In the beginning of Chapter 1, the book tells us that its purpose is to
improve our focal knowledge of the English Language. The goal is to
become less dependent on language authorities and actually understand
and know the terminology used for the language.
Another important element to this Chapter is the difference between
descriptive rules and prescriptive rules. Descriptive rules are rules
that describe the grammatical system used by speakers of a language.
Prescriptive rules are rules that describe the version
of grammar considered appropriate for educated speakers of a language
(this is the version of Standard American English).
Syntax is the grammar of sentences.
There are many different diagrams used to help students learn language
structure. Reed Kellogg diagrams,IC Analysis Diagrams and Phrase
Structure Trees are diagrams used to help break down sentences and give
knowledge to learners about sentence structures.
레이블이 English Grammar and Phonology인 게시물을 표시합니다. 모든 게시물 표시
레이블이 English Grammar and Phonology인 게시물을 표시합니다. 모든 게시물 표시
2012년 11월 17일 토요일
Chapter 2. Varieties of English - English Grammar and Phonology
Questions.
2. Describe the dialectal difference you experience in your life.
3. When and how do you style shift? Explain why you do the shifting
4. IF you are a 2nd language learner, what types or errors you you often make?
3. When and how do you style shift? Explain why you do the shifting
4. IF you are a 2nd language learner, what types or errors you you often make?
Answers.
|
2.
I was born in Seoul, capital of South Korea. So I use standard language
of Korean which is my first language. But my parents are not use
standard language because
parents born are different from my hometown. So parents use dialectal,
but I’m use standard language. Figuratively speaking to US, my parents
born in Los Angeles, but am I born is New York. So, I did not confused
about the Korean dialectal, but if I listening
dialectal English, there is lots of misunderstanding situations.
3.
If I speak Korean which my native language, my style shift is different
from audiences. But now in US, I’m try to speaking formal words because
my English ability
is pool yet. Especially, I speaking in front of professor or
presentation, i more and more try to speaking formal words. In contrast,
I using informal words if I writing a facebook feedback or twitter.
4.
I usually make the lots of errors because English is my second
language. For example my mistakes, missed an“-ed” or “ing” when I
writing in the past sentence
or doing sentence. Not only English but also Japanese which can I
possible speaking language, I make the most errors when I writing past
sentence.
| |||
Chapter 3. Morphology - English Grammar and Phonology
Since the chapter has to do with morphology, the most important concept
to understand is 'morphemes.' A morpheme is to linguistics what a
sub-atomic particle is to Physics or Chemistry. It is to be understood
as the smallest brick with which a whole
building--or a house--can be built, when the appropriate amount and
kind of bricks are available. So a morpheme can stand by itself because
it has meaning by itself, contains only one unit of meaning, and can be
used with the same meaning within other words
or as a word itself. In English there are morphemes that are
spelled/pronounced differently but contain the same meaning, and these
are called allomorphs.
The author also introduces the reader into inflectional and derivational morphemes. Inflectional morphemes create new words such as skate -> skater; on the other hand, inflectional morphemes are used to show certain grammatical relationships such as house -> house's. English possesses only 8 kinds of inflectional morphemes, which makes it a very simple language at least in this particular aspect considering that other languages have very complicated systems.
Verb, noun, adjective, and adverb inflections are presented in detail under chapter 3. It seemed to me a lot of information and although most of it already makes sense in my mind, there is a lot of specific details, vocabulary, structure relationships, and technical stuff that need to be learned.
My question about morphology:
Is there more content under morphology for the English language? or did the authors thoroughly cover everything?
The author also introduces the reader into inflectional and derivational morphemes. Inflectional morphemes create new words such as skate -> skater; on the other hand, inflectional morphemes are used to show certain grammatical relationships such as house -> house's. English possesses only 8 kinds of inflectional morphemes, which makes it a very simple language at least in this particular aspect considering that other languages have very complicated systems.
Verb, noun, adjective, and adverb inflections are presented in detail under chapter 3. It seemed to me a lot of information and although most of it already makes sense in my mind, there is a lot of specific details, vocabulary, structure relationships, and technical stuff that need to be learned.
My question about morphology:
Is there more content under morphology for the English language? or did the authors thoroughly cover everything?
