SOLUTIONS TO EXERCISES, CHAPTER 6

Word Class Exercise Below are solutions to the exercise along with justification (form and co-occurrence evidence) for each solution. If, after studying the evidence, you dont understand any of the solutions, be sure to ask. plich: adverb wusk: adjective klirt: preposition foft: verb fesk: noun reest: pronoun borf: determiner hirk: verb

Well start with the easier ones, and by identifying them, we make identifying some of the of the more difficult ones easier (examples cited in the explanations are underlined in the story): FOFT must be a verb because it is inflected for tense (see line 5 for an example) HIRK must also be a verb for the same reason (see line 9 for an example) WUSK must be an adjective because it is inflected for comparison, specifically the superlative (see line 10) FESK must be a noun because it is inflected for number (see line 8 and note that this cant be a third person singular verb form because the verb are is already there) BORF must be a determiner because it always occurs before a noun and it cant be an adjective because it appears before an adjective and a noun (see line 12) KLIRT must be a preposition because it always appears shortly before a noun, but often with a determiner in between (see line 4) REEST must be a pronoun because it is frequently used as the subject of a verb (see lines 7 and 8, for example), but we never see a number inflection for it PLICH must be an adverb because it never changes its form and because it moves around so much from sentence (between a pronoun and verb in line 7, and sentence initial in line 11) 1 2 3 4 5 6 7 8 9 10 11 12 13 According to unnamed sources, borf fesk was caught in the act of soliciting a prostitute near his home last night. Borf report hirks that at approximately 11:15 PM, borf fesk approached an undercover officer and asked if reest could take her home. Borf officer immediately slapped borf fesk klirt a citation and called for back-up. Borf officer hirks that while waiting for borf back-up, borf fesk fofted her by plich calling her names and threatening her. Borf fesk, however, denied that he fofted borf officer. Reest hirked that reest was wusk klirt borf way reest had been entrapped by borf officer. Borf fesk denied any wrong-doing in borf incident. Reest hirked that reest plich speaks to people reest meets and that sometimes this friendliness is misinterpreted. Reest added that fesks are bound by their duty to borf country to serve, not exploit, people. Borf fesk then hirked that although borf arrest was upsetting, reest was wuskest about borf fact that borf officer declined to use handcuffs, despite repeated requests. Plich, such force is used, authorities hirk, but in this case, it was not warranted Editors note: After borf arrest was made, borf brave officer that made the collar was rewarded by her commanding officer.

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Word Class/Sentence Type Exercise Using the abbreviations below, identify the word classes (parts of speech) in each of the sentences below. Also determine the sentence type of each (simple, coordinate or complex). aux = auxiliary adv = adverb N = noun adj = adjective V = verb Q = quantifier det = determiner (article/demonstrative/pronominal determiner) det N V det N 1. The player choked his coach. (simple) det 2. My adj N V det N cc pro I favorite athlete is a murderer, but V sc think that V love pro him. (coordinate) P = preposition pro = pronoun cc = coord. conjunction sc = subord. conjunction

det N 3. The fans

det N V N their heroes are thugs. (complex)

de N V det adj N adv 4. Our police caught the reckless driver quickly. (simple) det N V adv P det N 5. His account grew significantly after the verdict. (simple) Q N V sc 6. Some superstars think that pro V sc 7. I believe that sc 8. If det 9. The pro he pro he aux V should take det N cc V the money and run. (complex)

aux V P N sc pro V P N should rot in jail unless he apologizes to PJ. (complex) aux V N P should go home to det N his mother. (complex)

pro V N pro he wants sympathy, he

adj N adv V adj apologetic player hardly looks sincere. (simple)

N V P N sc N V pro adv 10. Chads hang from ballots if voters punch them incompletely. (complex) det N V pro P adj N cc pro V pro P det N 11. The election exposed us to new words, but it bored us in the end. (coordinate) Q N V 12. Some voters want adj special N P consideration for det N their handicaps. (simple)

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Q 13. Many

N voters

V sc pro V Q N P det N felt that they had no representation in the election. (complex)

det N aux V det adj N P det adj N 14. The government might revise the electoral process after this absurd debacle. (simple) det N P det N V det N P Q N 15. The population of the country rode the roller-coaster for several weeks. (simple) pro V det N cc pro V P det N P det N 16. I exercised my rights and I voted for the candidate of my choice. (coordinate) N V adj cc V N P det N 17. Dubya remained confident and achieved victory in the end. (simple) det N V N cc det N V P N 18. The people preferred Al, but the election went to Dubya. (coordinate) Q 19. Many adj N V N P angry analysts accused Jeb of adv adj very unscrupulous N acts. (simple) pro them. (complex/coord.)

pro V sc det N V P det 20. They say that the spoils go to the

N cc pro V P winner and I agree with

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Passivization [real life subj.] We can create [real life object] passive sentences

active:

with great ease.

