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		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5469</id>
		<title>Syntax 1 Wiki: Week 4</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5469"/>
		<updated>2024-07-12T07:29:14Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Specifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Looking under the hood ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Type &amp;quot;snores&amp;quot; into the &#039;&#039;Sentence&#039;&#039; textbox and press the &amp;quot;Parse&amp;quot; button or RETURN on your keyboard. &lt;br /&gt;
* Click once on the top node of the tree.&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Now click on the boxed &amp;quot;0&amp;quot; after AGR.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Finally, click on the boxed number below the NP in the SPR list.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Again, inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Click on the new boxed &amp;quot;0&amp;quot; after the AGR that appears.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Now there are two boxed &amp;quot;0&amp;quot;s on the screen. What seems to be their function?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the sentence Lilly dances&amp;quot;.&lt;br /&gt;
* Open the S node and the V node. Don&#039;t open any numbered boxes for now.&lt;br /&gt;
* Compare the two feature structures.&lt;br /&gt;
* For every feature (= attribute), compare the values of mother and daughter.&lt;br /&gt;
* Now open the N node, leaving its numbered boxes alone again.&lt;br /&gt;
* Compare the three feature structures. What relationships do you detect? Do the self-test exercises below.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Self-test exercises&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The part of speech features of the mother are also the part of speech features of&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the verb.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ complements.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ complement(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ specifier(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
one&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;If the verb requires a specifier, then it selects a specifier of part of speech ________.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
NP&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ specifiers.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(7) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Formulate the relationship between the valences of S and V, and the relationship between the NP daughter and the V daughter.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
A. The verb is complement-empty and selects one NP-specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
B. The NP acts as the verb&#039;s specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
C. As the verb&#039;s specifier requirement has now been satisfied, its mother S has an empty SPR list (as well as an empty COMPS list).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Head-Specifier Phrases ==&lt;br /&gt;
&lt;br /&gt;
We can combine all the observations above into a Phrase Structure Rule. In short form, the rule can be formulated as follows:&lt;br /&gt;
&lt;br /&gt;
(1) XP -&amp;gt; Specifier X&lt;br /&gt;
&lt;br /&gt;
We call this kind of phrase a &#039;&#039;&#039;head-specifier phrase&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
Instead of formulating the full-fledged PS rule, we look directly at the local tree that the rule licenses: &lt;br /&gt;
&lt;br /&gt;
 [[File:H-SPR phrase.PNG|400px]]&amp;lt;br&amp;gt;&lt;br /&gt;
 In words: A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second sign&amp;lt;/i&amp;gt; [= the specifier daughter] whose syntactic category can be unified with the syntactic category on the word’s SPR list. The mother and its head daughter are both COMPS-saturated (= have empty COMPS lists).&lt;br /&gt;
&lt;br /&gt;
Comparing the tree in the online grammar with the tree above (the rule), you will notice that they aren&#039;t completely identical. &lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the rule contain that is missing from the tree?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The rule marks the righthand daughter as the &#039;&#039;&#039;head&#039;&#039;&#039; (= &#039;&#039;&#039;H&#039;&#039;&#039;) and the lefthand daughter as a &#039;&#039;&#039;specifier&#039;&#039;&#039; (= &#039;&#039;&#039;SPR&#039;&#039;&#039;).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the tree contain that is missing from the rule?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The tree contains the information that the mother node and the head have the same part of speech features.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The Head Feature Principle ==&lt;br /&gt;
&lt;br /&gt;
Let us deal with the second difference first. It will turn out that this will also take care of the first one.&lt;br /&gt;
&lt;br /&gt;
Head-specifier phrases are not the only kind of phrase. We will soon see others. All phrases have one thing in common, however:&lt;br /&gt;
&lt;br /&gt;
 &#039;&#039;&#039;The Head Feature Principle (HFP)&#039;&#039;&#039;&lt;br /&gt;
 The part of speech features of a phrase are also the part of speech features of its head daughter.&lt;br /&gt;
&lt;br /&gt;
Formally, this is expressed as follows:&lt;br /&gt;
&lt;br /&gt;
  &#039;&#039;&#039;The Head Feature Principle (formal)&#039;&#039;&#039; &lt;br /&gt;
 [[File:HFP.PNG|300px]]&lt;br /&gt;
&lt;br /&gt;
The formal version of the head feature principle is a &#039;&#039;&#039;constraint.&#039;&#039;&#039; Constraints are all of the form &amp;quot;If a feature structure F has a property A, then F is well formed only if F also has property B.&amp;quot; The double arrow expresses the if-then.&lt;br /&gt;
&lt;br /&gt;
Consequently, the constraint above says: if a feature structure F is a phrase, then F is well formed only if F&#039;s value for POS is also the value of POS of F&#039;s head daughter.&lt;br /&gt;
&lt;br /&gt;
With this, we are ready to return to (3) in the previous section. Remember that we wanted to take care of the fact that the head-specifier rule lacks the information of the identity of head features of mother and head daughter. This problem is now solved: since head-specifier phrases are phrases, they are well formed only if their POS features are identical to the POS features of their head daughter. &lt;br /&gt;
&lt;br /&gt;
The difference between the online grammar and the head-specifier rule thus is explained as follows: the online grammar shows the sum of information contained in the head specifier rue and the head feature principle!&lt;br /&gt;
&lt;br /&gt;
The effect of the head feature principle shown in the online grammar also takes care of the observation (2) in the previous section. You can always tell which daughter of a phrase is its head daughter: it is the daughter which shares the phrase&#039;s POS features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;a cat&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see.&lt;br /&gt;
&lt;br /&gt;
== Head-Complement Phrases ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;likes lilly&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see and answer the following questions.&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Which daughter is the head daughter of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the lefthand daughter&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What is the valence relationship between the daughters of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the head daughter selects the non-head daughter as a complement.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the COMPS valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The head daughter selects a complement, which is realized as its sister in the tree.&amp;lt;br&amp;gt;&lt;br /&gt;
The head-complement phrase is COMPS-saturated, since there are no further complements to be realized.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the SPR valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
They are identical. The head-complement phrase selects the same specifiers as its head daughter.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Based on the properties of head-complement phrases just discovered, draw a schematic non-local tree for head-complement phrases in the same format as was done for head-specifier phrases above.&lt;br /&gt;
&lt;br /&gt;
Here is the solution: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;The Structure of Head-Complement Phrases&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
[[File:H-C phrase 1.PNG|400px]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]]  [[Syntax_1_Wiki:_Week_3|&#039;&#039;&#039;Week 3&#039;&#039;&#039;]] &#039;&#039;&#039;Week 4&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_5|&#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6|&#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7|&#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8|&#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 4&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7&lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5468</id>
		<title>Syntax 1 Wiki: Week 4</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5468"/>
		<updated>2024-07-12T07:28:24Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Specifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Looking under the hood ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Type &amp;quot;snores&amp;quot; into the &#039;&#039;Sentence&#039;&#039; textbox and press the &amp;quot;Parse&amp;quot; button or RETURN on your keyboard. &lt;br /&gt;
* Click once on the top node of the tree.&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Now click on the boxed &amp;quot;0&amp;quot; after AGR.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Finally, click on the boxed number below the NP in the SPR list.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Again, inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Click on the new boxed &amp;quot;0&amp;quot; after the AGR that appears.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Now there are two boxed &amp;quot;0&amp;quot;s on the screen. What seems to be their function?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the sentence Lilly dances&amp;quot;.&lt;br /&gt;
* Open the S node and the V node. Don&#039;t open any numbered boxes for now.&lt;br /&gt;
* Compare the two feature structures.&lt;br /&gt;
* For every feature (= attribute), compare the values of mother and daughter.&lt;br /&gt;
* Now open the N node, leaving its numbered boxes alone again.&lt;br /&gt;
* Compare the three feature structures. What relationships do you detect? Do the self-test exercises below.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Self-test exercises&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The part of speech features of the mother are also the part of speech features of&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the verb.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ complements.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ complement(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ specifier(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
one&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;If the verb requires a specifier, then it selects a specifier of part of speech ________.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
NP&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ specifiers.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(7) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Formulate the relationship between the valences of S and V, and the relationship between the NP daughter and the V daughter.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
A. The verb is complement-empty and selects one NP-specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
B. The NP acts as the verb&#039;s specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
C. As the verb&#039;s specifier requirement has now been satisfied, its mother S has an empty SPR list (as well as an empty COMPS list).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Head-Specifier Phrases ==&lt;br /&gt;
&lt;br /&gt;
We can combine all the observations above into a Phrase Structure Rule. In short form, the rule can be formulated as follows:&lt;br /&gt;
&lt;br /&gt;
(1) XP -&amp;gt; Specifier X&lt;br /&gt;
&lt;br /&gt;
We call this kind of phrase a &#039;&#039;&#039;head-specifier phrase&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
Instead of formulating the full-fledged PS rule, we look directly at the local tree that the rule licenses: &lt;br /&gt;
&lt;br /&gt;
 [[File:H-SPR phrase.PNG|400px]]&amp;lt;br&amp;gt;&lt;br /&gt;
 In words: A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second sign&amp;lt;/i&amp;gt; [= the specifier daughter] whose syntactic category can be unified with the syntactic category&lt;br /&gt;
on the word’s SPR list. The mother and its head daughter are both COMPS-saturated (= have empty COMPS lists).&lt;br /&gt;
&lt;br /&gt;
Comparing the tree in the online grammar with the tree above (the rule), you will notice that they aren&#039;t completely identical. &lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the rule contain that is missing from the tree?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The rule marks the righthand daughter as the &#039;&#039;&#039;head&#039;&#039;&#039; (= &#039;&#039;&#039;H&#039;&#039;&#039;) and the lefthand daughter as a &#039;&#039;&#039;specifier&#039;&#039;&#039; (= &#039;&#039;&#039;SPR&#039;&#039;&#039;).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the tree contain that is missing from the rule?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The tree contains the information that the mother node and the head have the same part of speech features.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The Head Feature Principle ==&lt;br /&gt;
&lt;br /&gt;
Let us deal with the second difference first. It will turn out that this will also take care of the first one.&lt;br /&gt;
&lt;br /&gt;
Head-specifier phrases are not the only kind of phrase. We will soon see others. All phrases have one thing in common, however:&lt;br /&gt;
&lt;br /&gt;
 &#039;&#039;&#039;The Head Feature Principle (HFP)&#039;&#039;&#039;&lt;br /&gt;
 The part of speech features of a phrase are also the part of speech features of its head daughter.&lt;br /&gt;
&lt;br /&gt;
Formally, this is expressed as follows:&lt;br /&gt;
&lt;br /&gt;
  &#039;&#039;&#039;The Head Feature Principle (formal)&#039;&#039;&#039; &lt;br /&gt;
 [[File:HFP.PNG|300px]]&lt;br /&gt;
&lt;br /&gt;
The formal version of the head feature principle is a &#039;&#039;&#039;constraint.&#039;&#039;&#039; Constraints are all of the form &amp;quot;If a feature structure F has a property A, then F is well formed only if F also has property B.&amp;quot; The double arrow expresses the if-then.&lt;br /&gt;
&lt;br /&gt;
Consequently, the constraint above says: if a feature structure F is a phrase, then F is well formed only if F&#039;s value for POS is also the value of POS of F&#039;s head daughter.&lt;br /&gt;
&lt;br /&gt;
With this, we are ready to return to (3) in the previous section. Remember that we wanted to take care of the fact that the head-specifier rule lacks the information of the identity of head features of mother and head daughter. This problem is now solved: since head-specifier phrases are phrases, they are well formed only if their POS features are identical to the POS features of their head daughter. &lt;br /&gt;
&lt;br /&gt;
The difference between the online grammar and the head-specifier rule thus is explained as follows: the online grammar shows the sum of information contained in the head specifier rue and the head feature principle!&lt;br /&gt;
&lt;br /&gt;
The effect of the head feature principle shown in the online grammar also takes care of the observation (2) in the previous section. You can always tell which daughter of a phrase is its head daughter: it is the daughter which shares the phrase&#039;s POS features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;a cat&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see.&lt;br /&gt;
&lt;br /&gt;
== Head-Complement Phrases ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;likes lilly&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see and answer the following questions.&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Which daughter is the head daughter of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the lefthand daughter&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What is the valence relationship between the daughters of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the head daughter selects the non-head daughter as a complement.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the COMPS valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The head daughter selects a complement, which is realized as its sister in the tree.&amp;lt;br&amp;gt;&lt;br /&gt;
The head-complement phrase is COMPS-saturated, since there are no further complements to be realized.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the SPR valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
They are identical. The head-complement phrase selects the same specifiers as its head daughter.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Based on the properties of head-complement phrases just discovered, draw a schematic non-local tree for head-complement phrases in the same format as was done for head-specifier phrases above.&lt;br /&gt;
