
B.Syntax of Particles
3.Phrase structure for Particles: the particle branches from VP,
not PP; there is no spot for an object of PP:
VP
V PrtNP
Intransitive Prepositions = Particles
B.Syntax of Particles
105. Question: using the tree below, explain why this sentence is
ungrammatical:
*Kumiko turned off the light and on the faucet.
VP
V PrtNP
Intransitive Prepositions = Particles
B.Syntax of Particles
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).
Intransitive Prepositions = Particles
106. B.Syntax of Particles
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).
Intransitive Prepositions = Particles
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.
107. Intransitive Prepositions = Particles
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.
Intransitive Prepositions = Particles
B.Syntax of Particles: Question
If we assume that where is a PP proform, why are B and C
108. 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.
Intransitive Prepositions = Particles
B. Syntax of Particles
5. Revised PS rule for PP:
Intransitive Prepositions = Particles
C. Semantics of Particles
1. Two subclasses of Particles.
109. a. Directional Particles
b. Non-directional “verbal particles”
Intransitive Prepositions = 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.
Intransitive Prepositions = Particles
B. Semantics of Particles
Directional particles can often alternate with transitive
prepositions:
Fred took the recycling boxes in.
110. Fred took the recycling boxes in the garage.
Intransitive Prepositions = Particles
B. Semantics of Particles
4. Non-directional “verbal particles” combine with a verb to
form idiomatic meaning.
(Idiomatic: not predictable from the meanings of the parts)
Intransitive Prepositions = Particles
B. Semantics of Particles
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
Intransitive Prepositions = Particles
111. B. Semantics of Particles
5. More examples:
a. Sue turned out the light.
= extinguished NON-SPATIAL
b. Boris gave up.
= surrendered NON-SPATIAL
Intransitive Prepositions = Particles
B. Semantics of Particles
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
Intransitive Prepositions = Particles
B. Semantics of Particles
7. Directional particles are often structurally ambiguous:
Galen turned around the statue.
112. Intransitive Prepositions = Particles
B. Semantics of Particles
7. Directional particles are often structurally ambiguous:
Galen turned around the statue.
Questions:
Is this sequence ambiguous?
Can you give two tree diagrams for it?
Intransitive Prepositions = Particles
Galen turned around the statue.
S
NP Aux VP
Past
N VPrt NP
Galen turned around
the statue
113. Intransitive Prepositions = Particles
Galen turned around the statue.
S
NP Aux VP
Past
N VPP
Galen turned
P NP
around
the statue
Intransitive Prepositions = Particles
114. B.Syntax of Particles: Particle shift
a.We turned out the light.
VP
V PNP
turned out the light becomes…
Intransitive Prepositions = Particles
B.Syntax of Particles: Particle Shift
a.We turned the lightout.
VP
V NP P
turned the light out
115. Intransitive Prepositions = Particles
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”
II.More Prepositional Phrases
A.Subordinating Prepositions
B. Participial VP complements
C. PP complements:
Complex Prepositional Phrases
II.More Prepositional Phrases
116. A.Subordinating Prepositions
1. Prepositions can have NP or S objects:
PP->(MOD)PNP
S
II.More Prepositional Phrases
A.Subordinating Prepositions
1. Example:
Mary left after the movie. ( P – NP)
Mary left after Sue arrived. ( P - S )
II.More Prepositional Phrases
A.Subordinating Prepositions
2.Structure:Mary left after Sue arrived
117. 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
118. 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.
II.More Prepositional Phrases
PS RULE:
NP
PP->(MOD)P S
VP
PP
119. 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
120. 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.
121. 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:
Characteristics of Prep. Complements:
1. The verb determines the choice of P:
Sue talked about the election.
*Sue talked from the election.
*Sue talked under the election.
122. Characteristics of Prep. Complements:
1. The verb determines the choice of P:
The committee relied on our testimony.
*The committee relied to/for/with our testimony.
Characteristics of Prep. Complements:
1. The verb determines the choice of P:
The committee relied on 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
123. Characteristics of Prep. Complements:
Diagnostics for PP complements:
1. PP complements: the verb determines the preposition(s) that
are possible
Characteristics of Prep. Complements:
Diagnostics for PP complements:
1. PP complements: the verb determines the preposition(s) that
are possible
2. Complement PPs occur closer to the verb than modifiers:
Characteristics of Prep. Complements:
2. Complement PPs occur closer to the verb than modifier PPs:
Sue laughed at the joke at the office.