[real life object (NP)] [to be verb] [past participle] [by phrase] be created by me with great ease. passive : Passive sentences can active: Every teacher should understand the concept of passive verbs. passive: The concept of passive verbs should be understood by every teacher. active: Elementary school textbooks use this concept with frequency. passive: This concept is used with frequency by elementary school textbooks. or This concept is used by elementary school textbooks with frequency. active: Writers should use passive constructions in certain situations. passive: Passive constructions should be used by writers in certain situations. or Passive constructions should be used in certain situations by writers. active: Many teachers of rhetoric have criticized overuse of passive constructions. passive: Overuse of passive constructions has been criticized by many teachers of rhetoric. active: No one can deny the usefulness of this particular construction. passive: The usefulness of this particular construction can be denied by no one. active: You should complete this exercise with great care. passive: This exercise should be completed by you with great care. or This exercise should be completed with great care by you. active: You will learn many important things from this exercise. passive: Many important things will be learned by you from this exercise. or Many important things will be learned from this exercise by you.

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Beginning Syntax Trees

S NP PP NP NP det The N proposition P on det the S VP NP PP NP det The N team P from N Timbuktu V loses P with PP NP N dignity. N ballot V confused det the N voters. VP

S VP NP PP NP N Teachers P of N Linguistics S NP PP NP det The N mayor P of det this N city V befuddled NP det the N jury P with det her VP PP NP N evidence. V love N examples P about NP PP NP N Timbuktu.

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Advanced Syntax Trees S VP EC NP PP NP Q All NP NP S VP NP

N P N V N SC det N V pro students in America love Linguistics because the subject amuses them.

S VP EC S VP NP PP NP pro We V believe NP SC det that this N class V N teaches topics P of NP adj N great importance.

S VP EC NP PP NP det The N coach P with det the N injury V cuts NP det N his players NP SC Pro if they V choke S VP NP Pro him.

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S VP EC S VP PP NP
Q N V adj

NP
sc pro aux V adj

NP
N P Q

NP
N

Some people feel happy if they can draw syntactic trees with no trouble. S VP EC S VP NP
Q N V adj sc

NP
pro V Q

NP
adj N

Other people become ebullient after they solve several phonological problems. S VP EC S VP PP NP PP NP
pro V sc

NP
N V

NP
N P Q N P

NP
N

I think that Linguistics provides students with

many

hours

of happiness.

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S VP EC S VP PP NP N Beans V cause NP adj painful N gas sc if NP pro you V eat NP pro them P in adj large NP N quantities.

S S S VP NP N Tyson V has Q many S VP NP PP NP det N V det adj The coach put the childish N player P det with a NP PP NP NP N supporters, NP cc pro V det but he has the N mind P det of an VP NP PP NP N imbecile.

adj N P det N bad attitude in his doghouse.

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S VP EC S NP PP NP NP
det N V det N P det

VP

NP
adj N SC det

NP
adj N V det adj N

The

chef

donned

the

hat

with

the

puffy

top

when

his

best

customer

requested

tasty

morsel.

S NP PP NP
det adj N P N V det

VP PP NP
adj N P det

NP
N

The

sinewy

governor

of

Minnesota

bodyslammed

the

helpless

lobbyist

in

his

office.

*interpretation A: in his office is where the bodyslamming took place

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S VP NP PP NP
det adj N P N V det adj N P det

NP PP NP
N

The

sinewy

governor

of

Minnesota

bodyslammed

the

helpless

lobbyist

in

his

office.

*interpretation B: the lobbyist who is currently in his office is the one he bodyslammed S VP EC S VP EC S VP PP NP
N V

NP
N P det

NP
N SC

NP
pro V SC

NP
N V det

NP
adj N

Bart

punched

Milhouse

in

the

face

because

he

thought

that

Lisa

kissed

the

nerdy

fellow.

