Last modified 30 Mar 2011
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Course information Course schedule Assignments List Bibliography Owlspace |
Do the following exercises and problems and upload your file to the Assignments module in Owlspace. Type your name on the first page somewhere near the top in your Word file. Give your file a title with your last name in it and the assignment number, e.g. murphyasgn2.doc or similar.
Honor Code:
Try the textbook problems and the explanation questions by
yourself first, but you can compare with others if you
wish.
For the parsing part of the assignment, before you begin any writing or tree-drawing, you can discuss the sentences you are analyzing with others currently in the class if you wish--but not with other people outside the class, including those who took the class earlier. However, try to draw your trees independently and without looking at other students' trees or tree parts. You can use your textbook as a reference if you want. But to simplify matters, don't use other printed or internet materials besides your text and course notes. (Our class Wiki pages are ok too if you find any relevant ones.)
If you are a non-native speaker or just don't know how to classify a word into a part of speech, you can check a good dictionary. Be aware that sometimes dictionaries use a traditional classification that is not consistent or internally coherent; or they are just wrong. So try to reason out what part of speech a word might be, based on what you've learned from book and class.
Ch. 14 Coordination
1. Main clause and lower clause coordination are related to each other in that it is often possible to paraphrase sentences of one type to sentences of the other, with no loss of intermation.
However, there are cases when attempting a paraphrase for a sentence of one of these types by means of a sentence of the other type is unsuccessful. As the textbook puts it on p. 233, the main clause coordination and the corresponding lower-level coordination are non-equivalent: they don't mean the same thing.
What do all the cases in (26) on p. 234 have in common? (Besides failing to preserve meaning when paraphrasing occurs.) Find another example of failure of paraphrase of the same type (but using linguistic expressions different in the relevant way, not just different nouns and verbs)). Are there likely to be more such cases with different linguistic expressions, based on the generalization you identified across the cases? Can you explain why paraphrase fails for all these expressions? State your explanation as best you can in a few sentences.
Ch. 15 Information packaging
2. Why does it make sense that the English existential construction has the word there in it? Briefly explain.
Ch. 5 Nouns and noun phrases
3. Problem 5 on p. 111. Include both function and category for each of the 20 underlined items.
Ch. 6 Adjectives and adverbs
4. Problem 8 on p. 126, ii, vi, vii, ix, x.
(Be sure you can also do the others.)
Parse the sentence below, that is, assign syntactic categories (parts of speech) to each lexical item, and group the words and phrases into constituents that form a tree structure of sentence parts (constituents).
Use the online program phpsyntax to draw the
tree.
As before, do the best you can to parse and label using what we have studied so far as well as making hypotheses about other elements not yet introduced.
5. There are still some seats available.
© 2011 Suzanne Kemmer
Last modified 30 Mar 2011