Practice 6

Relevant Linguistics Practice Solutions 42

SOLUTIONS TO EXERCISES, CHAPTER 6

Word Class Exercise

Below are solutions to the exercise along with justification (form and co-occurrence evidence) for eachsolution. If, after studying the evidence, you don’t understand any of the solutions, be sure to ask.

plich: adverb klirt: preposition fesk: noun borf: determiner

wusk: adjective foft: verb reest: pronoun hirk: verb

We’ll start with the easier ones, and by identifying them, we make identifying some of the of the moredifficult 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 line10)

FESK must be a noun because it is inflected for number (see line 8 and note that this can’t be a thirdperson singular verb form because the verb “are” is already there)

BORF must be a determiner because it always occurs before a noun and it can’t be an adjective becauseit 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 adeterminer 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, forexample), 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 muchfrom sentence (between a pronoun and verb in line 7, and sentence initial in line 11)

According to unnamed sources, borf fesk was caught in the act of soliciting a prostitute near his1home last night. Borf report hirks that at approximately 11:15 PM, borf fesk approached an undercover2officer and asked if reest could take her home. Borf officer immediately slapped borf fesk klirt a3citation and called for back-up. Borf officer hirks that while waiting for borf back-up, borf fesk fofted 4her by plich calling her names and threatening her. Borf fesk, however, denied that he fofted borf5officer. Reest hirked that reest was wusk klirt borf way reest had been entrapped by borf officer. Borf6fesk denied any wrong-doing in borf incident. Reest hirked that reest plich speaks to people reest meets7and that sometimes this friendliness is misinterpreted. Reest added that fesks are bound by their duty to8borf country to serve, not exploit, people. Borf fesk then hirked that although borf arrest was9upsetting, reest was wuskest about borf fact that borf officer declined to use handcuffs, despite repeated10requests. Plich , such force is used, authorities hirk, but in this case, it was not warranted11Editor’s note: After borf arrest was made, borf brave officer that made the collar was rewarded by her12commanding officer.13


Word Class/Sentence Type Exercise

Using the abbreviations below, identify the word classes (parts of speech) in each of the sentencesbelow. Also determine the sentence type of each (simple, coordinate or complex).

aux = auxiliary adv = adverb P = prepositionN = noun adj = adjective pro = pronounV = verb Q = quantifier cc = coord. conjunctiondet = determiner (article/demonstrative/pronominal determiner) sc = subord. conjunction

det N V det N1. The player choked his coach. (simple)

det adj N V det N cc pro V pro2. My favorite athlete is a murderer, but I love him. (coordinate)

det N V sc det N V N3. The fans think that their heroes are thugs. (complex)

de N V det adj N adv4. Our police caught the reckless driver quickly. (simple)

det N V adv P det N5. His account grew significantly after the verdict. (simple)

Q N V sc pro aux V det N cc V6. Some superstars think that he should take the money and run. (complex)

pro V sc pro aux V P N sc pro V P N7. I believe that he should rot in jail unless he apologizes to PJ. (complex)

sc pro V N pro aux V N P det N8. If he wants sympathy, he should go home to his mother. (complex)

det adj N adv V adj9. The 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 adj N P det N 12. Some voters want special consideration for their handicaps. (simple)


Q N V sc pro V Q N P det N 13. Many voters 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 adj N V N P adv adj N 19. Many angry analysts accused Jeb of very unscrupulous acts. (simple) pro V sc det N V P det N cc pro V P pro 20. They say that the spoils go to the winner and I agree with them. (complex/coord.)


Passivization

[real life subj.] [real life object]active: We can create passive sentences with great ease.

[real life object (NP)] [“to be” verb] [past participle] [“by” phrase]passive: Passive sentences can be created by me with great ease.

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.


Beginning Syntax Trees

S

NPPP VP NP

NP

det N P det N V det NThe proposition on the ballot confused the voters.

SVP

NP PP PP

NP NP

det N P N V P NThe team from Timbuktu loses with dignity.

SVP

NP NP

PP PP

NP NP

N P N V N P NTeachers of Linguistics love examples about Timbuktu.

S

NP VP

PP PP

NP NP NP

det N P det N V det N P det NThe mayor of this city befuddled the jury with her evidence.


Advanced Syntax Trees

SVP

ECNP S

PP VP

NP NP NP NP

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

SVP

EC S

VPNP

PP

NP NP NP

pro V SC det N V N P adj NWe believe that this class teaches topics of great importance.