&lt;br /&gt;
Here is the solution: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;The Structure of Head-Complement Phrases&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
[[File:H-C phrase 1.PNG|400px]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]]  [[Syntax_1_Wiki:_Week_3|&#039;&#039;&#039;Week 3&#039;&#039;&#039;]] &#039;&#039;&#039;Week 4&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_5|&#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6|&#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7|&#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8|&#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 4&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7&lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5467</id>
		<title>Syntax 1 Wiki: Week 4</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5467"/>
		<updated>2024-07-12T07:27:58Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Specifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Looking under the hood ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Type &amp;quot;snores&amp;quot; into the &#039;&#039;Sentence&#039;&#039; textbox and press the &amp;quot;Parse&amp;quot; button or RETURN on your keyboard. &lt;br /&gt;
* Click once on the top node of the tree.&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Now click on the boxed &amp;quot;0&amp;quot; after AGR.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Finally, click on the boxed number below the NP in the SPR list.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Again, inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Click on the new boxed &amp;quot;0&amp;quot; after the AGR that appears.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Now there are two boxed &amp;quot;0&amp;quot;s on the screen. What seems to be their function?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the sentence Lilly dances&amp;quot;.&lt;br /&gt;
* Open the S node and the V node. Don&#039;t open any numbered boxes for now.&lt;br /&gt;
* Compare the two feature structures.&lt;br /&gt;
* For every feature (= attribute), compare the values of mother and daughter.&lt;br /&gt;
* Now open the N node, leaving its numbered boxes alone again.&lt;br /&gt;
* Compare the three feature structures. What relationships do you detect? Do the self-test exercises below.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Self-test exercises&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The part of speech features of the mother are also the part of speech features of&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the verb.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ complements.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ complement(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ specifier(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
one&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;If the verb requires a specifier, then it selects a specifier of part of speech ________.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
NP&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ specifiers.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(7) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Formulate the relationship between the valences of S and V, and the relationship between the NP daughter and the V daughter.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
A. The verb is complement-empty and selects one NP-specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
B. The NP acts as the verb&#039;s specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
C. As the verb&#039;s specifier requirement has now been satisfied, its mother S has an empty SPR list (as well as an empty COMPS list).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Head-Specifier Phrases ==&lt;br /&gt;
&lt;br /&gt;
We can combine all the observations above into a Phrase Structure Rule. In short form, the rule can be formulated as follows:&lt;br /&gt;
&lt;br /&gt;
(1) XP -&amp;gt; Specifier X&lt;br /&gt;
&lt;br /&gt;
We call this kind of phrase a &#039;&#039;&#039;head-specifier phrase&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
Instead of formulating the full-fledged PS rule, we look directly at the local tree that the rule licenses: &lt;br /&gt;
&lt;br /&gt;
 [[File:H-SPR phrase.PNG|400px]]&amp;lt;br&amp;gt;&lt;br /&gt;
 In words: A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second sign&amp;gt;/i&amp;gt; [= the specifier daughter] whose syntactic category can be unified with the syntactic category&lt;br /&gt;
on the word’s SPR list. The mother and its head daughter are both COMPS-saturated (= have empty COMPS lists).&lt;br /&gt;
&lt;br /&gt;
Comparing the tree in the online grammar with the tree above (the rule), you will notice that they aren&#039;t completely identical. &lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the rule contain that is missing from the tree?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The rule marks the righthand daughter as the &#039;&#039;&#039;head&#039;&#039;&#039; (= &#039;&#039;&#039;H&#039;&#039;&#039;) and the lefthand daughter as a &#039;&#039;&#039;specifier&#039;&#039;&#039; (= &#039;&#039;&#039;SPR&#039;&#039;&#039;).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the tree contain that is missing from the rule?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The tree contains the information that the mother node and the head have the same part of speech features.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The Head Feature Principle ==&lt;br /&gt;
&lt;br /&gt;
Let us deal with the second difference first. It will turn out that this will also take care of the first one.&lt;br /&gt;
&lt;br /&gt;
Head-specifier phrases are not the only kind of phrase. We will soon see others. All phrases have one thing in common, however:&lt;br /&gt;
&lt;br /&gt;
 &#039;&#039;&#039;The Head Feature Principle (HFP)&#039;&#039;&#039;&lt;br /&gt;
 The part of speech features of a phrase are also the part of speech features of its head daughter.&lt;br /&gt;
&lt;br /&gt;
Formally, this is expressed as follows:&lt;br /&gt;
&lt;br /&gt;
  &#039;&#039;&#039;The Head Feature Principle (formal)&#039;&#039;&#039; &lt;br /&gt;
 [[File:HFP.PNG|300px]]&lt;br /&gt;
&lt;br /&gt;
The formal version of the head feature principle is a &#039;&#039;&#039;constraint.&#039;&#039;&#039; Constraints are all of the form &amp;quot;If a feature structure F has a property A, then F is well formed only if F also has property B.&amp;quot; The double arrow expresses the if-then.&lt;br /&gt;
&lt;br /&gt;
Consequently, the constraint above says: if a feature structure F is a phrase, then F is well formed only if F&#039;s value for POS is also the value of POS of F&#039;s head daughter.&lt;br /&gt;
&lt;br /&gt;
With this, we are ready to return to (3) in the previous section. Remember that we wanted to take care of the fact that the head-specifier rule lacks the information of the identity of head features of mother and head daughter. This problem is now solved: since head-specifier phrases are phrases, they are well formed only if their POS features are identical to the POS features of their head daughter. &lt;br /&gt;
&lt;br /&gt;
The difference between the online grammar and the head-specifier rule thus is explained as follows: the online grammar shows the sum of information contained in the head specifier rue and the head feature principle!&lt;br /&gt;
&lt;br /&gt;
The effect of the head feature principle shown in the online grammar also takes care of the observation (2) in the previous section. You can always tell which daughter of a phrase is its head daughter: it is the daughter which shares the phrase&#039;s POS features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;a cat&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see.&lt;br /&gt;
&lt;br /&gt;
== Head-Complement Phrases ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;likes lilly&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see and answer the following questions.&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Which daughter is the head daughter of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the lefthand daughter&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What is the valence relationship between the daughters of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the head daughter selects the non-head daughter as a complement.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the COMPS valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The head daughter selects a complement, which is realized as its sister in the tree.&amp;lt;br&amp;gt;&lt;br /&gt;
The head-complement phrase is COMPS-saturated, since there are no further complements to be realized.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the SPR valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
They are identical. The head-complement phrase selects the same specifiers as its head daughter.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Based on the properties of head-complement phrases just discovered, draw a schematic non-local tree for head-complement phrases in the same format as was done for head-specifier phrases above.&lt;br /&gt;
&lt;br /&gt;
Here is the solution: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;The Structure of Head-Complement Phrases&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
[[File:H-C phrase 1.PNG|400px]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]]  [[Syntax_1_Wiki:_Week_3|&#039;&#039;&#039;Week 3&#039;&#039;&#039;]] &#039;&#039;&#039;Week 4&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_5|&#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6|&#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7|&#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8|&#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 4&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7&lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5466</id>
		<title>Syntax 1 Wiki: Week 3</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5466"/>
		<updated>2024-06-04T16:18:15Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Self Test Exercises on Verb Valence */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[File:glasses.png|25px|left]]Please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Valence ==&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Valence&#039;&#039;&#039; is the representation of the knowledge speakers have about what other kinds of constituents a word needs to combine with. You will remember from traditional grammar the distinction between &#039;&#039;&#039;intransitive&#039;&#039;&#039; and &#039;&#039;&#039;transitive&#039;&#039;&#039; verbs. These are just names for those verbs, respectively, which do not need a direct object (i.e. the verbs &#039;&#039;appear&#039;&#039; and &#039;&#039;cough&#039;&#039;) and those which do (like &#039;&#039;have&#039;&#039; and &#039;&#039;trust&#039;&#039;). Objects are called &#039;&#039;&#039;complements&#039;&#039;&#039; in our theory; so, to express that the verb &#039;&#039;have&#039;&#039; needs a direct object, its representation would contain the line &lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which translated into people speech means that the expression needs one and only one complement and that the part of speech of this complement needs to be NP. &lt;br /&gt;
&lt;br /&gt;
Correspondingly,&lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
means that the expression does not need and, in fact, is not allowed to combine with any complement. That is correct for intransitive verbs like &#039;&#039;appear&#039;&#039;, since you cannot say such things as &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Lilly appears the cake.&amp;lt;/span&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
As we will see, words cannot only select complements, but also subjects and determiners. This is what the two attribute SPR is for. Verbs are marked as &lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
i.e. they must have a subject NP and so-called common nouns (i.e. &#039;&#039;cat&#039;&#039; or &#039;&#039;student&#039;&#039;) are listed as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;D&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which means that they must combine with a determiner like &#039;&#039;a&#039;&#039; or &#039;&#039;the&#039;&#039; in order to function as a subject or an object.&lt;br /&gt;
&lt;br /&gt;
With this background about the 2 valence attributes, look at the lexical entries for &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; again. You see that both expressions are marked as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
COMPS &amp;lt;&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
From this we conclude that both words do not need to be combined with a specifier or a complement in order to function as the subject or object of a sentence. And this is correct, as the two sentences below illustrate:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Lilly snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like Fido.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In (1), the word &#039;&#039;Lilly&#039;&#039; serves as the specifier (= subject) of the verb &#039;&#039;snores&#039;&#039; and can do so all by itself. In (2), the word &#039;&#039;Fido&#039;&#039; is the direct object complement of the transitive verb &#039;&#039;likes&#039;&#039; and again it can do so all by itself. Compare this with what happens, when we substitute a common noun for the names &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; in the sentences above:&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*I like cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Both sentences become ungrammatical! The reason is simple: as already mentioned above, common nouns like &#039;&#039;student&#039;&#039; or &#039;&#039;cat&#039;&#039; are [SPR &amp;lt;D&amp;gt;], which means that they first need to combine with a determiner in order to serve as the subject or object of a sentence. Thus, (3) and (4) can be made grammatical by putting determiners in front of the two common nouns:&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;&#039;&#039;&#039;The&#039;&#039;&#039; student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like &#039;&#039;&#039;any&#039;&#039;&#039; cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Self Test Exercises on Verb Valence ==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;snores&amp;lt;/u&amp;gt;.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;likes&amp;lt;/u&amp;gt; Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
3. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; PP &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
4. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;showed&amp;lt;/u&amp;gt; Hessen to Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
5. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;handed&amp;lt;/u&amp;gt; Robin the apple.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
6. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;told&amp;lt;/u&amp;gt; Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
7. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;mentioned&amp;lt;/u&amp;gt; to Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
8. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;wants&amp;lt;/u&amp;gt; [to eat an apple.]&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
9. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;believes&amp;lt;/u&amp;gt; Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
10. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;seems&amp;lt;/u&amp;gt; to Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
11. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;is&amp;lt;/u&amp;gt; intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
12. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;considers&amp;lt;/u&amp;gt; the student intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
13. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to Robin about the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
14. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;saw&amp;lt;/u&amp;gt; Robin talk to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;base&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework for next week ==&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
* Click on the words in the lexicon one by one.&lt;br /&gt;
* Before you click on a word, predict what label the grammar will give to that word.&lt;br /&gt;
* Predict for which words the grammar will give more than one label and what the labels are going to be. You can check this by clicking on the numbers in the upper righthand corner.  --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt; &lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]] &#039;&#039;&#039;Week 3&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5465</id>
		<title>Syntax 1 Wiki: Week 4</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_4&amp;diff=5465"/>
		<updated>2024-06-04T16:15:05Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Specifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Looking under the hood ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Type &amp;quot;snores&amp;quot; into the &#039;&#039;Sentence&#039;&#039; textbox and press the &amp;quot;Parse&amp;quot; button or RETURN on your keyboard. &lt;br /&gt;