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Grammatical Relation Practice

NP The proposition on the ballot the ballot the voters The team from Timbuktu Timbuktu dignity Teachers of Linguistics Linguistics examples about Timbuktu Timbuktu the mayor of this city this city the jury her evidence All students in America America Linguistics the subject them We this class skills of great importance great importance The coach with the injury the injury his players they him some people syntactic trees they no trouble other people they several phonological problems I Linguistics students happiness many hours of happiness Beans painful gas you them great quantities Tyson many supporters he the mind of an imbecile an imbecile The coach the childish player with a bad attitude a bad attitude his doghouse the chef the hat with the puffy top the puffy top his best customer grammatical relation subject object of a preposition direct object subject object of a preposition object of a preposition subject object of a preposition direct object object of a preposition subject object of a preposition direct object object of a preposition subject object of a preposition direct object subject direct object subject subject direct object object of a preposition subject object of a preposition direct object subject direct object subject direct object Subject Object of a preposition Subject Subject direct object subject subject direct object object of a preposition object of a preposition subject direct object subject direct object object of a preposition subject direct object subject direct object object of a preposition subject direct object object of a preposition object of a preposition subject direct object object of a preposition subject
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a tasty morsel the sinewy governor of Minnesota Minnesota the helpless lobbyist his office the helpless lobbyist in his office Bart Milhouse the face he Lisa the nerdy fellow

Direct object subject object of a preposition direct object (interpretation A) object of a preposition direct object (interpretation B) subject direct object object of a preposition subject subject direct object

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Phrase Structure Practice choices:

VP S NP V det adj NP NP det adj N NP det N N

NP

VP

PP

EC

<none>

VP

VP NP NP

EC

1. tasted the juicy apple

sc pro V det N 9. although he likes the class

2. an evil serpent
PP NP P det adj PP NP V E C S VP NP sc pro aux NP V det N P N NP det N N

NP

N S

10. loves linguistics the man

none

NP

VP

PP

3. in the huge cavern

N V adj 11. homework is fun

4. wrote at home a letter

none

Q P P

adj

12. some smelly children

NP

NP

EC
P det N VP

PP NP P N

PP

5. if I could write a book

S

13. for the love of linguistics

N P

NP det N V

VP adj

S
V adj N

PP NP P N

VP

6. this guy is strange

NP adj N

14. drinks large cans of beer

NP

7. utter foolishness
NP

NP

det adj pro

15. a crazy it
EC S NP VP V

none

cc

det N

8. and this time

none

sc

det

EC

16. when the bell rings

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Even More Syntax Tree Practice S VP EC S VP PP NP

det adj N V det

NP
N sc

NP
pro V det

NP
adj N P

NP
pro

A sad man lost his girlfriend when she discovered the good life without him.

S S S VP NP
det N V det

VP PP NP
adj N cc

NP
pro V

NP
pro P det

NP
N

This

man

became a jealous

stalker and he trapped

himself in

chimney.

S S S VP NP
det N V det

VP PP NP
N cc det

NP
N V

NP
det N P

NP
pro

The guy wanted his belongings but the chimney presented a problem for him.

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S VP EC S VP PP NP
pro V det

PP NP NP
sc pro V

NP
adj N P det

NP
pro P det

NP
adj N

He

gave

bogus

story

to

the

police

when

they

questioned

him

about

his

bizarre

actions.

S VP EC S VP PP NP
det N V det

PP NP NP
N sc pro V

NP
adj N P

NP
pro P Q

NP
N

det

His

girlfriend

requested

protective

order

from

the

court

after

he

stalked

her

on

several

occasions.

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S VP EC NP PP NP
det N P det N V det

S PP NP
N P det

VP NP
N sc det

NP
N V

NP
pro

A reporter from the newsroom interviewed the man in the jailhouse after the cops arrested him. ***This sentence is potentially ambiguous; I have interpreted it to mean that in the jailhouse is where he was interviewed. S VP EC S VP NP PP NP
det N aux V det N P Q

NP PP NP
N sc

NP
pro V det N P adj

NP
N

The

fool

will

get

sentence

of

many

years

unless

he

hires

lawyer

with

exceptional

skills.

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Subcategorization Exercise Note that the data here represents just a few of the many possible sentences that could be used to arrive at the same conclusions. I also acknowledge that there might be possible conclusions other than the ones Ive come to. If you subcategorize any of the verbs differently, you may be right. Bring your data with you to class and we can discuss it. work He works the late shift. I can work a backhoe. TRANSITIVE He works at 7-11. I work in the morning. INTRANSITIVE drop Freddie dropped the ball. The network dropped the lame program. TRANSITIVE The tests scores dropped. The temperature dropped to 27 degrees. INTRANSITIVE give I gave the idea to my students. I gave a gift to my teacher. DITRANSITIVE Some people give blood regularly. TRANSITIVE I give to many charities. I gave at the office. INTRANSITIVE? (direct object may be implied) feel I felt the texture of the wall. He felt the lump on his head. TRANSITIVE I feel sick. He felt foolish for a minute. LINKING communicate He communicates his ideas effectively. TRANSITIVE I will communicate your concerns to the manager. DITRANSITIVE I can communicate with my vocal cords. INTRANSITIVE speak Dikembe speaks many languages. I speak English. TRANSITIVE I will speak before you. Can I speak to the manager? INTRANSITIVE open He opened the wound. I opened the door. TRANSITIVE (in a strange way) The flower opened. The store will open in a minute. INTRANSITIVE