Chapter 4. Form-class Words - English Grammar and Phonology
This chapter breaks down the form and function of speech. Form means the
word itself and what it makes up of and the function means the context
and placement that it is used in. Even more specifically there are
four parts of speech are, nouns, verbs, adjectives
and adverbs.
Identifying Nouns:
1. Has a noun making morpheme
2. Can occur with a plural morpheme
3. Can occur as a possessive morpheme
4. With out modifiers it can directly follow an article and create a grammical unit
**Frame Sentences also help identify nouns by giving a blank in the sentence and understanding that only one word can go there
Gerunds- verbs that act as nouns in sentences
**There are two types of Noun Subclasses. The first being common. Common nouns have "a, an or the" at the beginning of the word and Proper Nouns usually are capitalized and names a place, person or event.
Identifying Verbs:
Verb= express actions
-One identifies a verb by the form, degree or the intensifier.
Identifying Adjectives:
Adjective- Links or modifies other words.
There are two types of adjectives:
1. Attibutive= Before noun 2. Predictive= after noun
Identifying Adverbs:
Adverb= Modifies a verb
*One identifies adverb by the form and function of the word.
**Usually ends in "ly"
Identifying Nouns:
1. Has a noun making morpheme
2. Can occur with a plural morpheme
3. Can occur as a possessive morpheme
4. With out modifiers it can directly follow an article and create a grammical unit
**Frame Sentences also help identify nouns by giving a blank in the sentence and understanding that only one word can go there
Gerunds- verbs that act as nouns in sentences
**There are two types of Noun Subclasses. The first being common. Common nouns have "a, an or the" at the beginning of the word and Proper Nouns usually are capitalized and names a place, person or event.
Identifying Verbs:
Verb= express actions
-One identifies a verb by the form, degree or the intensifier.
Identifying Adjectives:
Adjective- Links or modifies other words.
There are two types of adjectives:
1. Attibutive= Before noun 2. Predictive= after noun
Identifying Adverbs:
Adverb= Modifies a verb
*One identifies adverb by the form and function of the word.
**Usually ends in "ly"
Chapter 5. Structure-Class Words - English Grammar and Phonology
This chapter is determining the differences between form class words and
structure class words. Even more specifically it breaks down structure
class words into 8 different parts: determiners, auxiliaries,
qualifiers, prepositions, conjunctions, pronouns,
relatives and interrogatives.
Determiners- word that precedes and modifies a noun
**Usually with a/an or the
demonstratives-this, that, these, those
possessives- my, our, your, his, hers, its, their
cardinal number- one, two, three
ordinal number- first, second, third
Qualifiers- twice, triple, half
Auxiliaries- signal a verb is coming or can be used as a substitute
Modal--have, be, do
Qualifiers- precede adjectives or adverbs or decrease the word it modifies
ex: very, rather, so, just, less
Pronoun- substitute for a noun or a noun phrase
Personal noun- person, number, gender, case
Reflexive pronoun- self, selves
Reciprocal pronoun- each other, one another
Indefinite pronoun- one, some, no, every
I didn't find anything too confusing, though it is very hard to keep track of all the rules that go into determining the type of word. It's especially confusing that in English you can not say whenever we see a specific word, it will always be labeled as a noun or adjective, exc. Instead we have to look at the content of the sentence and what is being portrayed and this can take a lot of time and effort.
Determiners- word that precedes and modifies a noun
**Usually with a/an or the
demonstratives-this, that, these, those
possessives- my, our, your, his, hers, its, their
cardinal number- one, two, three
ordinal number- first, second, third
Qualifiers- twice, triple, half
Auxiliaries- signal a verb is coming or can be used as a substitute
Modal--have, be, do
Qualifiers- precede adjectives or adverbs or decrease the word it modifies
ex: very, rather, so, just, less
Pronoun- substitute for a noun or a noun phrase
Personal noun- person, number, gender, case
Reflexive pronoun- self, selves
Reciprocal pronoun- each other, one another
Indefinite pronoun- one, some, no, every
I didn't find anything too confusing, though it is very hard to keep track of all the rules that go into determining the type of word. It's especially confusing that in English you can not say whenever we see a specific word, it will always be labeled as a noun or adjective, exc. Instead we have to look at the content of the sentence and what is being portrayed and this can take a lot of time and effort.