* Click once on the top node of the tree.&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Now click on the boxed &amp;quot;0&amp;quot; after AGR.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Finally, click on the boxed number below the NP in the SPR list.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Again, inspect the result and try to understand as much as possible.&lt;br /&gt;
* &amp;lt;p style=&amp;quot;margin-bottom:0mm;&amp;quot;&amp;gt;Click on the new boxed &amp;quot;0&amp;quot; after the AGR that appears.&amp;lt;/p&amp;gt;&lt;br /&gt;
* Now there are two boxed &amp;quot;0&amp;quot;s on the screen. What seems to be their function?&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the [http://141.2.159.95:7001/wt/ Online Grammar] and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the sentence Lilly dances&amp;quot;.&lt;br /&gt;
* Open the S node and the V node. Don&#039;t open any numbered boxes for now.&lt;br /&gt;
* Compare the two feature structures.&lt;br /&gt;
* For every feature (= attribute), compare the values of mother and daughter.&lt;br /&gt;
* Now open the N node, leaving its numbered boxes alone again.&lt;br /&gt;
* Compare the three feature structures. What relationships do you detect? Do the self-test exercises below.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Self-test exercises&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The part of speech features of the mother are also the part of speech features of&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the verb.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ complements.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ complement(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The verb is looking for ______ specifier(s).&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
one&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;If the verb requires a specifier, then it selects a specifier of part of speech ________.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
NP&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;The sentence is looking for ______ specifiers.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
no&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(7) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Formulate the relationship between the valences of S and V, and the relationship between the NP daughter and the V daughter.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
A. The verb is complement-empty and selects one NP-specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
B. The NP acts as the verb&#039;s specifier.&amp;lt;br&amp;gt;&lt;br /&gt;
C. As the verb&#039;s specifier requirement has now been satisfied, its mother S has an empty SPR list (as well as an empty COMPS list).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Head-Specifier Phrases ==&lt;br /&gt;
&lt;br /&gt;
We can combine all the observations above into a Phrase Structure Rule. In short form, the rule can be formulated as follows:&lt;br /&gt;
&lt;br /&gt;
(1) XP -&amp;gt; Specifier X&lt;br /&gt;
&lt;br /&gt;
We call this kind of phrase a &#039;&#039;&#039;head-specifier phrase&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
Instead of formulating the full-fledged PS rule, we look directly at the local tree that the rule licenses: &lt;br /&gt;
&lt;br /&gt;
 [[File:H-SPR phrase.PNG|400px]]&amp;lt;br&amp;gt;&lt;br /&gt;
 In words: a head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= specifier daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second sign&amp;lt;/i&amp;gt; [= the head daughter] whose syntactic category can be unified with the syntactic category on the word’s SPR list. The mother and its head daughter are both COMPS-saturated (= have empty COMPS lists).&lt;br /&gt;
&lt;br /&gt;
Comparing the tree in the online grammar with the tree above (the rule), you will notice that they aren&#039;t completely identical. &lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the rule contain that is missing from the tree?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The rule marks the righthand daughter as the &#039;&#039;&#039;head&#039;&#039;&#039; (= &#039;&#039;&#039;H&#039;&#039;&#039;) and the lefthand daughter as a &#039;&#039;&#039;specifier&#039;&#039;&#039; (= &#039;&#039;&#039;SPR&#039;&#039;&#039;).&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What does the tree contain that is missing from the rule?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The tree contains the information that the mother node and the head have the same part of speech features.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The Head Feature Principle ==&lt;br /&gt;
&lt;br /&gt;
Let us deal with the second difference first. It will turn out that this will also take care of the first one.&lt;br /&gt;
&lt;br /&gt;
Head-specifier phrases are not the only kind of phrase. We will soon see others. All phrases have one thing in common, however:&lt;br /&gt;
&lt;br /&gt;
 &#039;&#039;&#039;The Head Feature Principle (HFP)&#039;&#039;&#039;&lt;br /&gt;
 The part of speech features of a phrase are also the part of speech features of its head daughter.&lt;br /&gt;
&lt;br /&gt;
Formally, this is expressed as follows:&lt;br /&gt;
&lt;br /&gt;
  &#039;&#039;&#039;The Head Feature Principle (formal)&#039;&#039;&#039; &lt;br /&gt;
 [[File:HFP.PNG|300px]]&lt;br /&gt;
&lt;br /&gt;
The formal version of the head feature principle is a &#039;&#039;&#039;constraint.&#039;&#039;&#039; Constraints are all of the form &amp;quot;If a feature structure F has a property A, then F is well formed only if F also has property B.&amp;quot; The double arrow expresses the if-then.&lt;br /&gt;
&lt;br /&gt;
Consequently, the constraint above says: if a feature structure F is a phrase, then F is well formed only if F&#039;s value for POS is also the value of POS of F&#039;s head daughter.&lt;br /&gt;
&lt;br /&gt;
With this, we are ready to return to (3) in the previous section. Remember that we wanted to take care of the fact that the head-specifier rule lacks the information of the identity of head features of mother and head daughter. This problem is now solved: since head-specifier phrases are phrases, they are well formed only if their POS features are identical to the POS features of their head daughter. &lt;br /&gt;
&lt;br /&gt;
The difference between the online grammar and the head-specifier rule thus is explained as follows: the online grammar shows the sum of information contained in the head specifier rue and the head feature principle!&lt;br /&gt;
&lt;br /&gt;
The effect of the head feature principle shown in the online grammar also takes care of the observation (2) in the previous section. You can always tell which daughter of a phrase is its head daughter: it is the daughter which shares the phrase&#039;s POS features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;a cat&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see.&lt;br /&gt;
&lt;br /&gt;
== Head-Complement Phrases ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
* Parse the string &amp;quot;likes lilly&amp;quot;.&lt;br /&gt;
* Click on the three category nodes.&lt;br /&gt;
* Interpret what you see and answer the following questions.&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Which daughter is the head daughter of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the lefthand daughter&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;What is the valence relationship between the daughters of the head-complement phrase?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
the head daughter selects the non-head daughter as a complement.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the COMPS valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
The head daughter selects a complement, which is realized as its sister in the tree.&amp;lt;br&amp;gt;&lt;br /&gt;
The head-complement phrase is COMPS-saturated, since there are no further complements to be realized.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;How are the SPR valences of a head-complement phrase and its head daughter related?&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
They are identical. The head-complement phrase selects the same specifiers as its head daughter.&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;Exercise&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Based on the properties of head-complement phrases just discovered, draw a schematic non-local tree for head-complement phrases in the same format as was done for head-specifier phrases above.&lt;br /&gt;
&lt;br /&gt;
Here is the solution: &lt;br /&gt;
&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: blue&amp;gt;The Structure of Head-Complement Phrases&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
[[File:H-C phrase 1.PNG|400px]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]]  [[Syntax_1_Wiki:_Week_3|&#039;&#039;&#039;Week 3&#039;&#039;&#039;]] &#039;&#039;&#039;Week 4&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_5|&#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6|&#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7|&#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8|&#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 4&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7&lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5464</id>
		<title>Syntax 1 Wiki: Week 3</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5464"/>
		<updated>2024-05-13T13:29:23Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework for next week */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[File:glasses.png|25px|left]]Please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Valence ==&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Valence&#039;&#039;&#039; is the representation of the knowledge speakers have about what other kinds of constituents a word needs to combine with. You will remember from traditional grammar the distinction between &#039;&#039;&#039;intransitive&#039;&#039;&#039; and &#039;&#039;&#039;transitive&#039;&#039;&#039; verbs. These are just names for those verbs, respectively, which do not need a direct object (i.e. the verbs &#039;&#039;appear&#039;&#039; and &#039;&#039;cough&#039;&#039;) and those which do (like &#039;&#039;have&#039;&#039; and &#039;&#039;trust&#039;&#039;). Objects are called &#039;&#039;&#039;complements&#039;&#039;&#039; in our theory; so, to express that the verb &#039;&#039;have&#039;&#039; needs a direct object, its representation would contain the line &lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which translated into people speech means that the expression needs one and only one complement and that the part of speech of this complement needs to be NP. &lt;br /&gt;
&lt;br /&gt;
Correspondingly,&lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
means that the expression does not need and, in fact, is not allowed to combine with any complement. That is correct for intransitive verbs like &#039;&#039;appear&#039;&#039;, since you cannot say such things as &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Lilly appears the cake.&amp;lt;/span&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
As we will see, words cannot only select complements, but also subjects and determiners. This is what the two attribute SPR is for. Verbs are marked as &lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
i.e. they must have a subject NP and so-called common nouns (i.e. &#039;&#039;cat&#039;&#039; or &#039;&#039;student&#039;&#039;) are listed as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;D&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which means that they must combine with a determiner like &#039;&#039;a&#039;&#039; or &#039;&#039;the&#039;&#039; in order to function as a subject or an object.&lt;br /&gt;
&lt;br /&gt;
With this background about the 2 valence attributes, look at the lexical entries for &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; again. You see that both expressions are marked as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
COMPS &amp;lt;&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
From this we conclude that both words do not need to be combined with a specifier or a complement in order to function as the subject or object of a sentence. And this is correct, as the two sentences below illustrate:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Lilly snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like Fido.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In (1), the word &#039;&#039;Lilly&#039;&#039; serves as the specifier (= subject) of the verb &#039;&#039;snores&#039;&#039; and can do so all by itself. In (2), the word &#039;&#039;Fido&#039;&#039; is the direct object complement of the transitive verb &#039;&#039;likes&#039;&#039; and again it can do so all by itself. Compare this with what happens, when we substitute a common noun for the names &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; in the sentences above:&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*I like cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Both sentences become ungrammatical! The reason is simple: as already mentioned above, common nouns like &#039;&#039;student&#039;&#039; or &#039;&#039;cat&#039;&#039; are [SPR &amp;lt;D&amp;gt;], which means that they first need to combine with a determiner in order to serve as the subject or object of a sentence. Thus, (3) and (4) can be made grammatical by putting determiners in front of the two common nouns:&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;&#039;&#039;&#039;The&#039;&#039;&#039; student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like &#039;&#039;&#039;any&#039;&#039;&#039; cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Self Test Exercises on Verb Valence ==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;snores&amp;lt;/u&amp;gt;.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;likes&amp;lt;/u&amp;gt; Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
3. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; PP &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
4. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;showed&amp;lt;/u&amp;gt; Hessen to Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
5. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;handed&amp;lt;/u&amp;gt; Robin the apple.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
6. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;told&amp;lt;/u&amp;gt; Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
7. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;mentioned&amp;lt;/u&amp;gt; to Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
8. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;wants&amp;lt;/u&amp;gt; [to eat an apple.]&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
9. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;believes&amp;lt;/u&amp;gt; Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
10. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;seems&amp;lt;/u&amp;gt; to Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
11. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;is&amp;lt;/u&amp;gt; intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
12. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;considers&amp;lt;/u&amp;gt; the student intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
13. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to Robin about the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
14. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;saw&amp;lt;/u&amp;gt; Robin talk to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;base&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework for next week ==&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
* Click on the words in the lexicon one by one.&lt;br /&gt;
* Before you click on a word, predict what label the grammar will give to that word.&lt;br /&gt;
* Predict for which words the grammar will give more than one label and what the labels are going to be. You can check this by clicking on the numbers in the upper righthand corner.  --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt; &lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]] &#039;&#039;&#039;Week 3&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5463</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5463"/>
		<updated>2024-05-08T08:52:14Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc, case&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== For next week ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5462</id>
		<title>Syntax 1 Wiki: Week 3</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_3&amp;diff=5462"/>
		<updated>2024-05-08T08:50:29Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;[[File:glasses.png|25px|left]]Please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Valence ==&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Valence&#039;&#039;&#039; is the representation of the knowledge speakers have about what other kinds of constituents a word needs to combine with. You will remember from traditional grammar the distinction between &#039;&#039;&#039;intransitive&#039;&#039;&#039; and &#039;&#039;&#039;transitive&#039;&#039;&#039; verbs. These are just names for those verbs, respectively, which do not need a direct object (i.e. the verbs &#039;&#039;appear&#039;&#039; and &#039;&#039;cough&#039;&#039;) and those which do (like &#039;&#039;have&#039;&#039; and &#039;&#039;trust&#039;&#039;). Objects are called &#039;&#039;&#039;complements&#039;&#039;&#039; in our theory; so, to express that the verb &#039;&#039;have&#039;&#039; needs a direct object, its representation would contain the line &lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which translated into people speech means that the expression needs one and only one complement and that the part of speech of this complement needs to be NP. &lt;br /&gt;
