Unit 1 - Writers Stylus
... First, carefully read the problem. Identify the most important details and figure out the mathematical process you need to use to get the answer. Set up your number sentence so it accurately represents the mathematical process. Then compute the answer by following the correct order of operations. Re ...
... First, carefully read the problem. Identify the most important details and figure out the mathematical process you need to use to get the answer. Set up your number sentence so it accurately represents the mathematical process. Then compute the answer by following the correct order of operations. Re ...
Root infinitives in Dutch early child language: an effect of input?*
... Other studies have looked at precedence relations in acquisition. Demuth () reported that Sesotho-speaking children start to use full-blown passives (including the equivalent of the by-phrase) at approximately age ; , which is considerably earlier than English-speaking children do. Demuth rel ...
... Other studies have looked at precedence relations in acquisition. Demuth () reported that Sesotho-speaking children start to use full-blown passives (including the equivalent of the by-phrase) at approximately age ; , which is considerably earlier than English-speaking children do. Demuth rel ...
Beginnings in North Sámi* Marit Julien 1 Introduction Verbs that
... proposes that they can be located either between v and VP or immediately above vP. An aspectual verb in the higher position, above vP, takes an infinitival complement, while an aspectual verb in the lower position, between v and VP, takes a gerundive complement. Thus, the infinitive corresponds to v ...
... proposes that they can be located either between v and VP or immediately above vP. An aspectual verb in the higher position, above vP, takes an infinitival complement, while an aspectual verb in the lower position, between v and VP, takes a gerundive complement. Thus, the infinitive corresponds to v ...
SPAN 2311
... students should be able to narrate and describe in present, past, and future time and handle many survival situations. Since the focus is on developing the conversational skills, much listening and reading is needed to help develop speaking. The writing skill will be developed using a process--appro ...
... students should be able to narrate and describe in present, past, and future time and handle many survival situations. Since the focus is on developing the conversational skills, much listening and reading is needed to help develop speaking. The writing skill will be developed using a process--appro ...
Sentence Patterns Chapter 2
... Verbs that take direct objects are called transitive verbs. Verbs that do not take direct objects are called intransitive verbs. To determine whether a verb is transitive, remember to ask whom or what? after it, not how? or when? I ate the sandwich. I ate what? I ate the sandwich. In this sentence, ...
... Verbs that take direct objects are called transitive verbs. Verbs that do not take direct objects are called intransitive verbs. To determine whether a verb is transitive, remember to ask whom or what? after it, not how? or when? I ate the sandwich. I ate what? I ate the sandwich. In this sentence, ...
Katharina Haude - Hal-SHS
... state, which means that its subject has the undergoer (theme) role. Furthermore, resultative verbs, which also take an undergoer (patient) as subject, can be identified as being morphologically the least marked of all voice-marked verbs. Unmarked verbs of this class can therefore be considered under ...
... state, which means that its subject has the undergoer (theme) role. Furthermore, resultative verbs, which also take an undergoer (patient) as subject, can be identified as being morphologically the least marked of all voice-marked verbs. Unmarked verbs of this class can therefore be considered under ...
Talking about the weather
... (N OTE : Sections 1, 8, and especially 6 are based on work by Bonnie Krejci; see Krejci (2014).) In the eyes of linguists, such [=weather] expressions are nearly as problematic and illbehaved as the weather itself: they not only have many special properties, but from one language to the next the sam ...
... (N OTE : Sections 1, 8, and especially 6 are based on work by Bonnie Krejci; see Krejci (2014).) In the eyes of linguists, such [=weather] expressions are nearly as problematic and illbehaved as the weather itself: they not only have many special properties, but from one language to the next the sam ...
spanish and french
... that porte, portes and portent (forms of the verb `to carry’ used in `I carry’, `you carry’ and `they carry’) all sound the same. This is because the final sounds have often been lost in the spoken language but the letters that corresponded to them have been kept in the spelling. Sound change of thi ...
... that porte, portes and portent (forms of the verb `to carry’ used in `I carry’, `you carry’ and `they carry’) all sound the same. This is because the final sounds have often been lost in the spoken language but the letters that corresponded to them have been kept in the spelling. Sound change of thi ...
Pregroup Grammars and Chomsky`s Earliest Examples
... order from basic types to types. In a terminology inspired by category theory, we call x the left adjoint and x r the right adjoint of x. Readers interested in the mathematical background are invited to consult Sect. 17. Let me make just one historical remark. A similar grammar has been foreshadow ...
... order from basic types to types. In a terminology inspired by category theory, we call x the left adjoint and x r the right adjoint of x. Readers interested in the mathematical background are invited to consult Sect. 17. Let me make just one historical remark. A similar grammar has been foreshadow ...
spanish and french
... that porte, portes and portent (forms of the verb `to carry’ used in `I carry’, `you carry’ and `they carry’) all sound the same. This is because the final sounds have often been lost in the spoken language but the letters that corresponded to them have been kept in the spelling. Sound change of thi ...
... that porte, portes and portent (forms of the verb `to carry’ used in `I carry’, `you carry’ and `they carry’) all sound the same. This is because the final sounds have often been lost in the spoken language but the letters that corresponded to them have been kept in the spelling. Sound change of thi ...
Bellringer 1 - CCHSEnglish9
... Which of the following best completes the sentence? By the time I got back from my trip, I _____ 908 miles on my car. A. B. C. D. ...
... Which of the following best completes the sentence? By the time I got back from my trip, I _____ 908 miles on my car. A. B. C. D. ...