Chapter 6. Structure-Class Words II - English Grammar and Phonology
This chapter was just an extension upon the previous chapter and
continues to explain the different types of structure class words. In
this chapter it goes over: prepositions,
conjunctions, subordinating conjunctions, relative and interrogatives.
Prepositions- signal that allows one to know a noun is coming
Prep+Noun= Prepositional Phrase
EX: We played with our basketball inside the house.
Conjunctions: join grammatical structures, but is broken into 2 different parts
1. coordinating conjunction- and, but, or, nor, yet, for, so
2. Correlative conjunction- both...and, either...or, neither...nor, not only...but also
Subordinating conjunction- join all parts of a sentence that are grammatically equivalent
Types: manner, compare/contrast, cause/effect, condition, purpose
Relative- Where, when, why, who, whom
Interrogatives- Question words---Why, whom, whose, what, where and why
Again, I do not have many questions regarding this material, it is just a lot of different parts and can become hard to not get them all mixed up.
Prepositions- signal that allows one to know a noun is coming
Prep+Noun= Prepositional Phrase
EX: We played with our basketball inside the house.
Conjunctions: join grammatical structures, but is broken into 2 different parts
1. coordinating conjunction- and, but, or, nor, yet, for, so
2. Correlative conjunction- both...and, either...or, neither...nor, not only...but also
Subordinating conjunction- join all parts of a sentence that are grammatically equivalent
Types: manner, compare/contrast, cause/effect, condition, purpose
Relative- Where, when, why, who, whom
Interrogatives- Question words---Why, whom, whose, what, where and why
Again, I do not have many questions regarding this material, it is just a lot of different parts and can become hard to not get them all mixed up.
Chapter 7. Phrases - English Grammar and Phonology
Summary
The key elements in this chapter include: the identification and diagramming of the most significant constituents of sentences, which are noun phrases, verb phrases, adjective phrases, and adverb phrases; the understanding of the main verb formula and differences among time, tense, and aspect; and differences between main verbs and auxiliary verbs, as well as the meaning of modal auxiliaries.
Some key points/concepts that stuck out to me in this chapter include:
-At sentence level it is split into two main parts, the subject and predicate, which is translated into noun-phrase (subject) and verb phrase (predicate).
-Form: the physical shape or the internal structure that enables us to classify a phrase
-Function: in the case of phrases, it is the use of substitution in order to identify phrases
-Verb phrase consists of a main verb phrase which may be followed by one or more complements: the noun, adjective, or adverb phrases that complete the meaning of the main verb and are part of the predicate.
-The concepts on auxiliaries, the importance of tense.
Learning about phrases and their components has helped me to understand better the breakdown and structure of a sentence, and why it is formulated that way. The reasoning for these types of structures in sentences is so that the listener/reader is able to understand what the speaker/writer is trying to communicate in a predictable way. I found the examples the author used in this chapter to be helpful in identifying phrases in sentences.
Nothing was really confusing for me, but since breaking down sentences like this is new for me, it’s going to take me some time and practice to secure these concepts and formulas in my mind and be able to recognize and do them without the help of the book.
The key elements in this chapter include: the identification and diagramming of the most significant constituents of sentences, which are noun phrases, verb phrases, adjective phrases, and adverb phrases; the understanding of the main verb formula and differences among time, tense, and aspect; and differences between main verbs and auxiliary verbs, as well as the meaning of modal auxiliaries.
Some key points/concepts that stuck out to me in this chapter include:
-At sentence level it is split into two main parts, the subject and predicate, which is translated into noun-phrase (subject) and verb phrase (predicate).
-Form: the physical shape or the internal structure that enables us to classify a phrase
-Function: in the case of phrases, it is the use of substitution in order to identify phrases
-Verb phrase consists of a main verb phrase which may be followed by one or more complements: the noun, adjective, or adverb phrases that complete the meaning of the main verb and are part of the predicate.
-The concepts on auxiliaries, the importance of tense.
Formula--> Aux=Tense + (Modal)+(Have + [-en]) + (BE+[-ing])
(Perfect) (Progressive)
-The perfect progressive verb forms: present, past, futureLearning about phrases and their components has helped me to understand better the breakdown and structure of a sentence, and why it is formulated that way. The reasoning for these types of structures in sentences is so that the listener/reader is able to understand what the speaker/writer is trying to communicate in a predictable way. I found the examples the author used in this chapter to be helpful in identifying phrases in sentences.