&lt;br /&gt;
Correspondingly,&lt;br /&gt;
&lt;br /&gt;
COMPS &amp;lt;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
means that the expression does not need and, in fact, is not allowed to combine with any complement. That is correct for intransitive verbs like &#039;&#039;appear&#039;&#039;, since you cannot say such things as &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Lilly appears the cake.&amp;lt;/span&amp;gt;. &lt;br /&gt;
&lt;br /&gt;
As we will see, words cannot only select complements, but also subjects and determiners. This is what the two attribute SPR is for. Verbs are marked as &lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;NP&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
i.e. they must have a subject NP and so-called common nouns (i.e. &#039;&#039;cat&#039;&#039; or &#039;&#039;student&#039;&#039;) are listed as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;D&amp;gt;, &lt;br /&gt;
&lt;br /&gt;
which means that they must combine with a determiner like &#039;&#039;a&#039;&#039; or &#039;&#039;the&#039;&#039; in order to function as a subject or an object.&lt;br /&gt;
&lt;br /&gt;
With this background about the 2 valence attributes, look at the lexical entries for &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; again. You see that both expressions are marked as&lt;br /&gt;
&lt;br /&gt;
SPR &amp;lt;&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
COMPS &amp;lt;&amp;gt;.&lt;br /&gt;
&lt;br /&gt;
From this we conclude that both words do not need to be combined with a specifier or a complement in order to function as the subject or object of a sentence. And this is correct, as the two sentences below illustrate:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Lilly snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like Fido.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
In (1), the word &#039;&#039;Lilly&#039;&#039; serves as the specifier (= subject) of the verb &#039;&#039;snores&#039;&#039; and can do so all by itself. In (2), the word &#039;&#039;Fido&#039;&#039; is the direct object complement of the transitive verb &#039;&#039;likes&#039;&#039; and again it can do so all by itself. Compare this with what happens, when we substitute a common noun for the names &#039;&#039;Lilly&#039;&#039; and &#039;&#039;Fido&#039;&#039; in the sentences above:&lt;br /&gt;
&lt;br /&gt;
(3) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*Student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;span style=&amp;quot;color: blue&amp;gt;*I like cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Both sentences become ungrammatical! The reason is simple: as already mentioned above, common nouns like &#039;&#039;student&#039;&#039; or &#039;&#039;cat&#039;&#039; are [SPR &amp;lt;D&amp;gt;], which means that they first need to combine with a determiner in order to serve as the subject or object of a sentence. Thus, (3) and (4) can be made grammatical by putting determiners in front of the two common nouns:&lt;br /&gt;
&lt;br /&gt;
(5) &amp;lt;span style=&amp;quot;color: blue&amp;gt;&#039;&#039;&#039;The&#039;&#039;&#039; student snores.&amp;lt;/span&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
(6) &amp;lt;span style=&amp;quot;color: blue&amp;gt;I like &#039;&#039;&#039;any&#039;&#039;&#039; cat.&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Self Test Exercises on Verb Valence ==&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;snores&amp;lt;/u&amp;gt;.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;likes&amp;lt;/u&amp;gt; Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
3. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt; PP &amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
4. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;showed&amp;lt;/u&amp;gt; Hessen to Robin.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
5. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;handed&amp;lt;/u&amp;gt; Robin the apple.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], NP[&#039;&#039;acc&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
6. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;told&amp;lt;/u&amp;gt; Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
7. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;mentioned&amp;lt;/u&amp;gt; to Robin that the student likes her.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, S&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
8. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;wants&amp;lt;/u&amp;gt; [to eat an apple.]&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
9. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;believes&amp;lt;/u&amp;gt; Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
10. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;seems&amp;lt;/u&amp;gt; to Robin to like the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;inf&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
11. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;is&amp;lt;/u&amp;gt; intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
12. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;considers&amp;lt;/u&amp;gt; the student intelligent.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], AP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
13. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;talked&amp;lt;/u&amp;gt; to Robin about the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;PP, PP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
14. &amp;lt;span style=&amp;quot;color: blue&amp;gt;Kim &amp;lt;u&amp;gt;saw&amp;lt;/u&amp;gt; Robin talk to the student.&amp;lt;/span&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot; style=&amp;quot;width:800px&amp;quot;&amp;gt;&lt;br /&gt;
Check your answer&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
{|&lt;br /&gt;
|-&lt;br /&gt;
| SPR    || &amp;lt;NP[&#039;&#039;nom&#039;&#039;]&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| COMPS || &amp;lt;NP[&#039;&#039;acc&#039;&#039;], VP[&#039;&#039;base&#039;&#039;]&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework for next week ==&lt;br /&gt;
&lt;br /&gt;
Go to the &amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Online Grammar]&amp;lt;/span&amp;gt; and do the following:&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
* Click on the words in the lexicon one by one.&lt;br /&gt;
* Before you click on a word, predict what label the grammar will give to that word.&lt;br /&gt;
* Predict for which words the grammar will give more than one label and what the labels are going to be. You can check this by clicking on the numbers in the upper righthand corner. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2|&#039;&#039;&#039;Week 2&#039;&#039;&#039;]] &#039;&#039;&#039;Week 3&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5461</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5461"/>
		<updated>2024-05-08T08:49:46Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* For next week */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc, case&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== For next week ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5460</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5460"/>
		<updated>2024-05-08T08:46:47Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc, case&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== For next week ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5459</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5459"/>
		<updated>2024-05-08T08:40:24Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc, case&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; &lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5458</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5458"/>
		<updated>2024-05-08T08:33:08Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Words and their features */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc, case&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5457</id>
		<title>Syntax 1 Wiki</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5457"/>
		<updated>2024-05-07T07:16:46Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Online Grammars */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Introduction ==&lt;br /&gt;
&lt;br /&gt;
=== Welcome and Prospect ===&lt;br /&gt;
&lt;br /&gt;
This course gives a systematic introduction to the scientific study of English syntax. We will ask what enables people to understand sentences they have never heard before and to decide reliably whether some string of words they hear is grammatical English or not. To this end, we will precisely define the notion ”grammar” and show that it is people’s knowledge of the grammar of English that underlies the abilities mentioned above. In the process of defining ”grammar” we will learn about a number of technical tools of modern syntactic theory: types and type hierarchies, feature structures, constraints, and syntactic schemata.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Prerequisites&#039;&#039;&#039;: The course &#039;&#039;Introduction to Linguistics.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== Online Grammars ===&lt;br /&gt;
&lt;br /&gt;
To help you visualize abstract syntactic structures, we will work with online grammars. These are available permanently and you are encouraged to study the parses of as many words and sentences as possible. Here is the link to the first grammar:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7001/wt/ Link to the first Online Grammar]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== OLAT ===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt; The OLAT course for Syntax 1 (= Constrained-based Analysis) is at [https://olat-ce.server.uni-frankfurt.de/olat/auth/RepositoryEntry/21202862089 Syntax 1]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Contributors ===&lt;br /&gt;
&lt;br /&gt;
The core of the material in this Wiki was written by Manfred Sailer for the [http://www.ello.uos.de English Language and Linguistics Online project ]. Alex Berg (University of Osnabrück) gave the permission to transfer the material to Goethe University, where Gert Webelhuth adjusted it to fit the needs of the course Syntax 1. Gert Webelhuth wants to sincerely thank the following students for contributing exercises to the Wiki: &#039;&#039;&#039;Bruce Paenson&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  &#039;&#039;&#039;Main page&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/font&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- &lt;br /&gt;
|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]&lt;br /&gt;
|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|Week 7 | [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5456</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5456"/>
		<updated>2024-04-25T19:30:30Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Words and their features */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5455</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5455"/>
		<updated>2024-04-25T19:29:42Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Words and their features */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5454</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5454"/>
		<updated>2024-04-24T15:02:37Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features. &amp;lt;br&amp;gt;&lt;br /&gt;
First, work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5453</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5453"/>
		<updated>2024-04-24T15:00:34Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework 1 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- == Homework 1 == --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
1) Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
2) Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5452</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5452"/>
		<updated>2024-04-24T14:59:43Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework 1 ==&lt;br /&gt;
&lt;br /&gt;
Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5451</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5451"/>
		<updated>2024-04-24T14:47:41Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework 1 ==&lt;br /&gt;
&lt;br /&gt;
Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5450</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5450"/>
		<updated>2024-04-24T13:25:37Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework 1 */&lt;/p&gt;
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&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework 1 ==&lt;br /&gt;
&lt;br /&gt;
Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5449</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5449"/>
		<updated>2024-04-24T13:24:47Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework 1 ==&lt;br /&gt;
&lt;br /&gt;
Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5448</id>
		<title>Syntax 1 Wiki: Week 2</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_2&amp;diff=5448"/>
		<updated>2024-04-24T13:00:31Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Homework 2 */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--In Week 1 and the exercises on Parts of Speech and Predicates and their Arguments, we dealt with two concepts: (i) words and phrases belong to different parts of speech and (ii) they take semantic and syntactic arguments. &lt;br /&gt;
&lt;br /&gt;
This week, we will deal with both topics in greater detail and will also introduce a format for representing linguistic information.--&amp;gt;&lt;br /&gt;
This week, we&#039;ll be dealing with Parts of Speech and their distinctive features.&lt;br /&gt;
Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Parts of Speech ===&lt;br /&gt;
&lt;br /&gt;
Our online grammar uses the following 6 parts of speech:&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Type !! Full name !! Tree symbol !! Examples&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;n&#039;&#039; || noun || N|| Lilly, she, her, I, me, him, we, us, it, cat, letter&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;v&#039;&#039; || verb || V || visit, like, will, to, see, saw, seen, seeing, seen&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;a&#039;&#039; || adjective || A || big, happy&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;p&#039;&#039; || preposition || P || to, of&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;d&#039;&#039; || determiner || D || the, a, those&lt;br /&gt;
|-&lt;br /&gt;
| &#039;&#039;c&#039;&#039; || complementizer || C || that&lt;br /&gt;
|-&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
=== Features ===&lt;br /&gt;
&lt;br /&gt;
The table above lists the following words as nouns: &#039;&#039;Lilly, she, her, I, me, him, it, cat, letter.&#039;&#039; Even though these words have much in common which distinguishes them from non-nouns (e.g. they can all refer to things in the world), there are also clearly some differences between them. Let us, for instance, check for some of these words whether they can serve as the subject of a main clause:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Subjects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(1) &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(2) &amp;lt;u&amp;gt;She&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(3) *&amp;lt;u&amp;gt;Her&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(4) &amp;lt;u&amp;gt;I &amp;lt;/u&amp;gt;danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(5) *&amp;lt;u&amp;gt;Me&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(6) *&amp;lt;u&amp;gt;Him&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
(7) &amp;lt;u&amp;gt;It&amp;lt;/u&amp;gt; danced.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
We see that the following words can act as subjects: &#039;&#039;Lilly, she, I, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
Let us now test what happens when we try to use these words as direct objects and objects of prepositions:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Direct objects&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(8) Fido likes &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(9) *Fido likes &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(10) Fido likes &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(11) *Fido likes &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(12) Fido likes &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(13) Fido likes &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(14) Fido likes &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;u&amp;gt;Objects of prepositions&amp;lt;/u&amp;gt;:&lt;br /&gt;
&lt;br /&gt;
(15) Fido talks about &amp;lt;u&amp;gt;Lilly&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(16) *Fido talks about &amp;lt;u&amp;gt;she&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(17) Fido talks about &amp;lt;u&amp;gt;her&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(18) *Fido talks about &amp;lt;u&amp;gt;I&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(19) Fido talks about &amp;lt;u&amp;gt;me&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(20) Fido talks about &amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
(21) Fido talks about &amp;lt;u&amp;gt;it&amp;lt;/u&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