Finite and non-finite Verbs
... The infinitive may function as a subject, direct object, subject complement, adjective, or adverb in a sentence. Although an infinitive is easy to locate because of the to + verb form, deciding what function it has in a sentence can sometimes be confusing. ...
... The infinitive may function as a subject, direct object, subject complement, adjective, or adverb in a sentence. Although an infinitive is easy to locate because of the to + verb form, deciding what function it has in a sentence can sometimes be confusing. ...
Common Usage Problems - Learn English on Skype
... • Not good: Mr. Jones’ children always done well in school. • Good: Mr. Jones’ children have always done well in school. ...
... • Not good: Mr. Jones’ children always done well in school. • Good: Mr. Jones’ children have always done well in school. ...
English Grammar: Revision and Practice
... Fatima is hungry because she hasn’t eaten since breakfast. ...
... Fatima is hungry because she hasn’t eaten since breakfast. ...
falls
... Different verbs for animate and inanimate subjects NENETS moqnas’ (animate) vs. xəwəs’ (inanimate), cf. məntas’ ‘to fall from above’ (both animate and inanimate). Animate: falling forwards or backwards. NENETS t’indas’ (forwards) vs. lasas’ (backwards). Animate: agentivity shift. MOKSHA vel’ams ...
... Different verbs for animate and inanimate subjects NENETS moqnas’ (animate) vs. xəwəs’ (inanimate), cf. məntas’ ‘to fall from above’ (both animate and inanimate). Animate: falling forwards or backwards. NENETS t’indas’ (forwards) vs. lasas’ (backwards). Animate: agentivity shift. MOKSHA vel’ams ...
Valence change
... Although the anticausative and the resultative have the same derived valence pattern, the two categories are very different in nature. The anticausative has the removal of the agent as its primary function, whereas the primary function of the resultative is the expression of a state by means of an e ...
... Although the anticausative and the resultative have the same derived valence pattern, the two categories are very different in nature. The anticausative has the removal of the agent as its primary function, whereas the primary function of the resultative is the expression of a state by means of an e ...
Conjugate Like This This
... Like the bird did not fly Did you know they often end in –ly? I’ll keep on talkin’—I just can’t stop I’ll keep learnin’ ‘til my head begins to pop There’s more I’ve read Yo—so I’ll continue with more things like ...
... Like the bird did not fly Did you know they often end in –ly? I’ll keep on talkin’—I just can’t stop I’ll keep learnin’ ‘til my head begins to pop There’s more I’ve read Yo—so I’ll continue with more things like ...
Cognitive Approaches to English
... In order to draw up a new theoretical framework making it possible to treat free expressions and fixed expressions in a unified way, Lászlo I. Komlósi adopts in his chapter a unified perspective on lexical behavior of variable-sized lexical units and illustrates the interaction of the appropriate ty ...
... In order to draw up a new theoretical framework making it possible to treat free expressions and fixed expressions in a unified way, Lászlo I. Komlósi adopts in his chapter a unified perspective on lexical behavior of variable-sized lexical units and illustrates the interaction of the appropriate ty ...
Chapter 1 - Innu
... two non-subject noun phrases (NPs), paakueshikana 'bread' and ishkuet 'girl', and extra verbal morphology (Marantz ...
... two non-subject noun phrases (NPs), paakueshikana 'bread' and ishkuet 'girl', and extra verbal morphology (Marantz ...
Direct Object Pronouns
... The Imperfect Tense The imperfect is another past tense in Spanish. How do you use it? Here’s how: ...
... The Imperfect Tense The imperfect is another past tense in Spanish. How do you use it? Here’s how: ...
Grammatical Voice in French
... The goal of this paper is, paradoxically, very modest and very ambitious at the same time. Modest, because it does not claim a new discovery or even a new theory; based on well-known facts, I propose an answer to a seemingly innocuous question: How many grammatical voices does French have and what e ...
... The goal of this paper is, paradoxically, very modest and very ambitious at the same time. Modest, because it does not claim a new discovery or even a new theory; based on well-known facts, I propose an answer to a seemingly innocuous question: How many grammatical voices does French have and what e ...
English particle verbs as complex heads: Evidence from
... The three solutions to the problem of suffixing left-headed morphological objects (called double affixation, head marking and external marking in Stump (1994)) are all suboptimal: only reduplication satisfies all morphophonological requirements but is uneconomical and apt to be stigmatized socioling ...
... The three solutions to the problem of suffixing left-headed morphological objects (called double affixation, head marking and external marking in Stump (1994)) are all suboptimal: only reduplication satisfies all morphophonological requirements but is uneconomical and apt to be stigmatized socioling ...
Conditionals
... Where the if clause uses the past simple and the main clause uses a past modal, we call this second conditional. Look at the sentences below: If I finish my assignment tomorrow, I’ll be happy. If I finished my assignment tomorrow, I’d be happy. In the first sentence, a first conditional, the speaker ...
... Where the if clause uses the past simple and the main clause uses a past modal, we call this second conditional. Look at the sentences below: If I finish my assignment tomorrow, I’ll be happy. If I finished my assignment tomorrow, I’d be happy. In the first sentence, a first conditional, the speaker ...
Chapter 38: Relative Clauses of Characteristic, Relative Clauses of Purpose... Clauses in Indirect Discourse
... for the sake of brevity ─ Because RCC’s are not tied closely to the verb of the main sentence but instead to a noun (the relative pronoun’s antecedent), it makes no sense for them to follow sequence of tenses. So they don’t. ...
... for the sake of brevity ─ Because RCC’s are not tied closely to the verb of the main sentence but instead to a noun (the relative pronoun’s antecedent), it makes no sense for them to follow sequence of tenses. So they don’t. ...