Complement Modifier
124. Characteristics of Prep. Complements:
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.
Characteristics of Prep. Complements:
1. PP complements: the verb determines the preposition(s) that
are possible
2. Complement PPs occur closer to the verb than modifier PPs.
3. Verbs with PP Complements usually can be passivized.
Characteristics of Prep. Complements:
3. Verbs with PP Complements usually can be passivized:
They laughed at the joke.
The joke was laughed at (by everyone).
125. Characteristics of Prep. Complements:
3. Verbs with PP Complements usually can be passivized:
They laughed at the joke.
The joke was laughed at (by everyone).
The committee relied on our testimony.
Our testimony was relied on (by the committee).
Characteristics of Prep. Complements:
3. Verbs with PP Complements usually can be
passivized:Compare: Verbs with PP modifiers cannot be
passivized in the same way:
Characteristics of Prep. Complements:
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).
126. Characteristics of Prep. Complements:
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).
Fred danced with his sister.
*His sister was danced with by Fred.
Characteristics of Prep. Complements:
4. Phrase structure of PP complements:
VP
V NP
Characteristics of Prep. Complements:
127. 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
Identify PP as complement or Modifier:
1. Choice of preposition is limited:
128. The judge arrived at a decision quickly.
*The judge arrived from/about/of/to a decision quickly.
Practice #1
Identify PP as complement or Modifier:
2. Passivization:
A decision was arrived at quickly.
Practice #1
Identify PP as complement or Modifier:
3. Order relative to Modifiers:
The judge arrived at a decision quickly.
*The judge arrived quickly at a decision.
Practice #1
Identify PP as complement or Modifier:
129. Conclusion: In this example, PP is a complement
Practice #2
The neighbors talked over the fence.
Practice #2
The neighbors talked over the fence.
1. Choice of preposition:
The neighbors talked over the fence.
They talked around the watercooler
They talked beside/through the window
Practice #2
The neighbors talked over the fence.
2. Passivization
130. They talked over the fence.
*The fence was talked over (by them).
Practice #2
The neighbors talked over the fence.
3. Order relative to Modifiers:
They talked for an hour over the fence.
Practice #2
The neighbors talked over the fence.
Conclusion: PP is a modifier.
E. Indirect objects
1. Example:
Sue gave Mort an apple.
VP
131. 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
132. 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.
133. E. Indirect objects
3. Practice: is the underlined an IO:
The director will mail the producer a check.
E. Indirect objects
3. Practice: is the underlined an IO:
The director will mail the producer a check.
The director will mail _ a check to the producer.
F. Adverb Phrase and Adverbial NP Complements
1. Examples: Adverb Phrase complements
The host worded the invitation carefully.
She phrased her response smoothly.
That poetry translates easily.
134. These shirts wash well.
F. Adverb Phrase and Adverbial NP Complements
2. Examples: Adverbial NP complements
They will go home/downtown.
F. Adverb Phrase and Adverbial NP Complements
3. Examples: NPs of amount or measure:
The fish weighs ten pounds.
It will cost fifty dollars.
F. Adverb Phrase and Adverbial NP Complements
4. Diagnostics for Adverbial NP complements
Adverbial NPs cannot appear in passive sentences:
*Fifty dollars are cost by the fish.
135. 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
136. (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.
137. 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).
138. 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:
139. Should Fred lend us that book (or not)?
H. Participial phrase complements
H. Participial phrase complements
1. Example:
Lionel stopped eating crabcakes.
H. Participial phrase complements
2. Phrase structure:
VP
V VP
stopped V NP
eating N
crabcakes
140. H. Participial phrase complements
3. Identification
-ing form of the verb
Verb is active, not stative:
Sue started studying.
*Sue started knowing the answer.
I. Tensed Clause complements
I. Tensed Clause complements
1. Example:
The merchants said that the customers may come in now.
2. Form: “tensed clause” = finite clause
141. I. Tensed Clause complements
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]
142. J. Infinitival and Bare infinitival Complements
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.