Nothing was really confusing for me, but since breaking down sentences like this is new for me, it’s going to take me some time and practice to secure these concepts and formulas in my mind and be able to recognize and do them without the help of the book.
Chapter 8. Five basic Sentence Types - English Grammar and Phonology
The main elements in this chapter encompass the five
basic sentence types. The rest of the concepts occur within or expand
from these basic sentence types.
Key concepts:
-Words that accompany the main verb phrase are called either compliments-they complete the predicate, or modifiers-they add to or modify the meaning of the verb.
Type 1: The intransitive type
-This means that the verb in the sentence can stand alone in the verb phrase and function as the entire predicate
Structural formula(SF): S1=NP +MVint (intransitive main verb)
-MVint can have one or more adverbial modifiers such as “loudly”(ADVPman) adds information about the manner, “soon”(ADVPtm) indicates time, “here” (ADVPpl) tells the place
Type 2,3,4- linking or copular verbs
Type 2: The Verb Be requires adverb of time or place
-Requires an adverbial complement that completes the predicate and expresses place or time
SF: S2= NP +MVbe+ADVPtm/pl
Type 3: The linking verb type with adjectival subject complement
-the verb serves to join or link the subject to the descriptive word or phrase in the predicate
-the adjective phrase that follows the linking verb functions as an adjectival subject complement (predicate adjective)
SF: S3=NP +MVlink+ADJP
Type 4: The linking verb type with nominal subject complement
-The noun or noun phrase that follows a linking verb has the same referent as the subject
-predicate nominatives refer to the nominal subject copmliments
SF: S4=NP1 +MVlink+ NP1
Type 5: The Transitive Type
-requires a noun phrase complement that refers to something or someone other than the subject noun phrase it refers to
SF: S5= NP1+MVtr(transitive)+NP2
- remember: reflexive pronouns can function as direct objects, and a few transitive verbs have object complements (adjectival and nominal) following their direct object.
One thing I like about sentence types is that the auxiliary/tense that may precede the main verb does not affect the basic structure of the predicate. This helps to simplify the tree diagram, which is nice.
I found the layout of this chapter very helpful. I find classifying sentences into these types helps me to better identify and diagram them.
There was nothing outright confusing in this chapter. It’s just a matter of memorizing and applying the rules in order to determine what sentence type a sentence falls under.
Key concepts:
-Words that accompany the main verb phrase are called either compliments-they complete the predicate, or modifiers-they add to or modify the meaning of the verb.
Type 1: The intransitive type
-This means that the verb in the sentence can stand alone in the verb phrase and function as the entire predicate
Structural formula(SF): S1=NP +MVint (intransitive main verb)
-MVint can have one or more adverbial modifiers such as “loudly”(ADVPman) adds information about the manner, “soon”(ADVPtm) indicates time, “here” (ADVPpl) tells the place
Type 2,3,4- linking or copular verbs
Type 2: The Verb Be requires adverb of time or place
-Requires an adverbial complement that completes the predicate and expresses place or time
SF: S2= NP +MVbe+ADVPtm/pl
Type 3: The linking verb type with adjectival subject complement
-the verb serves to join or link the subject to the descriptive word or phrase in the predicate
-the adjective phrase that follows the linking verb functions as an adjectival subject complement (predicate adjective)
SF: S3=NP +MVlink+ADJP
Type 4: The linking verb type with nominal subject complement
-The noun or noun phrase that follows a linking verb has the same referent as the subject
-predicate nominatives refer to the nominal subject copmliments
SF: S4=NP1 +MVlink+ NP1
Type 5: The Transitive Type
-requires a noun phrase complement that refers to something or someone other than the subject noun phrase it refers to
SF: S5= NP1+MVtr(transitive)+NP2
- remember: reflexive pronouns can function as direct objects, and a few transitive verbs have object complements (adjectival and nominal) following their direct object.
One thing I like about sentence types is that the auxiliary/tense that may precede the main verb does not affect the basic structure of the predicate. This helps to simplify the tree diagram, which is nice.
I found the layout of this chapter very helpful. I find classifying sentences into these types helps me to better identify and diagram them.
There was nothing outright confusing in this chapter. It’s just a matter of memorizing and applying the rules in order to determine what sentence type a sentence falls under.