This data shows that the following words can act as objects: &#039;&#039;Lilly, her, me, him, it.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
So we see that not all nouns behave alike. Some can occur only in subject position &#039;&#039;(I, he, she)&#039;&#039;, some only in object position &#039;&#039;(her, him, me),&#039;&#039; and a third group can serve both as subject and as object &#039;&#039;(Lilly, it).&#039;&#039; When we look at contrasting pairs such as &#039;&#039;I-me, he-him, she-her,&#039;&#039; it is clear that the form of the word decides its use in sentences: the first form in each pair can act only as a subject and the second one only as an object. Following traditional grammar, we will account for this as follows:&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;1. English nouns belong to one of two grammatical cases: nominative and accusative.&#039;&#039;&#039;&amp;lt;br&amp;gt;&lt;br /&gt;
&#039;&#039;&#039;2. Only nominative nouns can act as subjects and only accusative nouns can act as objects.&#039;&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
This accounts for the words that can only serve in one function. But what about the words like &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; which can equally well act as subjects and objects? The answer is simple. We will say that these words can be both nominative and accusative!&lt;br /&gt;
&lt;br /&gt;
Another noteworthy aspect of the observations above is that they only apply to words of part of speech &#039;&#039;noun&#039;&#039;. For verbs, adjectives, etc. it simply makes no sense to ask what grammatical case they carry.&lt;br /&gt;
&lt;br /&gt;
This discussion leads us to introduce the concept of a &amp;lt;span style=&amp;quot;color: blue&amp;gt; FEATURE &amp;lt;/span&amp;gt; and its possible values. We will say that &amp;lt;span style=&amp;quot;color: blue&amp;gt;&lt;br /&gt;
the part of speech &#039;&#039;n&#039;&#039; has the feature CASE with the possible values &#039;&#039;nom(inactive)&#039;&#039; and &#039;&#039;acc(usative)&#039;&#039;.&amp;lt;/span&amp;gt; Moreover, we will require that whenever a word belongs to part of speech &#039;&#039;n&#039;&#039;, it must have the feature CASE and the feature must have one of the possible case values. Using the tree label notation from the exercises and the online grammar, we thus might describe the seven words we tested above as follows:&lt;br /&gt;
&lt;br /&gt;
(22) Lilly, N,[CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23) she, N, [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24) her, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25) I, N [CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26) me, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27) him, N, [CASE &#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28) it, N, [CASE &#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Example (24) can be used to illustrate how each of these lines is to be understood. It says three things: a. the word under discussion is &#039;&#039;her&#039;&#039;, b. the word belongs to the part of speech N and c. for the noun feature CASE the word carries the value &#039;&#039;acc&#039;&#039;. The other words where the value of the feature is either &#039;&#039;nom&#039;&#039; or &#039;&#039;acc&#039;&#039; are interpreted in the same way. This leaves the words &#039;&#039;Lilly&#039;&#039; and &#039;&#039;it&#039;&#039; in (22) and (28): [CASE &#039;&#039;case&#039;&#039;] is our way of saying that a word is compatible with any possible specific case in English. Since there are only the two cases &#039;&#039;nom&#039;&#039; and &#039;&#039;acc&#039;&#039;, this means that (22) is a short way of writing the following two lines instead:&lt;br /&gt;
&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(22a) Lilly, N,[CASE &#039;&#039;acc&#039;&#039;].&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
The three values for the feature CASE are &#039;&#039;nom&#039;&#039;, &#039;&#039;acc&#039;&#039;, and &#039;&#039;case&#039;&#039;. Since these symbols can describe nothing other than the feature CASE, we might as well simplify our life and write (22)-(28) in the following shorter form from here on:&lt;br /&gt;
&lt;br /&gt;
(22&#039;) Lilly, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(23&#039;) she, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(24&#039;) her, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(25&#039;) I, N[&#039;&#039;nom&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(26&#039;) me, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(27&#039;) him, N[&#039;&#039;acc&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
(28&#039;) it, N[&#039;&#039;case&#039;&#039;]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] and click on every noun in the lexicon window on the left. Now look at the middle window: the word appears with the symbol &#039;&#039;&#039;N&#039;&#039;&#039; on top of it , followed by a case and/or agreement value in square brackets, as above. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--You may wonder why it says &#039;&#039;&#039;NP&#039;&#039;&#039; above the word, rather than &#039;&#039;&#039;N&#039;&#039;&#039;. The reason is that the online grammar is programmed to signal whether a nominal expression can serve as the subject or object of a verb. All the nouns in the present grammar can do this, so all these words are labelled &#039;&#039;&#039;NP&#039;&#039;&#039;. --&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7001/wt/ the online grammar] With this, we return to the case values of the nouns. Click on five or six different nouns and make sure you understand why the grammar displays the &#039;&#039;case&#039;&#039; value it does for each word.&lt;br /&gt;
&lt;br /&gt;
Now answer the following questions:&lt;br /&gt;
&lt;br /&gt;
a. What is the case value of names (e.g. &#039;&#039;Lilly&#039;&#039;?) &amp;lt;br&amp;gt;&lt;br /&gt;
b. What is the case value of common nouns (e.g. &#039;&#039;cat&#039;&#039;)&lt;br /&gt;
&lt;br /&gt;
=== The feature VFORM ===&lt;br /&gt;
&lt;br /&gt;
Many verbs also have more than one form. For instance, we find not only &#039;&#039;see&#039;&#039;, but also  &#039;&#039;sees&#039;&#039;, &#039;&#039;saw&#039;&#039;, &#039;&#039;seen&#039;&#039;, and &#039;&#039;seeing&#039;&#039;.&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercise:&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Go to [http://141.2.159.95:7030/wt/ the online grammar] and type each of the word forms of &#039;&#039;see&#039;&#039; into the text box labeled &#039;&#039;&#039;Sentence&#039;&#039;&#039; in the top left (one word at a time!). After you have entered one word, press the button &#039;&#039;&#039;Parse&#039;&#039;&#039; or simply hit RETURN on your keyboard. Like in the previous exercise, there should appear a little tree in the middle window. This time, the word should be categorized as a V, i.e. a verb. In the brackets after the V, you will see a short symbol representing the value of the word for the feature VFORM (= VERB FORM). &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
After you have looked at the results for the different forms of &#039;&#039;see&#039;&#039;, you should be able to answer the question which symbol replaces the &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; in the first column of the table below. For the first row, the answer has been given to you already:&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&amp;lt;!--Solutions:--&amp;gt;&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb form !! Full name !! Examples&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;fin&#039;&#039;&amp;lt;/span&amp;gt; || finite || sees, is, will, dances, dance (non-third person singular), danced (past tense)&lt;br /&gt;
|-&lt;br /&gt;
|  &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;base&#039;&#039;&amp;lt;/span&amp;gt; || base form (= bare infinitive) || see, be, dance, give&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;presp&#039;&#039;&amp;lt;/span&amp;gt; || present participle || seeing, being, dancing, giving&lt;br /&gt;
|-&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;&#039;&#039;perfp&#039;&#039;&amp;lt;/span&amp;gt;  || perfect participle || seen, been, danced, given&lt;br /&gt;
|-&amp;lt;!--&lt;br /&gt;
| &amp;lt;span style=&amp;quot;color: red&amp;gt;?&amp;lt;/span&amp;gt; || infinitive || to (the infinitive marker)&lt;br /&gt;
|-&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
&lt;br /&gt;
== Words and their features ==&lt;br /&gt;
&amp;lt;h3&amp;gt;See all words, their features and corresponding values&amp;lt;/h3&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;table border=&amp;quot;1&amp;quot;&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;POS&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Full name&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;FEATURE&amp;lt;/th&amp;gt;&lt;br /&gt;
           &amp;lt;th&amp;gt;Value&amp;lt;/th&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;n&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;noun&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot;&amp;gt;CASE&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
                 &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;      &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#66ff66&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;nom, acc&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;                    &lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;v&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;verb&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt; &lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;VFORM&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
                &amp;lt;table width=&amp;quot;50px&amp;quot; height=&amp;quot;100px&amp;quot; border=&amp;quot;1&amp;quot;&amp;gt;  &lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt; &lt;br /&gt;
&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot;&amp;gt;AUX&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &lt;br /&gt;
&lt;br /&gt;
               &amp;lt;/table&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&amp;lt;code&amp;gt;fin&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ff9966&amp;quot;&amp;gt;non-fin: &amp;lt;code&amp;gt;base&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;presp&amp;lt;/code&amp;gt;, &amp;lt;code&amp;gt;perfp&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                         &lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
              &amp;lt;/table&amp;gt;&lt;br /&gt;
             &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#00008B;color:#fff;&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;&lt;br /&gt;
Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
               &amp;lt;br&amp;gt;&lt;br /&gt;
              &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#ffff80&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;auxiliary:&amp;lt;code&amp;gt;+&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;-&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
               &amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;a&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;adjective&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;p&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;preposition&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot;&amp;gt;FORM&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#9999ff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;at, for, in, to,...&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;d&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;determiner&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot;&amp;gt;AGR&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&lt;br /&gt;
               &amp;lt;table border=&amp;quot;0&amp;quot;&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Person: &amp;lt;code&amp;gt;1(fst)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt; 2(sec)&amp;lt;/code&amp;gt; &amp;lt;code&amp;gt;3(thd)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                      &amp;lt;tr&amp;gt;&lt;br /&gt;
                         &amp;lt;td style=&amp;quot;background-color:#99ddff&amp;quot; width=&amp;quot;357px&amp;quot;&amp;gt;Number: &amp;lt;code&amp;gt;s(sg)&amp;lt;/code&amp;gt;&amp;lt;code&amp;gt;p(pl)&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
                      &amp;lt;/tr&amp;gt;&lt;br /&gt;
                &amp;lt;/table&amp;gt;&lt;br /&gt;
           &amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
       &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;c&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;code&amp;gt;complementizer&amp;lt;/code&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Task for week 3:&amp;lt;br&amp;gt;&lt;br /&gt;
Check out the file &amp;lt;b&amp;gt;Exercise_word_features_for Week 3.docx&amp;lt;/b&amp;gt; uploaded to the Week 2 folder in the Handouts directory on OLAT and for each word in the chart fill in its part of speech and its relevant features. You don&#039;t have to put the word in an environment unless the environment is already given for some of the words.--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Homework 1 ==&lt;br /&gt;
&lt;br /&gt;
Do the following [[Syntax_1_Wiki:_Week_2_theoretical_exercises|theoretical exercises]] on parts of speech and their features.&lt;br /&gt;
&lt;br /&gt;
== Homework 2 ==&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[File:cogs.png|50px|left]]Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and Arguments&amp;lt;/span&amp;gt;]]&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
[[File:glasses.png|25px|left]]For next time please read through the information about the [[Phrases|&#039;&#039;&#039;Phrases&#039;&#039;&#039;]]. &lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
== A Systematic Way of Representing Information ==&lt;br /&gt;
&lt;br /&gt;
You have probably encountered the word &#039;&#039;database&#039;&#039;. A database is a way of collecting data about objects (people, birds, planets, etc.) where the objects have similar properties (e.g. first name, last name, date of birth, etc.), but different values for these properties. Here are a few examples.&lt;br /&gt;
&lt;br /&gt;
The page [https://qis.server.uni-frankfurt.de/qisserver/rds;jsessionid=5C3620A59C4CF824B88845E7DF634C45.waldmarie01?state=verpublish&amp;amp;status=init&amp;amp;vmfile=no&amp;amp;moduleCall=webInfo&amp;amp;publishConfFile=webInfoPerson&amp;amp;keep=y&amp;amp;publishSubDir=personal&amp;amp;personal.pid=10183 QIS-Webelhuth] lists some information about one of the professors of the University of Frankfurt. The page [https://qis.server.uni-frankfurt.de/qisserver/rds?moduleCall=webInfo&amp;amp;personal.pid=14417&amp;amp;publishConfFile=webInfoPerson&amp;amp;publishSubDir=personal&amp;amp;state=verpublish&amp;amp;status=init&amp;amp;topitem=members&amp;amp;vmfile=no QIS-Sailer] lists the corresponding information about a second professor. Let us, to simplify matters, extract some pieces of the information from both pages. Then we can represent the information as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employees.jpg]]&lt;br /&gt;
&lt;br /&gt;
We see a table of information enclosed by straight brackets. In the table there are two columns: the first column contains FEATURES of employees of the University of Frankfurt and the second one the &#039;&#039;values&#039;&#039; of those features for two employees, Prof. Webelhuth and Prof. Sailer. This description format is called a &amp;lt;span style=&amp;quot;color: blue&amp;gt;feature structure&amp;lt;/span&amp;gt; for obvious reasons: we describe objects in terms of the values they have for certain features.&lt;br /&gt;
&lt;br /&gt;
Here is a second example. If you go to the online book catalog of Goethe University and type in the two names &amp;quot;Gert Webelhuth&amp;quot; and &amp;quot;Julika Griem&amp;quot;, you will find a list of books authored by these two professors. If you click on a link describing one of these books, then the information about the book is also given to you in the form of a feature structure. Using the same format as above, you will find the following two descriptions:&lt;br /&gt;
&lt;br /&gt;
[[File:books.jpg]]&lt;br /&gt;
&lt;br /&gt;
Here is a third and last example. The following description of mobile phones can be found on the internet:&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:iphones.png]]&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Do you realize that the information above is in the form of a table? In the first column, we find FEATURES of phones and in each following column we find the values for the features of one individual model of phone. It would be easy to represent this information in the form of feature structures.&lt;br /&gt;
&lt;br /&gt;
== Types ==&lt;br /&gt;
&lt;br /&gt;
Look at the feature structures for employees, books, and mobile phones one more time. Since they describe different things, they also contain different FEATURES. The employees have an OFFICE, but the books and the mobile phones do not. The books have an AUTHOR and a PUBLISHER, but employees and mobile phones do not. In contrast, only the phones have the features BATTERY LIFE and CAMERA SIZE. The moral of the story is that &amp;lt;span style=&amp;quot;color: blue&amp;gt;the inventory of FEATURES in a feature structure depends on the object that the feature structure is meant to describe.&amp;lt;/span&amp;gt; This information somehow needs to be represented in the feature structure as well. To this end, we add a so-called &#039;&#039;type&#039;&#039; to feature structures in the top lefthand corner which signals &amp;lt;span style=&amp;quot;color: blue&amp;gt;the type of the feature structure&amp;lt;/span&amp;gt;, i.e. what the feature structure is about.&lt;br /&gt;