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Transformation Practice Exercise Theme: Test #3 1. surface: What could our teacher ask us on this test? deep: Our teacher could ask us what on this test. (wh- movement, subj/aux inversion) 2. surface: Should we study for this test which he will give to us? deep: We should study for this test.....He will give this test to us. (wh- movement, subj/aux inversion, relative clause) 3. surface: Will you know the questions that will be on the test? deep: You will know the questions......The questions will be on the test. (subj/aux inversion, relative clause) 4. surface: Why will you disregard the test that we must take? deep: You will disregard the test why......We must take the test. (wh- movement, subj/aux inversion, relative clause) 5. surface: When should we buy the scantron sheets which the teacher requires? deep: We should bring the scantron sheets when....The teacher requires the scantron sheets. (wh- movement, subj/aux inversion, relative clause) 6. surface: Can we get a good grade if we produce an effort that is sub-par? deep: We can get a good grade if we produce an effort.....An effort is sub-par. (subj/aux inversion, relative clause) Theme: Hanging chads These are tough ones (hint: beware the complex sentence....) 7. surface: What can a voter do when chads hang from the ballots that he submits? deep: A voter can do what when chads hang from ballots....he submits ballots. (subj/aux inversion, relative clause, wh- movement) 8. surface: How should voters clear the dimples after they make them? deep: Voters should clear the dimples how after they make them. (subj/aux inversion, wh- movement) 9. surface: Where should voters file complaints if they have problems that are festering? deep: Voters should file complaints where if they have problems....problems are festering. (subj/aux inversion, relative clause, wh- movement)

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10. surface: What will the chads say when they face the voters whom they frustrated in November? deep: The chads will say what when they face the voters....they frustrated the voters in November. (subj/aux inversion, relative clause, wh- movement) 11. surface: How can voters trust the ballots after they see the dimples that the ballots left them with? deep: Voters can trust the ballots how after they see the dimples....the ballots left them with dimples. (subj/aux inversion, relative clause, wh- movement) 12. surface: What will Dubya do if the governor redesigns that ballot that the people had trouble with? deep: Dubya will do what if the governor redesigns the ballot...people had trouble with the ballot. (subj/aux inversion, relative clause, wh- movement)

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That Exercise A. Classifying that NP PP NP det N P N 1. That class in Linguistics is my favorite class. S VP NP NP

pro V det adj N 2. I took that great class and I learned useful things. word class: determiner S VP NP NP

pro V det adj N 3. That is a great idea. [compare with *The that is a great idea] S VP NP NP

pro V pro 4. I like that. [compare with *I like the that] word class: pronoun

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S VP EC S VP NP NP NP

pro V sc N V det adj N 5. I think that Linguistics is a cool subject. S VP EC S VP NP NP NP

pro V sc Q N aux V N 6. We feel that every student should take Linguistics. word class: subordinate conjunction S VP NP ****non-canonical NP**** S VP NP NP NP

pro V N RP V pro 7. I like classes that challenge me.

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S VP NP ****non-canonical NP**** S ****non-canonical S**** VP NP pro V det 8. I aced the N class NP RP that NP det my N counselor V recommended.

word class: Relative Pronoun ****Note that in these two sentences, there have been transformations; this is indicated by the noncanonical phrase structure. In the first sentence, there is a relative clause transformation; this is what has caused a sentence to be embedded within an NP (hence, the non-canonical NP). In the second sentence, we also see a relative clause transformation which has resulted in another non-canonical NP. In this sentence, there has also been wh-movement of the relative pronoun that, which resulted in the non-canonical sentence. B. Tree practice using that *Note that each asterisk (*) indicates a non-canonical structure S VP EC S VP NP* S VP PP NP pro V I believe sc that NP NP NP NP

pro V det N RP that is an issue that

V N P N causes problems for people.

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deep structure: S VP EC S VP NP

NP pro V I believe S VP

NP sc pro V that that is det an N issue.........

PP NP det ...an N issue V causes S VP EC S VP PP NP* S* VP NP NP NP NP NP PP* NP N problems P for NP N people.

det N V sc pro aux V P Q N RP pro V pro P That student thinks that he can respond to any situation that he finds himself in.
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deep structure: S VP EC S VP PP NP

NP

NP Q N any situation....

det N V sc pro aux V P That student thinks that he can respond to S VP PP NP pro ...he V finds NP pro himself P in NP Q any N situation.

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