Chapter 9. Adverbial/Adjectival Clauses - English Grammar and Phonology
Questions
1. Summarize what you believe are the important elements to this chapters. THEN - Describe what was useful and what was confusing about Passive & Negative Sentences.
2. What have you learned about the transformation of a sentence into an interrogative sentence?
Answers.
2. The original direct object moves from its slot following the verb to the beginning of the sentence, and becomes the new subject.
1. Summarize what you believe are the important elements to this chapters. THEN - Describe what was useful and what was confusing about Passive & Negative Sentences.
2. What have you learned about the transformation of a sentence into an interrogative sentence?
Answers.
1. The elements I found important are outlined below:
The Transformation of indirect objects:
The Transformation of indirect objects:
-“Maria
gave a gift to George” transformed into “Maria gave George a gift” In
this switch, George becomes the indirect object and “a gift” becomes the
direct object.
The Passive transformation:
passive/passive voice- the subject of the sentence is undergoing the action of the verb passively
passive/passive voice- the subject of the sentence is undergoing the action of the verb passively
-“John
hit Bill” transformed into “Bill was hit by John” The one doing the
action is put after the verb. So the subject (noun phrase) is moved into
an adverbial prepositional phrase “by John.”
Steps to transformation:
1.
The subject moves to a position at the end of the sentence, and the preposition is inserted preceding it.
2. The original direct object moves from its slot following the verb to the beginning of the sentence, and becomes the new subject.
3.
The passive form of the verb is created by adding the passive marker BE + {-en} to the AUX, right before the main verb.
Negative Sentences:
Adding the word
not and an auxiliary verb to a positive sentence to make it negative.
Example: “Peter will arrive early” --> “Peter
will not (won’t) arrive early”
The word
not occurs directly after the auxiliary verb. Therefore:
Jan should have been on time.-->Jan should
not have been on time.
When the verb is BE: The bank remained open after dark.--> The bank
did not remain open after dark.
Nothing was confusing for me when it came to transforming these sentences. I just have to make sure I continue to study and commit to memory the diagraming of these sentences.
These are useful concepts to know in order to break down more complex sentences.
2) Interrogative Sentences: these ask questions, first kind is yes/no questions: transformation process: 1) in a declarative sentence, if there is no auxiliary verb or be, insert DO as an auxiliary verb. 2) Move the first auxiliary verb or be to the front of the sentence.
Second kind are WH- Questions: transformation process: 1) insert DO if required; move first auxiliary, or the main verb, to the front of the sentence. 2) Substitute the appropriate WH-word. 3) Move the WH-word to the front of the sentence.
Nothing was confusing for me when it came to transforming these sentences. I just have to make sure I continue to study and commit to memory the diagraming of these sentences.
These are useful concepts to know in order to break down more complex sentences.
2) Interrogative Sentences: these ask questions, first kind is yes/no questions: transformation process: 1) in a declarative sentence, if there is no auxiliary verb or be, insert DO as an auxiliary verb. 2) Move the first auxiliary verb or be to the front of the sentence.
Second kind are WH- Questions: transformation process: 1) insert DO if required; move first auxiliary, or the main verb, to the front of the sentence. 2) Substitute the appropriate WH-word. 3) Move the WH-word to the front of the sentence.
Imperative Sentences:
sentences that are commanding. Transformation process: 1)
Delete the subject you from a declarative sentence that contains no
auxiliary verbs. 2) Delete tense from the aux, leaving the base form of
the verb
You are quietà Be quiet!
Everything
in this chapter was very straight forward. I didn’t find anything
confusing. I think I understood this chapter the best so far.
Specifically, I found the steps that the author gave
very useful when transforming the different types of sentences.
You are quietà Be quiet!
Chapter 10. Nominal Clauses - English Grammar and Phonology
Chapter ten starts off with simple sentences. Such sentences contain a
single clause and one preposition. Complex and compound sentences have
more than one clause. In these sentences, the verbs show tense. These
verbs are called finite verbs. Compound
sentences are two simple sentences combined with a conjunction. Complex
sentences include one dependant clause and one independant clause.
Subordinate conjunctions form adverbial clauses. A subordinate clause inlcudes a dependant clause beginning with a subordinating conjunction. There are some tests that can be used to identify subordinate clauses. We are taught how to diagram sentences with these clauses.