&lt;br /&gt;
The first employee feature structure and the first book feature structure above will then really look as follows:&lt;br /&gt;
&lt;br /&gt;
[[File:employee-Sailer.jpg]]&lt;br /&gt;
&lt;br /&gt;
[[File:book-Webelhuth.jpg]]&lt;br /&gt;
&lt;br /&gt;
In general, feature structures will then have the following form:&lt;br /&gt;
&lt;br /&gt;
[[File:generic-fs.jpg]]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Words ===&lt;br /&gt;
&lt;br /&gt;
{| class=&amp;quot;wikitable&amp;quot;&lt;br /&gt;
|-&lt;br /&gt;
! Verb !! SUBJ !! COMPS&lt;br /&gt;
|-&lt;br /&gt;
| snore || &amp;lt;NP&amp;gt; || &amp;lt;&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| own || &amp;lt;NP&amp;gt; || &amp;lt;NP&amp;gt;&lt;br /&gt;
|-&lt;br /&gt;
| put || &amp;lt;NP&amp;gt; || &amp;lt;NP,NP&amp;gt;&lt;br /&gt;
|}&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
&lt;br /&gt;
== Quiz ==&lt;br /&gt;
&lt;br /&gt;
=== Establishing the head of a phrase ===&lt;br /&gt;
Establish what phrase the words below form and identify the head of the phrase! &lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;surprised them.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &#039;&#039;Example:&#039;&#039; &amp;lt;span style=&amp;quot;color: blue&amp;gt;with a friend.&amp;lt;/span&amp;gt;&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
&lt;br /&gt;
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Determine the syntactic categories of the following groups of words in the sentences.&amp;lt;br /&amp;gt;Use the following labels: AP, AdvP, NP, PP, VP. Write &amp;quot;-&amp;quot; if the group of words does not form a constitutent.&amp;lt;br /&amp;gt;&lt;br /&gt;
&#039;&#039;Example:&#039;&#039; [&#039;&#039;&#039;S&#039;&#039;&#039;: Pat [&#039;&#039;&#039;VP&#039;&#039;&#039;: will [&#039;&#039;&#039;VP&#039;&#039;&#039;: wait [&#039;&#039;&#039;PP&#039;&#039;&#039;: for Alex]]]]&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]&lt;br /&gt;
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced [&#039;&#039;&#039;CP&#039;&#039;&#039;: that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Analyze the following phrases:&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
read the paper&lt;br /&gt;
&lt;br /&gt;
Head: {  read _15 } Category: { V _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
||Head: read Category: V&lt;br /&gt;
Complement 1: {  the paper_15 } Category: { NP  _5 } &amp;lt;br /&amp;gt;&lt;br /&gt;
Complement 2:  { -  _15 }   Category: { - _5 }&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{This is the first question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
istractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
- Distractor.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
{This is a block of text.}&lt;br /&gt;
&lt;br /&gt;
{This is the second question.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
+ The correct answer.&lt;br /&gt;
- D&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Switzerland is a member of the &lt;br /&gt;
European Union.&lt;br /&gt;
|type=&amp;quot;()&amp;quot;}&lt;br /&gt;
- TRUE.&lt;br /&gt;
+ FALSE.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{Question&lt;br /&gt;
|type=&amp;quot;[]&amp;quot;}&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
+ Correct answer.&lt;br /&gt;
- Incorrect answer.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ &amp;amp;nbsp;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Where was Aristotle born? &lt;br /&gt;
{ Stageira }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]  &#039;&#039;&#039;Week 2&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- |[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7   &lt;br /&gt;
--&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5447</id>
		<title>Syntax 1 Wiki</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5447"/>
		<updated>2024-04-18T11:16:34Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* OLAT */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Introduction ==&lt;br /&gt;
&lt;br /&gt;
=== Welcome and Prospect ===&lt;br /&gt;
&lt;br /&gt;
This course gives a systematic introduction to the scientific study of English syntax. We will ask what enables people to understand sentences they have never heard before and to decide reliably whether some string of words they hear is grammatical English or not. To this end, we will precisely define the notion ”grammar” and show that it is people’s knowledge of the grammar of English that underlies the abilities mentioned above. In the process of defining ”grammar” we will learn about a number of technical tools of modern syntactic theory: types and type hierarchies, feature structures, constraints, and syntactic schemata.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Prerequisites&#039;&#039;&#039;: The course &#039;&#039;Introduction to Linguistics.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== Online Grammars ===&lt;br /&gt;
&lt;br /&gt;
To help you visualize abstract syntactic structures, we will work with online grammars. These are available permanently and you are encouraged to study the parses of as many words and sentences as possible. Here is the link to the first grammar:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7002/wt/ Link to the first Online Grammar]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== OLAT ===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt; The OLAT course for Syntax 1 (= Constrained-based Analysis) is at [https://olat-ce.server.uni-frankfurt.de/olat/auth/RepositoryEntry/21202862089 Syntax 1]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Contributors ===&lt;br /&gt;
&lt;br /&gt;
The core of the material in this Wiki was written by Manfred Sailer for the [http://www.ello.uos.de English Language and Linguistics Online project ]. Alex Berg (University of Osnabrück) gave the permission to transfer the material to Goethe University, where Gert Webelhuth adjusted it to fit the needs of the course Syntax 1. Gert Webelhuth wants to sincerely thank the following students for contributing exercises to the Wiki: &#039;&#039;&#039;Bruce Paenson&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  &#039;&#039;&#039;Main page&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/font&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- &lt;br /&gt;
|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]&lt;br /&gt;
|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|Week 7 | [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5446</id>
		<title>Syntax 1 Wiki</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki&amp;diff=5446"/>
		<updated>2024-04-17T12:38:13Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* OLAT */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Introduction ==&lt;br /&gt;
&lt;br /&gt;
=== Welcome and Prospect ===&lt;br /&gt;
&lt;br /&gt;
This course gives a systematic introduction to the scientific study of English syntax. We will ask what enables people to understand sentences they have never heard before and to decide reliably whether some string of words they hear is grammatical English or not. To this end, we will precisely define the notion ”grammar” and show that it is people’s knowledge of the grammar of English that underlies the abilities mentioned above. In the process of defining ”grammar” we will learn about a number of technical tools of modern syntactic theory: types and type hierarchies, feature structures, constraints, and syntactic schemata.&lt;br /&gt;
&lt;br /&gt;
&#039;&#039;&#039;Prerequisites&#039;&#039;&#039;: The course &#039;&#039;Introduction to Linguistics.&#039;&#039;&lt;br /&gt;
&lt;br /&gt;
=== Online Grammars ===&lt;br /&gt;
&lt;br /&gt;
To help you visualize abstract syntactic structures, we will work with online grammars. These are available permanently and you are encouraged to study the parses of as many words and sentences as possible. Here is the link to the first grammar:&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt;[http://141.2.159.95:7002/wt/ Link to the first Online Grammar]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== OLAT ===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;span class=&amp;quot;newwin&amp;quot;&amp;gt; The OLAT course for Syntax 1 (= Constrained-based Analysis) is at [https://olat-ce.server.uni-frankfurt.de/olat/auth/RepositoryEntry/21202862089 Constrained-based Analysis]&amp;lt;/span&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Contributors ===&lt;br /&gt;
&lt;br /&gt;
The core of the material in this Wiki was written by Manfred Sailer for the [http://www.ello.uos.de English Language and Linguistics Online project ]. Alex Berg (University of Osnabrück) gave the permission to transfer the material to Goethe University, where Gert Webelhuth adjusted it to fit the needs of the course Syntax 1. Gert Webelhuth wants to sincerely thank the following students for contributing exercises to the Wiki: &#039;&#039;&#039;Bruce Paenson&#039;&#039;&#039;.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
 &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  &#039;&#039;&#039;Main page&#039;&#039;&#039; [[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] [[Syntax_1_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/font&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!-- &lt;br /&gt;
|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]&lt;br /&gt;
|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|Week 7 | [[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_9&amp;diff=5229</id>
		<title>Survey of English Grammar Wiki: Week 9</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_9&amp;diff=5229"/>
		<updated>2022-07-05T08:42:01Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Finite Subordinate Clauses */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Finite Subordinate Clauses ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2&amp;gt;Finite Content Clauses&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:14px&amp;quot;&amp;gt;&lt;br /&gt;
In each of the following pairs, embed a subordinate counterpart of the main clause between the square brackets [...] and identify the &amp;lt;b&amp;gt;clause type&amp;lt;/b&amp;gt; (declarative, exclamative, closed or open interrogative) and the &amp;lt;b&amp;gt;grammatical function&amp;lt;/b&amp;gt; (subject, object, internal complement of V, complement of noun, complement of adjective) of the subordinate clause. (Note that independent of clause type, all examples end with a full-stop.)&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. a. &amp;lt;i&amp;gt;Robin stole the money.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. [ { That Robin stole the money _30 } ] is outrageous.&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Grammatical Function: { subject _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. a. &amp;lt;i&amp;gt;Sandy is going to be late.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I know [ { that Sandy is going to be late _30 } ].&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Grammatical Function: { internal complement of V _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. a. &amp;lt;i&amp;gt;What a disgrace it was.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I remember clearly [ { what a disgrace it was _30 } ].&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Grammatical Function: { internal complement of V _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. a. &amp;lt;i&amp;gt;Where is Kim going.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I have no idea [ { where Kim is going _30 } ].&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Grammatical Function: { complement of noun _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. a. &amp;lt;i&amp;gt;Did he answer all test questions.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I am not sure [ { if he answered all test questions|whether he answered all test questions _40 } ].&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Grammatical Function: { complement of adjective _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2&amp;gt;Relative Clauses&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:14px&amp;quot;&amp;gt;&lt;br /&gt;
Identify the relative clause in each NP and type the relative clause within the square brackets, then identify the antecedent and the grammatical function of the (overt or covert) relativised element(R). The functions you can choose from are: subject, object, complement of a preposition, and adjunct of place.&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. a. &amp;lt;i&amp;gt;the student who chose the Sociolinguistic topic&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { who chose the Sociolinguistic topic _40 } ].&lt;br /&gt;
Antecedent: { student _20 }&lt;br /&gt;
Function of R: { subject _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. a. &amp;lt;i&amp;gt;the place where I like winding down&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { where I like winding down _40 } ].&lt;br /&gt;
Antecedent: { place _20 }&lt;br /&gt;
Function of R: { adjunct of place _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. a. &amp;lt;i&amp;gt;the book I couldn&#039;t put down&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { I couldn&#039;t put down _40 } ].&lt;br /&gt;
Antecedent: { book _20 }&lt;br /&gt;
Function of R: { object _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=5228</id>
		<title>Survey of English Grammar Wiki: Week 8</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=5228"/>
		<updated>2022-06-22T15:50:43Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Clause Types ==&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Clause Types&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&lt;br /&gt;
Classify the following according to &amp;lt;abbr title=&amp;quot;declarative, closed interrogative, open interrogative, exclamative, imperative&amp;quot;&amp;gt;&amp;lt;b&amp;gt;clause type&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, and say what kind of &amp;lt;abbr title=&amp;quot;exclamation, question, wish, surprise, request, complaint/exasperation, order&amp;quot;&amp;gt;&amp;lt;b&amp;gt;speech act&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; they would most likely be used to perform. Note that independent of clause type, all examples end with a dot.&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. Could you pass the salt, please. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. Boy, is Sue stupid. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { exclamation _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. Do you want to come over for dinner tomorrow evening. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|invitation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. Get out.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { directive|order }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. Sleep well.  &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { wish _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 6. You said WHAT. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { open question|surprise }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 7. How often do I have to tell you this.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { complaint|exasperation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 8. What a beer that was. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Speech Act: { exclamation|exclamatory statement }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{9. What beer was that. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { open question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{10. It was raining. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { statement _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{11. What time is John leaving. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{12. Could you please close the window. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5226</id>
		<title>Survey of English Grammar Wiki: Week 7</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5226"/>
		<updated>2022-06-15T07:54:00Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Negation&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;Determine the polarity of the following clauses:&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ Mary didn&#039;t like the cheeky guy.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ They were unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ They were not unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ It was no big deal.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ They had nowhere to hide.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ Not surprisingly, they complained about the price increase.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ This is a not uncommon problem.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ He rarely visits his parents nowadays.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ The partners signed the contract.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ The conditions in the contract were non-negoatiable.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5225</id>
		<title>Exercises on Syntactic Functions</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5225"/>