J. Infinitival and Bare infinitival Complements
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
143. B. Subject complement
C. Object complement
D. Prepositional Phrases
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
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)
144. Complements of other categories
Prepositions:
into the mountains (NP)
behind the door (NP)
before [ we left ] (S)
Complements of other categories
Nouns
the proof of the theorem (PP)
the proposal to lower taxes (S)
the fact [ that we left ] (S)
Complements of other categories
Generalization
all lexical categories can have complements
145. 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
II. Subcategorization
I Introduction to complements
146. 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?
147. Kim broke the vase.
AGENT: Kim
THEME: a vase
B. what information does a complement provide?
In what sense is a verb incomplete without the Agent and
Theme?
B. what information does a complement provide?
In what sense is a verb incomplete without the Agent and
Theme?The thematic roles of the verb are variables:
[ x broke y]
B. what information does a complement provide?
In what sense is a verb incomplete without the Agent and
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.
148. 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
149. D. Lexical determination of complements
How does the grammar ensure that the right type of complement
occurs with any particular verb?
D. Lexical determination of complements
How does the grammar ensure that the right type of complement
occurs with any particular verb?
*Kim broke [that Hans is smart]
D. Lexical determination of complements
How does the grammar ensure that the right type of complement
occurs with any particular verb?
*Kim broke [that Hans is smart]
*break + S
D. Lexical determination of complements
How does the grammar ensure that the right type of complement
150. occurs with any particular verb?
Kim broke [the vase]
D. Lexical determination of complements
How does the grammar ensure that the right type of complement
occurs with any particular verb?
Kim broke [the vase]
break + NP
D. Lexical determination of complements
The lexicon specifies the required category:
break: V; _ NP (insert break before NP)
D. Lexical determination of complements
151. 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.)
152. 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?
153. II. SubcategorizationA. What is subcategorization?
Each part of speech is a category.
II. SubcategorizationA. What is subcategorization?
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
II. Subcategorization
2.Transitive verbs:
154. V; ___ NP
The boy broke something.
(wanted/bought/cut/loved)
II. Subcategorization
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
155. Category, subcategory
II. Subcategorization
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
C. Objective complements
D. PP complements
* Practice Identifying complements
156. A. What categories have 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)
A. What categories have complements?
Focus in this discussion: complements of verbs
B. Direct objects versus Subjective
complements
157. B. Direct objects versus Subjective
complements
1. Direct objects:NP is Sister of non-linking verbV allows
active voice or passive voiceV assigns two thematic roles
(transitive)
B. Direct objects versus Subjective
complements
Direct Object Example:
The lightening caused a fire.
A fire was caused by lightening.
158. B. Direct objects versus Subjective
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.)
B. Direct objects versus Subjective
complements
Transitive verbs: assign two thematic roles:
The lightning caused a fire.
(Source) (Theme)
B. Direct objects versus Subjective
159. complements
Transitive verbs: assign two thematic roles:
The lightning caused a fire.
(Source) (Theme)
(The two NPs refer to different entities.)
B. Direct objects versus Subjective
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.
B. Direct objects versus Subjective
160. 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
161. 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:
162. 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.
163. C. Objective complements
Example:
They elected Fred president.
C. Objective complementsPhrase Structure:
VP
V NP NP
elected Fred president
C. Objective complements
Characteristics of Objective complements:
1. occur after a direct object:
They consider Fred intelligent.
D.O.
164. C. Objective complements
Characteristics of Objective complements:
1. occur after a direct object:
They consider Fred intelligent.
D.O.
Fred is considered intelligent.
C. Objective complements
Characteristics of Objective complements:
2. Describe the direct object (Predicated
of the direct object)
They named Ranil chief of the clan.
(a property)
3. Category: NP, AP, PP
C. Objective complements
Examples:
165. 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.
III. Identify these phrases
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
166. III. Identify these phrases
Direct object or Subjective complement?
This house looks a mess.
III. Identify these phrases
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
167. 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
WHAT’S A RELATIVE CLAUSE?
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
168. [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
WHAT’S A RELATIVE CLAUSE?
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
169. 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
170. 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
S => (comp) NP Aux VP
Relative pronoun (who) is in the same position as the
complementizer (that)
171. TYPES OF RESTRICTIVE RELATIVE CLAUSES
You know these types of clauses already
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
172. NP => NP S
S => (comp) NP Aux VP
For = complementizer
To = Aux
TYPES OF RESTRICTIVE RELATIVE CLAUSES
You know these types of clauses already
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
173. 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
174. 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
175. 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
176. 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)
177. 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
178. 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?