SVP

ECNP S

PP VP

NP NP NP NP

det N P det N V det N SC Pro V ProThe coach with the injury cuts his players if they choke him.


S

VP

EC

S

VP

PP

NP NP NP NP

Q N V adj sc pro aux V adj N P Q NSome people feel happy if they can draw syntactic trees with no trouble.

S

VP

EC

S

VP

NP NP NP

Q N V adj sc pro V Q adj NOther people become ebullient after they solve several phonological problems.

S

VP

EC

S

VP

PP

NP

PP

NP NP NP NP

pro V sc N V N P Q N P N I think that Linguistics provides students with many hours of happiness.


S

VP

EC

S

VP

PP

NP NP NP NP NP

N V adj N sc pro V pro P adj NBeans cause painful gas if you eat them in large quantities.

S

SS VP

NPVP PP

NP NP NP NP

N V Q N cc pro V det N P det NTyson has many supporters, but he has the mind of an imbecile.

S

VP

NP

PP PP

NP NP NP

det N V det adj N P det adj N P det NThe coach put the childish player with a bad attitude in his doghouse.


S

VP

EC

S

NP VP

PPNP

NP NP NP

det N V det N P det adj N SC det adj N V det adj NThe chef donned the hat with the puffy top when his best customer requested a tasty morsel.

S

NP VP

PP PP

NP NP NP

det adj N P N V det adj N P det NThe sinewy governor of Minnesota bodyslammed the helpless lobbyist in his office.

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


S

VP

NP NP

PP PP

NP NP

det adj N P N V det adj N P det NThe 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 NP NP NP NP NP

N V N P det N SC pro V SC N V det adj NBart punched Milhouse in the face because he thought that Lisa kissed the nerdy fellow.


Grammatical Relation Practice

NP grammatical relationThe proposition on the ballot subjectthe ballot object of a prepositionthe voters direct objectThe team from Timbuktu subjectTimbuktu object of a prepositiondignity object of a prepositionTeachers of Linguistics subjectLinguistics object of a prepositionexamples about Timbuktu direct objectTimbuktu object of a prepositionthe mayor of this city subjectthis city object of a prepositionthe jury direct objecther evidence object of a prepositionAll students in America subjectAmerica object of a prepositionLinguistics direct objectthe subject subjectthem direct objectWe subjectthis class subjectskills of great importance direct objectgreat importance object of a prepositionThe coach with the injury subjectthe injury object of a prepositionhis players direct objectthey subjecthim direct objectsome people subjectsyntactic trees direct objectthey Subjectno trouble Object of a prepositionother people Subjectthey Subjectseveral phonological problems direct objectI subjectLinguistics subjectstudents direct objecthappiness object of a prepositionmany hours of happiness object of a prepositionBeans subjectpainful gas direct objectyou subjectthem direct objectgreat quantities object of a prepositionTyson subjectmany supporters direct objecthe subjectthe mind of an imbecile direct objectan imbecile object of a prepositionThe coach subjectthe childish player with a bad attitude direct objecta bad attitude object of a prepositionhis doghouse object of a prepositionthe chef subjectthe hat with the puffy top direct objectthe puffy top object of a prepositionhis best customer subject


a tasty morsel Direct objectthe sinewy governor of Minnesota subjectMinnesota object of a prepositionthe helpless lobbyist direct object (interpretation A)his office object of a prepositionthe helpless lobbyist in his office direct object (interpretation B)Bart subjectMilhouse direct objectthe face object of a prepositionhe subjectLisa subjectthe nerdy fellow direct object


Phrase Structure Practice

choices: S N P VP PP EC <none>

VP

NP

V det adj N1. tasted the juicy apple

VP

S VP NP NP

sc pro V det N9. although he likes the class

EC

NP

det adj N2. an evil serpent NP

NP NP

V N det N10. loves linguistics the man

none

PP

NP

P det adj N3. in the huge cavern

PP

S

NP VP

N V adj11. homework is fun

S

PP NP NP

V P N det N4. wrote at home a letter none Q adj N

12. some smelly childrenNP

EC

S VP NP NP

sc pro aux V det N5. if I could write a book

EC

PP

NP PP NP

P det N P N13. for the love of linguistics

PP

S

NP VP

det N V adj6. this guy is strange

S

VP

NP PP NP

V adj N P N14. drinks large cans of beer

VP

NP

adj N7. utter foolishness

NP

NP

det adj pro15. a crazy it none

NP

cc det N8. and this time none

EC S NP VP

sc det N V16. when the bell rings

EC


Even More Syntax Tree Practice

S

VP

EC

S

VP

PP

NP NP NP NP NP

det adj N V det N sc pro V det adj N P proA sad man lost his girlfriend when she discovered the good life without him.