		<updated>2022-05-04T19:19:54Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;1. Complements or Adjuncts&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Is the underlined word a &amp;lt;b&amp;gt;complement&amp;lt;/b&amp;gt; or an &amp;lt;b&amp;gt;adjunct&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=&amp;quot;simple&amp;quot;&amp;gt;&lt;br /&gt;
{ The kids &amp;lt;u&amp;gt;suddenly&amp;lt;/u&amp;gt; ran to the gate. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder whether I will see him &amp;lt;u&amp;gt;again&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder &amp;lt;u&amp;gt;who broke the vase&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ The big dog devoured &amp;lt;u&amp;gt;the food&amp;lt;/u&amp;gt; in no time. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She will send me &amp;lt;u&amp;gt;the scripts&amp;lt;/u&amp;gt; later. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ They were running &amp;lt;u&amp;gt;to the station&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She kept the letters &amp;lt;u&amp;gt;in the drawer&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She put the letters &amp;lt;u&amp;gt;in the drawer&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;2. Syntactic functions&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Indicate each &amp;lt;abbr title=&amp;quot;Subject&amp;quot;&amp;gt;&amp;lt;b&amp;gt;S&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Auxiliary&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Aux&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicator&amp;quot;&amp;gt;&amp;lt;b&amp;gt;P&amp;lt;/b&amp;gt; &amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Indirect Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Oi&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Direct Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Od&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicative Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Prepositional Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PrepC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Adjunct&amp;quot;&amp;gt;&amp;lt;b&amp;gt;A&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; in the following clauses.&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;code&amp;gt;From &amp;lt;i&amp;gt;CNN&amp;lt;/i&amp;gt;&amp;lt;/code&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
1. Amid the incessant crackle of gunfire { A _5 }, the soldiers { S _5 } usher { P _5 } the cowering men { Od _5 } through darkened rooms { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
2. The men { S _5 } are { P _5 } barefoot { PC _5 }, most of them { S _5 } wearing { P _5 } long robes { Od _5 }, some with large stains. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
3. As voices { S _5 } holler { P _5 } at them { PrepC _5 } in the darkness { A _5 } to move { P _5 } quickly { A _5 }, they { S _5 } hurry { P _5 } across the debris-littered floor { C _5 } past the gun-wielding soldiers { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
4. The new video showing scenes from the raid near Hawija { S _1 }, in northern Kirkuk province { A _5 }, was { Aux _5 } released { P _5 } by the Kurdistan Regional Government { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
5. A U.S. military official { S _5 } confirmed { P _5 } its source and authenticity { Od _5 } to CNN { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
6. It { S _5 } was { Aux _5 } filmed { P _5 } from the helmet camera of one of the Kurdish soldiers { A _5 }, whose gun { S _5 } can { Aux _5 } be { Aux _5 } seen { P _5 } pointing { P _5 } at a barred window { PrepC _5 } through which a glow { S _5 } is { Aux _5 } emanating { P _5 }, possibly from a fire.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
7. In another scene { A _5 }, four men wearing robes and with their hands on their heads { S _5 } -- presumably hostages { A _5 } -- are { Aux _5 } ushered { P _5 } through a doorway { PrepC _5 } and then searched { P _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
8. The person wearing the body camera { S _5 } empties { P _5 } the freed men&#039;s shirt pockets { Od _5 } and pats { P _5 }them { Od _5 } down { PrepC _5 } before hurriedly moving { P _5 } the men { Od _5 } farther down the hallway { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
9. &amp;quot;Hold { P _5 } that guy { Od _5 } there { A _5 },&amp;quot; says { P _5 } one voice with an American accent { S _5 }. &amp;quot;We { S _5 } got { P _5 } more { Od _5 } coming { P _5 }.&amp;quot;&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
10. Thirty troops from Delta Force on an &amp;quot;advise and assist role&amp;quot; { S _5 } participated { P _5 } in the raid { PrepC _5 } when Kurdish commandos { S _5 } were { Aux _5 } overwhelmed { P _5 } after entering { P _5 } the walled compound { Od _5 } on their own { A _5 }, a U.S. official with direct knowledge of details of the operation { S _5 } told { P _5 } CNN { Od _5 } last week { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; Clause Structure]]  &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;   [[Survey of English_Grammar| &amp;amp;uarr; Home]]   &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5224</id>
		<title>Exercises on Syntactic Functions</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5224"/>
		<updated>2022-05-03T14:40:30Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;1. Complements or Adjuncts&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Is the underlined word a &amp;lt;b&amp;gt;complement&amp;lt;/b&amp;gt; or an &amp;lt;b&amp;gt;adjunct&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=&amp;quot;simple&amp;quot;&amp;gt;&lt;br /&gt;
{ The kids &amp;lt;u&amp;gt;suddenly&amp;lt;/u&amp;gt; ran to the gate. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder whether I will see him &amp;lt;u&amp;gt;again&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder &amp;lt;u&amp;gt;who broke the vase&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ The big dog devoured &amp;lt;u&amp;gt;the food&amp;lt;/u&amp;gt; in no time. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She will send me &amp;lt;u&amp;gt;the scripts&amp;lt;/u&amp;gt; later. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ They were running &amp;lt;u&amp;gt;to the station&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She kept the letters &amp;lt;u&amp;gt;in the drawer&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{ She kept the letters &amp;lt;u&amp;gt;in the drawer&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She put the letters &amp;lt;u&amp;gt;in the drawer&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;2. Syntactic functions&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Indicate each &amp;lt;abbr title=&amp;quot;Subject&amp;quot;&amp;gt;&amp;lt;b&amp;gt;S&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Auxiliary&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Aux&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicator&amp;quot;&amp;gt;&amp;lt;b&amp;gt;P&amp;lt;/b&amp;gt; &amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Indirect Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Oi&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Direct Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Od&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicative Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Prepositional Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PrepC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Adjunct&amp;quot;&amp;gt;&amp;lt;b&amp;gt;A&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; in the following clauses.&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;code&amp;gt;From &amp;lt;i&amp;gt;CNN&amp;lt;/i&amp;gt;&amp;lt;/code&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
1. Amid the incessant crackle of gunfire { A _5 }, the soldiers { S _5 } usher { P _5 } the cowering men { Od _5 } through darkened rooms { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
2. The men { S _5 } are { P _5 } barefoot { PC _5 }, most of them { S _5 } wearing { P _5 } long robes { Od _5 }, some with large stains. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
3. As voices { S _5 } holler { P _5 } at them { PrepC _5 } in the darkness { A _5 } to move { P _5 } quickly { A _5 }, they { S _5 } hurry { P _5 } across the debris-littered floor { C _5 } past the gun-wielding soldiers { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
4. The new video showing scenes from the raid near Hawija { S _1 }, in northern Kirkuk province { A _5 }, was { Aux _5 } released { P _5 } by the Kurdistan Regional Government { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
5. A U.S. military official { S _5 } confirmed { P _5 } its source and authenticity { Od _5 } to CNN { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
6. It { S _5 } was { Aux _5 } filmed { P _5 } from the helmet camera of one of the Kurdish soldiers { A _5 }, whose gun { S _5 } can { Aux _5 } be { Aux _5 } seen { P _5 } pointing { P _5 } at a barred window { PrepC _5 } through which a glow { S _5 } is { Aux _5 } emanating { P _5 }, possibly from a fire.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
7. In another scene { A _5 }, four men wearing robes and with their hands on their heads { S _5 } -- presumably hostages { A _5 } -- are { Aux _5 } ushered { P _5 } through a doorway { PrepC _5 } and then searched { P _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
8. The person wearing the body camera { S _5 } empties { P _5 } the freed men&#039;s shirt pockets { Od _5 } and pats { P _5 }them { Od _5 } down { PrepC _5 } before hurriedly moving { P _5 } the men { Od _5 } farther down the hallway { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
9. &amp;quot;Hold { P _5 } that guy { Od _5 } there { A _5 },&amp;quot; says { P _5 } one voice with an American accent { S _5 }. &amp;quot;We { S _5 } got { P _5 } more { Od _5 } coming { P _5 }.&amp;quot;&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
10. Thirty troops from Delta Force on an &amp;quot;advise and assist role&amp;quot; { S _5 } participated { P _5 } in the raid { PrepC _5 } when Kurdish commandos { S _5 } were { Aux _5 } overwhelmed { P _5 } after entering { P _5 } the walled compound { Od _5 } on their own { A _5 }, a U.S. official with direct knowledge of details of the operation { S _5 } told { P _5 } CNN { Od _5 } last week { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; Clause Structure]]  &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;   [[Survey of English_Grammar| &amp;amp;uarr; Home]]   &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5223</id>
		<title>Exercises on Syntactic Functions</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5223"/>
		<updated>2022-05-03T14:05:18Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;1. Complements or Adjuncts&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Is the underlined word a &amp;lt;b&amp;gt;complement&amp;lt;/b&amp;gt; or an &amp;lt;b&amp;gt;adjunct&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=&amp;quot;simple&amp;quot;&amp;gt;&lt;br /&gt;
{ The kids &amp;lt;u&amp;gt;suddenly&amp;lt;/u&amp;gt; ran to the gate. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder whether I will see him &amp;lt;u&amp;gt;again&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ I wonder &amp;lt;u&amp;gt;who broke the vase&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ The big dog devoured &amp;lt;u&amp;gt;the food&amp;lt;/u&amp;gt; in no time. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ She will send me &amp;lt;u&amp;gt;the scripts&amp;lt;/u&amp;gt; later. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ They were running &amp;lt;u&amp;gt;to the station&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ The linguist called the project &amp;lt;u&amp;gt;rubbish&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;2. Syntactic functions&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Indicate each &amp;lt;abbr title=&amp;quot;Subject&amp;quot;&amp;gt;&amp;lt;b&amp;gt;S&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Auxiliary&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Aux&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicator&amp;quot;&amp;gt;&amp;lt;b&amp;gt;P&amp;lt;/b&amp;gt; &amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Indirect Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Oi&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Direct Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Od&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicative Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Prepositional Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PrepC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Adjunct&amp;quot;&amp;gt;&amp;lt;b&amp;gt;A&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; in the following clauses.&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;code&amp;gt;From &amp;lt;i&amp;gt;CNN&amp;lt;/i&amp;gt;&amp;lt;/code&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
1. Amid the incessant crackle of gunfire { A _5 }, the soldiers { S _5 } usher { P _5 } the cowering men { Od _5 } through darkened rooms { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
2. The men { S _5 } are { P _5 } barefoot { PC _5 }, most of them { S _5 } wearing { P _5 } long robes { Od _5 }, some with large stains. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
3. As voices { S _5 } holler { P _5 } at them { PrepC _5 } in the darkness { A _5 } to move { P _5 } quickly { A _5 }, they { S _5 } hurry { P _5 } across the debris-littered floor { C _5 } past the gun-wielding soldiers { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
4. The new video showing scenes from the raid near Hawija { S _1 }, in northern Kirkuk province { A _5 }, was { Aux _5 } released { P _5 } by the Kurdistan Regional Government { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
5. A U.S. military official { S _5 } confirmed { P _5 } its source and authenticity { Od _5 } to CNN { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
6. It { S _5 } was { Aux _5 } filmed { P _5 } from the helmet camera of one of the Kurdish soldiers { A _5 }, whose gun { S _5 } can { Aux _5 } be { Aux _5 } seen { P _5 } pointing { P _5 } at a barred window { PrepC _5 } through which a glow { S _5 } is { Aux _5 } emanating { P _5 }, possibly from a fire.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
7. In another scene { A _5 }, four men wearing robes and with their hands on their heads { S _5 } -- presumably hostages { A _5 } -- are { Aux _5 } ushered { P _5 } through a doorway { PrepC _5 } and then searched { P _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
8. The person wearing the body camera { S _5 } empties { P _5 } the freed men&#039;s shirt pockets { Od _5 } and pats { P _5 }them { Od _5 } down { PrepC _5 } before hurriedly moving { P _5 } the men { Od _5 } farther down the hallway { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
9. &amp;quot;Hold { P _5 } that guy { Od _5 } there { A _5 },&amp;quot; says { P _5 } one voice with an American accent { S _5 }. &amp;quot;We { S _5 } got { P _5 } more { Od _5 } coming { P _5 }.&amp;quot;&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
10. Thirty troops from Delta Force on an &amp;quot;advise and assist role&amp;quot; { S _5 } participated { P _5 } in the raid { PrepC _5 } when Kurdish commandos { S _5 } were { Aux _5 } overwhelmed { P _5 } after entering { P _5 } the walled compound { Od _5 } on their own { A _5 }, a U.S. official with direct knowledge of details of the operation { S _5 } told { P _5 } CNN { Od _5 } last week { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; Clause Structure]]  &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;   [[Survey of English_Grammar| &amp;amp;uarr; Home]]   &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_9&amp;diff=5131</id>
		<title>Survey of English Grammar Wiki: Week 9</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_9&amp;diff=5131"/>
		<updated>2022-02-02T10:49:19Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Finite Subordinate Clauses */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Finite Subordinate Clauses ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2&amp;gt;Finite Content Clauses&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:14px&amp;quot;&amp;gt;&lt;br /&gt;
In each of the following pairs, embed a subordinate counterpart of the main clause between the square brackets [...] and identify the &amp;lt;b&amp;gt;clause type&amp;lt;/b&amp;gt; (declarative, exclamative, closed or open interrogative) and the &amp;lt;b&amp;gt;grammatical function&amp;lt;/b&amp;gt; (subject, object, internal complement of V, complement of noun, complement of adjective) of the subordinate clause. (Note that independent of clause type, all examples end with a full-stop.)&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. a. &amp;lt;i&amp;gt;Robin stole the money.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. [ { That Robin stole the money _30 } ] is outrageous.&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Grammatical Function: { subject _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. a. &amp;lt;i&amp;gt;Sandy is going to be late.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I know [ { that Sandy is going to be late _30 } ].&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Grammatical Function: { internal complement of V _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. a. &amp;lt;i&amp;gt;What a disgrace it was.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I remember clearly [ { what a disgrace it was _30 } ].&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Grammatical Function: { internal complement of V _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. a. &amp;lt;i&amp;gt;Where is Kim going.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I have no idea [ { where Kim is going _30 } ].&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Grammatical Function: { complement of noun _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. a. &amp;lt;i&amp;gt;Did he answer all test questions.&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