179. 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
180. 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].
NP ADJUNCTS OF NP: Appositives
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?
181. The department chair, [NP Richard Wright], is on sabbatical.
I had a meeting with Emily Bender, [NP the acting chair for the
quarter].
NP ADJUNCTS OF NP: Appositives
ADJUNCT vs COMPLEMENT diagnostics
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
NP ADJUNCTS OF NP: Appositives
ADJUNCT vs COMPLEMENT diagnostics
Ordering: yes this one works
The professor of linguistics, Barbara Citko, is speaking tonight.
182. *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
183. 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.
184. I. ADJECTIVE PHRASE ADJUNCTS
A. Examples
B. Properties: Movement, Position
II. CLAUSAL ADJUNCTS
A. Infinitival clauses
B. Participial clauses
I. ADJECTIVE PHRASE ADJUNCTS
A. Examples
I. ADJECTIVE PHRASE ADJUNCTS
185. A. Examples
1. Complement APs :
I. ADJECTIVE PHRASE ADJUNCTS
A. Examples
1. Complement APs:
The students were all intelligent.
This idea seems foolish.
Abdul considered the movie excellent.
That will make Arnie happy.
I. ADJECTIVE PHRASE ADJUNCTS
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
186. 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
187. 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 :
*Intelligent the students all were.
*Happy that will make Arnie.
B. Properties-- (1) Movement :
188. *Intelligent the students all were.
*Happy that will make Arnie.
Sick with the flu, Ellen stayed home.
B. Properties-- (1) Movement :
*Intelligent the students all were.
*Happy that will make Arnie !
Sick with the flu, Ellen stayed home.
Cloudy and wet, the morning progressed.
B. Properties--(2) Position :
189. B. Properties: Position
Recall that adjuncts cannot appear between a head and its
complement.
B. Properties--(2) Position :
*Abdul considered excellent the movie.
B. Properties--(2) Position :
*Abdul considered excellent the movie.
Should this be grammatical?
It is an objective complement.
190. B. Properties--(2) Position :
*Abdul considered excellent the movie.
Should this be grammatical?
It is an objective complement.
However, a separate rule of English makes it impossible:
B. Properties--(2) Position :
*Abdul considered excellent the movie.
Should this be grammatical?
It is an objective complement.
However, a separate rule of English makes it impossible:
V-NP adjacency.
B. Properties--(2) Position :
*Abdul considered excellent the movie.
*That will make happy Arnie.
191. 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.
II. CLAUSAL ADJUNCTS
192. A. Infinitival clauses: EXAMPLES
II. CLAUSAL ADJUNCTS
A. Infinitival clauses; Examples
1. Complements:
John tried to learn Japanese.
Hortense prefers for Sue to leave.
II. CLAUSAL ADJUNCTS
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.
193. II. CLAUSAL ADJUNCTS
B. Properties: (1) Movement :
II. CLAUSAL ADJUNCTS
B. Properties: (1) Movement :
*To learn Japanese John tried.
II. CLAUSAL ADJUNCTS
B. Properties: (1) Movement :
*To learn Japanese John tried.
*For Sue to leave Hortense prefers.
194. II. CLAUSAL ADJUNCTS
B. Properties: (1) Movement :
*To learn Japanese John tried.
*For Sue to leave Hortense prefers.
To learn Japanese, John studied.
II. CLAUSAL ADJUNCTS
B. Properties: (1) Movement :
*To learn Japanese John tried.
*For Sue to leave Hortense prefers.
To learn Japanese, John studied.
To cook dinner, Esther went home.
B. Properties--(2) Position :
195. B. Properties--(2) Position :
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 :
196. 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:
197. 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
198. 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.
199. 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
I. INTRODUCTION TO ADJUNCTS
A. What is an adjunct?
200. I. INTRODUCTION TO ADJUNCTS
A. What is an adjunct?
A constituent that is
optionally added
to a phrase or clause.
I. INTRODUCTION TO ADJUNCTS
A. What is an adjunct?
A constituent that is
optionally added
to a phrase or clause.
COMPARE . . .
WHAT CONSTITUENTS ARE REQUIRED?
201. 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
202. 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.
203. For example . . .
Tatsu worked hard to pay the rent.
To pay the rent Tatsu worked hard.
204. That day Kumiko worked hard.
Kumiko worked hard that day.
Franco worked quietly.