We discuss relative clauses next. These always act as adjectives. Relative pronouns join dependant clauses to main clauses and are essential to a sentence. Relative clauses can be restrictive or nonrestrictive. When they help to identify special referants, they are restrictive. When they only provide additional information about a referent, they are nonrestrictive.
Here comes the who/whom. Traditionally, whom is used when the human relative pronoun functions as the object of a verb or preposition. Who functions as subject and whom as object. I like the books idea of simply deleting the relative pronoun all together.
I still get confused between adverbial and adjectival clauses. (really adjective and adverbs in general). But, I think these chapters are helping! This chapter was a bit difficult to fully grasp, but right now I do not think I have many questions.
Subordinate conjunctions form adverbial clauses. A subordinate clause inlcudes a dependant clause beginning with a subordinating conjunction. There are some tests that can be used to identify subordinate clauses. We are taught how to diagram sentences with these clauses.
We discuss relative clauses next. These always act as adjectives. Relative pronouns join dependant clauses to main clauses and are essential to a sentence. Relative clauses can be restrictive or nonrestrictive. When they help to identify special referants, they are restrictive. When they only provide additional information about a referent, they are nonrestrictive.
Here comes the who/whom. Traditionally, whom is used when the human relative pronoun functions as the object of a verb or preposition. Who functions as subject and whom as object. I like the books idea of simply deleting the relative pronoun all together.
I still get confused between adverbial and adjectival clauses. (really adjective and adverbs in general). But, I think these chapters are helping! This chapter was a bit difficult to fully grasp, but right now I do not think I have many questions.
Chapter 11. Finitive Clauses - Noun Clauses - English Grammar and Phonology
This chapter includes
three main components, that-clauses, dependent clauses as nominal,
adjectival, and adverbial, and interrogative clauses.
Key Points about these three main topics:
That-Clauses: a nominal clause can be introduced by the complementizer word
that
The word that connects two clauses, it can turn a direct quotation into an indirect one
Differences between clauses
Nominal that-clause- pronoun can substitute for the clause, i.e. the word something/it, deleting complementizer that leaves a complete clause.
Adjectival Relative Clause-pronoun cannot substitute for the clause, deleting that leaves an incomplete clause or changes the meaning of the second clause.
Relative Clauses and Deletion Transformations: Appositives
Sometimes the subject relative pronoun and the be verb can be deleted without changing the meaning of a sentence.
Ex “Mr. H, <s>who was</s> my biology teacher, secretly studies Egyptian”
also makes sense as “Mr. H, my biology teacher, secretly studies Egyptian”
*more detailed explanation on these transformations and diagramming on pgs 338-344
Its difficult to summarize this section- I would say it was the most difficult section for me to grasp. These concepts made more sense for me when listening to Dr. Tuzi explain it in his podcast. This section was probably the most confusing for me. There are just so many ways to re-write the sentences, that I just don’t understand the point to it. But hopefully I’ll get a grasp as I continue to re-read and discuss the chapter with other people.
Interrogative Clauses
-These begin with interrogative words such as who, which , what, why when, where, and how.
Nominal that-clause- pronoun can substitute for the clause, i.e. the word something/it, deleting complementizer that leaves a complete clause.
Adjectival Relative Clause-pronoun cannot substitute for the clause, deleting that leaves an incomplete clause or changes the meaning of the second clause.
Relative Clauses and Deletion Transformations: Appositives
Sometimes the subject relative pronoun and the be verb can be deleted without changing the meaning of a sentence.
Ex “Mr. H, <s>who was</s> my biology teacher, secretly studies Egyptian”
also makes sense as “Mr. H, my biology teacher, secretly studies Egyptian”
*more detailed explanation on these transformations and diagramming on pgs 338-344
Its difficult to summarize this section- I would say it was the most difficult section for me to grasp. These concepts made more sense for me when listening to Dr. Tuzi explain it in his podcast. This section was probably the most confusing for me. There are just so many ways to re-write the sentences, that I just don’t understand the point to it. But hopefully I’ll get a grasp as I continue to re-read and discuss the chapter with other people.
Interrogative Clauses
-These begin with interrogative words such as who, which , what, why when, where, and how.