S

S

S VP

VP PP

NP NP NP NP NP

det N V det adj N cc pro V pro P det NThis man became a jealous stalker and he trapped himself in a chimney.

S

S

S VP

VP PP

NP NP NP NP NP

det N V det N cc det N V det N P proThe guy wanted his belongings but the chimney presented a problem for him.


S

VP

EC

S

VP

PP PP

NP NP NP NP NP NP

pro V det adj N P det N sc pro V pro P det adj NHe gave a bogus story to the police when they questioned him about his bizarre actions.

S

VP

EC

S

VP

PP PP

NP NP NP NP NP NP

det N V det adj N P det N sc pro V pro P Q NHis girlfriend requested a protective order from the court after he stalked her on several occasions.


S

VP

EC

NP S

PP PP VP

NP NP NP NP NP

det N P det N V det N P det N sc det N V proA 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 NP

PP PP

NP NP NP NP

det N aux V det N P Q N sc pro V det N P adj NThe fool will get a sentence of many years unless he hires a lawyer with exceptional skills.


Subcategorization Exercise

Note that the data here represents just a few of the many possible sentences that could be used to arriveat the same conclusions. I also acknowledge that there might be possible conclusions other than theones I’ve come to. If you subcategorize any of the verbs differently, you may be right. Bring yourdata with you to class and we can discuss it.

workHe works the late shift. I can work a backhoe. TRANSITIVE He works at 7-11. I work in the morning. INTRANSITIVE

dropFreddie dropped the ball. The network dropped the lame program. TRANSITIVE The tests scores dropped. The temperature dropped to 27 degrees. INTRANSITIVE

giveI 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)

feelI felt the texture of the wall. He felt the lump on his head. TRANSITIVE I feel sick. He felt foolish for a minute. LINKING

communicateHe communicates his ideas effectively. TRANSITIVE I will communicate your concerns to the manager. DITRANSITIVE I can communicate with my vocal cords. INTRANSITIVE

speakDikembe speaks many languages. I speak English. TRANSITIVE I will speak before you. Can I speak to the manager? INTRANSITIVE

openHe opened the wound. I opened the door. TRANSITIVE (in a strange way)The flower opened. The store will open in a minute. INTRANSITIVE


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)


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)


That Exercise

A. Classifying “that” NP

PP NP

det N P N1. That class in Linguistics is my favorite class.

S

VP

NP NP

pro V det adj N2. I took that great class and I learned useful things.word class: determiner

S

VP

NP NP

pro V det adj N3. That is a great idea. [compare with *”The that is a great idea”]

S

VP

NP NP

pro V pro4. I like that. [compare with *”I like the that”]word class: pronoun


S

VP

EC

S

VP

NP NP NP

pro V sc N V det adj N5. I think that Linguistics is a cool subject.

S

VP

EC

S

VP

NP NP NP

pro V sc Q N aux V N6. 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 pro7. I like classes that challenge me.


SVP

NP ****non-canonical NP****

S ****non-canonical S****

VP NP NP NP

pro V det N RP det N V8. I aced the class that my counselor recommended.

word class: Relative Pronoun****Note that in these two sentences, there have been transformations; this is indicated by the non-canonical phrase structure. In the first sentence, there is a relative clause transformation; this is what hascaused a sentence to be embedded within an NP (hence, the non-canonical NP). In the secondsentence, 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 thenon-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 NP NP NP NP

pro V sc pro V det N RP V N P N I believe that that is an issue that causes problems for people.


deep structure:S

VP

EC

S

VP

NP

NP NP

pro V sc pro V det N I believe that that is an issue.........

S

VP

PP

NP NP NP

det N V N P N...an issue causes problems for people.

S

VP

EC

S

VP

PP

NP*

S*

VP

NP NP NP NP NP PP*

det N V sc pro aux V P Q N RP pro V pro PThat student thinks that he can respond to any situation that he finds himself in.


deep structure:

S

VP

EC

S

VP

PP

NP

NP NP

det N V sc pro aux V P Q NThat student thinks that he can respond to any situation....

S

VP

PP

NP NP NP

pro V pro P Q N...he finds himself in any situation.

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Practice 6