-Function: fills noun phrase position in the sentence (subject, object, complement, object of preposition)
-Test: the clause can be changed into a WH-question by substituting
what for the dependent clause. It or something can substitute for the entire clause.
Question: For the homework from exercise 11.4, how would you (meaning anyone who reads my summary) classify the second sentence?
Question: For the homework from exercise 11.4, how would you (meaning anyone who reads my summary) classify the second sentence?
Chapter 12. Gerund Phrases - English Grammar and Phonology
Key elements in this chapter include:
Infinitive phrases:
-Nonfinite: a verb that is not preceded by tense.
-Nonfinite verb phrase=infinitive phrase, i.e. “Kay hoped to arrive before midnight.”
-I urge <s>that</s> you<s> should</s> (to) deliver this package on Friday
-The tense and modal are not needed in the sentence but necessary for understanding the type of sentence it is.
-These phrases can be nominal, adjectival, and adverbial
Passive Infinitives-An infinitive that comes from a passive finite verb clause
Infinitives without To- where the verb lacks the past tense inflection but there is no indicator of the word to.
I have a hard time recognizing these phrases that are embedded. I’m worried I’m not going to be able to recognize them in a sentence that has been reduced.
What is confusing about infinitives are the phrases without the word to, because that is a very helpful indicator.
Differences:
An infinitive phrase= to + verb
Prepositional phrase= to + noun phrase
Participle phrase
A participle with the subject or the complements of the verb from which it originated
-Dangling modifier: a modifier that does not clearly refer to what it is modifying. Example: “before finishing lunch, the bus left” The bus didn’t finish lunch, the people did, but that’s what it sounds like in this sentence.
Gerunds-A verb ending with –ing that takes the place of a noun.
-Gerund phrase: includes subject, complement or modified by an adverb phrase
What was useful about gerunds was simply that they were easier to recognize because you can replace the gerund phrase with the word "something" as an indicator of its identity.
I don't have any questions that I can think of right now. I'm sure I will once I try to disect infinitives and diagram them.
Infinitive phrases:
-Nonfinite: a verb that is not preceded by tense.
-Nonfinite verb phrase=infinitive phrase, i.e. “Kay hoped to arrive before midnight.”
-I urge <s>that</s> you<s> should</s> (to) deliver this package on Friday
-The tense and modal are not needed in the sentence but necessary for understanding the type of sentence it is.
-These phrases can be nominal, adjectival, and adverbial
Passive Infinitives-An infinitive that comes from a passive finite verb clause
Infinitives without To- where the verb lacks the past tense inflection but there is no indicator of the word to.
I have a hard time recognizing these phrases that are embedded. I’m worried I’m not going to be able to recognize them in a sentence that has been reduced.
What is confusing about infinitives are the phrases without the word to, because that is a very helpful indicator.
Differences:
An infinitive phrase= to + verb
Prepositional phrase= to + noun phrase
Participle phrase
A participle with the subject or the complements of the verb from which it originated
-Dangling modifier: a modifier that does not clearly refer to what it is modifying. Example: “before finishing lunch, the bus left” The bus didn’t finish lunch, the people did, but that’s what it sounds like in this sentence.
Gerunds-A verb ending with –ing that takes the place of a noun.
-Gerund phrase: includes subject, complement or modified by an adverb phrase
What was useful about gerunds was simply that they were easier to recognize because you can replace the gerund phrase with the word "something" as an indicator of its identity.
I don't have any questions that I can think of right now. I'm sure I will once I try to disect infinitives and diagram them.
Additional. Tree Diagramming - English Grammar and Phonology
So far I am doing better than I thought with tree diagramming. The main
thing I am struggling with is where some phrases are suppose to attach
to another, but then when I watch the podcast it clears up any confusion
I might have had. Also, I'm working
on getting used to transforming and diagramming the infinitives, but
that will simply take practice I think. Other than that I understand the
concepts and don't struggle with mapping out the basic and sometimes
complex sentences.
The podcasts are very helpful, I use the examples that Dr.Tuzi walks us through as a reference when I'm attempting to do them on my own and that helps me to grasp some of the more difficult sentences.
The podcasts are very helpful, I use the examples that Dr.Tuzi walks us through as a reference when I'm attempting to do them on my own and that helps me to grasp some of the more difficult sentences.
피드 구독하기:
글 (Atom)