b. I am not sure [ { if he answered all test questions|whether he answered all test questions _40 } ].&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Grammatical Function: { complement of adjective _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2&amp;gt;Relative Clauses&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:14px&amp;quot;&amp;gt;&lt;br /&gt;
Identify the relative clause in each NP and type the relative clause within the square brackets, then identify the antecedent and the grammatical function of the (overt or covert) relativised element(R).&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. a. &amp;lt;i&amp;gt;the student who chose the Sociolinguistic topic&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { who chose the Sociolinguistic topic _40 } ].&lt;br /&gt;
Antecedent: { student _20 }&lt;br /&gt;
Function of R: { subject _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. a. &amp;lt;i&amp;gt;the place where I like winding down&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { where I like winding down _40 } ].&lt;br /&gt;
Antecedent: { place _20 }&lt;br /&gt;
Function of R: { adjunct of place _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. a. &amp;lt;i&amp;gt;the book I couldn&#039;t put down&amp;lt;/i&amp;gt; &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Relative Clause: [ { I couldn&#039;t put down _40 } ].&lt;br /&gt;
Antecedent: { book _20 }&lt;br /&gt;
Function of R: { object _30 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=5082</id>
		<title>Survey of English Grammar Wiki: Week 8</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=5082"/>
		<updated>2022-01-19T13:18:40Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Clause Types ==&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Clause Types&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&lt;br /&gt;
Classify the following according to &amp;lt;abbr title=&amp;quot;declarative, closed interrogative, open interrogative, exclamative, imperative&amp;quot;&amp;gt;&amp;lt;b&amp;gt;clause type&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, and say what kind of &amp;lt;abbr title=&amp;quot;exclamation, question, wish, surprise, request, complaint/exasperation, order&amp;quot;&amp;gt;&amp;lt;b&amp;gt;speech act&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; they would most likely be used to perform. Note that independent of clause type, all examples end with a dot.&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. Could you pass the salt, please. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. Boy, is Sue stupid. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Speech Act: { exclamation _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. Do you want to come over for dinner tomorrow evening. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|invitation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. Get out.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { directive|order }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. Sleep well.  &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { wish _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 6. You said WHAT. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { open question|surprise }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 7. How often do I have to tell you this.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { complaint|exasperation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 8. What a beer that was. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Speech Act: { exclamation|exclamatory statement }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{9. What beer was that. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { open question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{10. It was raining. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { statement _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{11. What time is John leaving. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{12. Could you please close the window. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5052</id>
		<title>Survey of English Grammar Wiki: Week 7</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5052"/>
		<updated>2022-01-02T11:53:10Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Negation&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;Determine the polarity of the following clauses:&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ Mary didn&#039;t like the cheeky guy.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ They were unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ They were not unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ Kim said it was no big deal.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ They had nowhere to hide.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ Not surprisingly, they complained about the price increase.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ This is a not uncommon problem.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ He rarely visits his parents nowadays.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ The partners signed the contract.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ The conditions in the contract were non-negoatiable.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5051</id>
		<title>Survey of English Grammar Wiki: Week 7</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_7&amp;diff=5051"/>
		<updated>2022-01-02T11:52:31Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Negation&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;Determine the polarity of the following clauses:&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ Mary didn&#039;t like the cheeky guy.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ 2. They were unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ 3. They were not unkind to me.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ 4. Kim said it was no big deal.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ 5. They had nowhere to hide.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ 6. Not surprisingly, they complained about the price increase.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ 7. This is a not uncommon problem.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ 8. He rarely visits his parents nowadays.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
- positive&lt;br /&gt;
+ negative&lt;br /&gt;
&lt;br /&gt;
{ 9. The partners signed the contract.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&lt;br /&gt;
{ 10. The conditions in the contract were non-negoatiable.&lt;br /&gt;
| koef=&amp;quot;5&amp;quot; }&lt;br /&gt;
+ positive&lt;br /&gt;
- negative&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Nouns_%26_NPs&amp;diff=5046</id>
		<title>Exercises on Nouns &amp; NPs</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Nouns_%26_NPs&amp;diff=5046"/>
		<updated>2021-11-24T10:12:46Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercise 1&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:14px&amp;quot;&amp;gt;In the following sentences, put all &amp;lt;b&amp;gt;noun phrases&amp;lt;/b&amp;gt; (including those that consist of just one&lt;br /&gt;
word) &amp;lt;b&amp;gt;in brackets&amp;lt;/b&amp;gt; and type them in the blank space after each sentence. Remember that noun phrases can be contained within larger noun phrases!&amp;lt;br /&amp;gt;&lt;br /&gt;
e.g. &amp;lt;b&amp;gt;[Swans, made of [wax]], swam on [the  lake], and were  reflected in [it].&amp;lt;/b&amp;gt; &lt;br /&gt;
For the first sentence, the solution has been supplied to you!&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;code&amp;gt;From &amp;lt;i&amp;gt;The Brave Tin Soldier&amp;lt;/i&amp;gt; &lt;br /&gt;
by Hans Christian Andersen&amp;lt;/code&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
| type=&amp;quot;{}&amp;quot; }&lt;br /&gt;
1. There were once five-and-twenty tin soldiers, who were all brothers, for they had been made out of the same old  tin spoon. &amp;lt;br /&amp;gt; &lt;br /&gt;
&amp;lt;b&amp;gt;Solution: [There], [five-and-twenty tin soldiers], [who], [brothers], [they], [the same old tin spoon]&amp;lt;/b&amp;gt;. &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
2. They shouldered arms and looked straight before them, and wore a splendid uniform, red and blue.  &amp;lt;br /&amp;gt;{ [They], [arms], [them], [a splendid uniform, red and blue] }&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
3. The first thing in the world they ever heard were the words, &amp;quot;Tin soldiers!&amp;quot; uttered by a little boy, who clapped his hands with delight when the lid of the box, in which they lay, was taken off. &amp;lt;br /&amp;gt;&lt;br /&gt;
{ [The first thing in [the world] [they] ever heard] [the words], [Tin soldiers], [a little boy, [who] clapped [his hands] with [delight]], [the lid of [the box]], [which], [they] }&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
4. They were given to him for a birthday present, and he stood at the table to set them up. &amp;lt;br /&amp;gt;{ [They], [him], [a birthday present], [he], [the table], [them] }&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
5. The soldiers were all exactly alike, except one, who had only one leg; he had been left to the last, and then there was not enough of the melted tin to finish him, so they made him to stand firmly on one leg, and this caused him to be very remarkable. &amp;lt;br /&amp;gt;{ [The soldiers], [one], [who], [only one leg], [he], [the last], [there], [the melted tin], [him], [they], [him], [one leg], [this], [him] }&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
6. In front of the castle a number of little trees surrounded a piece of looking glass, which was intended to represent a transparent lake. &amp;lt;br /&amp;gt;{ [the castle], [a number of [little trees]], [a piece of [looking grass]], [which], [a transparent lake] }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercise 2&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex2&amp;quot; style=&amp;quot;background-color:#fff2e6;font-size:2&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p&amp;gt;Identify all &amp;lt;b&amp;gt;head nouns&amp;lt;/b&amp;gt; in the NPs from exercise 1 and describe the head noun as follows:&amp;lt;/p&amp;gt;&lt;br /&gt;
a.	If it is a proper noun, then mark it as &amp;lt;b&amp;gt;prop&amp;lt;/b&amp;gt;;&amp;lt;br /&amp;gt;&lt;br /&gt;
b.	If it is a common noun, then mark it either as &amp;lt;b&amp;gt;cnt&amp;lt;/b&amp;gt; (= count) or &amp;lt;b&amp;gt;mass&amp;lt;/b&amp;gt; (non-count);&amp;lt;br /&amp;gt;&lt;br /&gt;
c.	If it is a pronoun, then mark it as one of the following: &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;pers pro&amp;lt;/b&amp;gt; (= personal pronoun),&amp;lt;b&amp;gt;rel pro&amp;lt;/b&amp;gt; (= relative pronoun); &amp;lt;br/&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;int pro&amp;lt;/b&amp;gt; (= interrogative pronoun);&amp;lt;b&amp;gt;refl pro&amp;lt;/b&amp;gt; (= reflexive pronoun); &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;recip pro&amp;lt;/b&amp;gt; (= reciprocal pronoun); &amp;lt;b&amp;gt;dem pro&amp;lt;/b&amp;gt; (= demonstrative pronoun) &amp;lt;br /&amp;gt;&lt;br /&gt;
and &amp;lt;b&amp;gt;exist pro&amp;lt;/b&amp;gt; (= the existential pronoun &amp;lt;i&amp;gt;there&amp;lt;/i&amp;gt;). &amp;lt;br /&amp;gt;&lt;br /&gt;
d.	Finally, following a dash, mark the case of the noun as either &amp;lt;b&amp;gt;plain&amp;lt;/b&amp;gt;, &amp;lt;b&amp;gt;nom&amp;lt;/b&amp;gt;, &amp;lt;b&amp;gt;acc&amp;lt;/b&amp;gt;, or &amp;lt;b&amp;gt;gen&amp;lt;/b&amp;gt;. &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples: (head nouns are underlined)&amp;lt;/b&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
1. [&amp;lt;u&amp;gt;there&amp;lt;/u&amp;gt;] - exist pro - plain; &amp;lt;br /&amp;gt;[five-and-twenty tin &amp;lt;u&amp;gt;soldiers&amp;lt;/u&amp;gt;] soldiers - cnt - plain; ...&amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;toccolours mw-collapsible mw-collapsed&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;h3&amp;gt;Check the solutions&amp;lt;/h3&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;mw-collapsible-content&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;background-color:#fff2e6;color:#000&amp;quot;&amp;gt;&lt;br /&gt;
1. &lt;br /&gt;
[&amp;lt;u&amp;gt;who&amp;lt;/u&amp;gt;] - rel pro - nom;&amp;lt;br /&amp;gt; [&amp;lt;u&amp;gt;brothers&amp;lt;/u&amp;gt;] - cnt - plain;&amp;lt;br /&amp;gt;[&amp;lt;u&amp;gt;they&amp;lt;/u&amp;gt;] - pers pro - nom;&amp;lt;br /&amp;gt; [the same old  tin &amp;lt;u&amp;gt;spoon&amp;lt;/u&amp;gt;] spoon - cnt - plain;&amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
2. [&amp;lt;u&amp;gt;they&amp;lt;/u&amp;gt;] pers pro - nom; &amp;lt;br /&amp;gt;[&amp;lt;u&amp;gt;arms&amp;lt;/u&amp;gt;] cnt - plain;&amp;lt;br /&amp;gt; [&amp;lt;u&amp;gt;them&amp;lt;/u&amp;gt;] pers pro - acc; &amp;lt;br /&amp;gt;[a splendid &amp;lt;u&amp;gt;uniform&amp;lt;/u&amp;gt;, red and blue] uniform - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
3. [The first &amp;lt;u&amp;gt;thing&amp;lt;/u&amp;gt; in [the &amp;lt;u&amp;gt;world&amp;lt;/u&amp;gt;] [&amp;lt;u&amp;gt;they&amp;lt;/u&amp;gt;] ever heard]] &amp;lt;br /&amp;gt;&lt;br /&gt;
thing - cnt - plain; world - mass - plain; they - pers pro - nom; &amp;lt;br /&amp;gt;&lt;br /&gt;
[the &amp;lt;u&amp;gt;words&amp;lt;/u&amp;gt;] words - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[Tin &amp;lt;u&amp;gt;soldiers&amp;lt;/u&amp;gt;] soldiers - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[a little &amp;lt;u&amp;gt;boy&amp;lt;/u&amp;gt;] boy - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;who&amp;lt;/u&amp;gt;] rel pro; &amp;lt;br /&amp;gt;&lt;br /&gt;
[his &amp;lt;u&amp;gt;hands&amp;lt;/u&amp;gt;] hands - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;delight&amp;lt;/u&amp;gt;] mass - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[the &amp;lt;u&amp;gt;lid&amp;lt;/u&amp;gt; of [the &amp;lt;u&amp;gt;box&amp;lt;/u&amp;gt;]] &amp;lt;br /&amp;gt;&lt;br /&gt;
lid - cnt - plain; box - cnt - plain; which - rel pro; they - pers pro - nom;&amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
4. [&amp;lt;u&amp;gt;they&amp;lt;/u&amp;gt;] pers pro - nom; &amp;lt;br /&amp;gt;[&amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;] pers pro - acc;&amp;lt;br /&amp;gt;&lt;br /&gt;
[a birthday &amp;lt;u&amp;gt;present&amp;lt;/u&amp;gt;] present - cnt - plain;&amp;lt;br /&amp;gt; &lt;br /&gt;
[&amp;lt;u&amp;gt;he&amp;lt;/u&amp;gt;] pers pro - nom; &amp;lt;br /&amp;gt;&lt;br /&gt;
[the &amp;lt;u&amp;gt;table&amp;lt;/u&amp;gt;] table - cnt - plain; &amp;lt;br /&amp;gt; &lt;br /&gt;
[&amp;lt;u&amp;gt;them&amp;lt;/u&amp;gt;] pers pro - acc; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
5. [The &amp;lt;u&amp;gt;soldiers&amp;lt;/u&amp;gt;] soldiers - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;who&amp;lt;/u&amp;gt; rel pro; &amp;lt;br /&amp;gt;&lt;br /&gt;
[one &amp;lt;u&amp;gt;leg&amp;lt;/u&amp;gt;] leg - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;he&amp;lt;/u&amp;gt;] rel pro - nom; &amp;lt;br /&amp;gt;&lt;br /&gt;
[the &amp;lt;u&amp;gt;last&amp;lt;/u&amp;gt;] last - mass - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;there&amp;lt;/u&amp;gt;] exist pro - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[the melted &amp;lt;u&amp;gt;tin&amp;lt;/u&amp;gt;] tin - mass - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;] pers pro - acc; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;they&amp;lt;/u&amp;gt;] pers pro - nom; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;] pers pro - acc; &amp;lt;br /&amp;gt;&lt;br /&gt;
[one &amp;lt;u&amp;gt;leg&amp;lt;/u&amp;gt;] leg - cnt - plain; &amp;lt;br /&amp;gt; &lt;br /&gt;
[&amp;lt;u&amp;gt;this&amp;lt;/u&amp;gt;] dem pro - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;him&amp;lt;/u&amp;gt;] pers pro - acc; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;br /&amp;gt;&lt;br /&gt;
6. [the &amp;lt;u&amp;gt;castle&amp;lt;/u&amp;gt;] castle - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[a &amp;lt;u&amp;gt;number&amp;lt;/u&amp;gt; of  [little &amp;lt;u&amp;gt;trees&amp;lt;/u&amp;gt;]] &amp;lt;br /&amp;gt;&lt;br /&gt;
number - cnt - plain; trees - cnt - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[a &amp;lt;u&amp;gt;piece&amp;lt;/u&amp;gt; of [&amp;lt;u&amp;gt;looking glass&amp;lt;/u&amp;gt;]] &amp;lt;br /&amp;gt;&lt;br /&gt;
piece - cnt - plain; looking glass -&amp;gt; mass - plain; &amp;lt;br /&amp;gt;&lt;br /&gt;
[&amp;lt;u&amp;gt;which&amp;lt;/u&amp;gt;] - rel pro; &amp;lt;br /&amp;gt;&lt;br /&gt;
[a transparent &amp;lt;u&amp;gt;lake&amp;lt;/u&amp;gt;] lake - cnt - plain;&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercise 3&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex3&amp;quot; style=&amp;quot;background-color:#fff2e6;font-size:2&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;In the following examples, give the &amp;lt;abbr title=&amp;quot;determiner, head, complement, pre-head modifier, post-head modifier, external modifier&amp;quot;&amp;gt;&amp;lt;b&amp;gt;function&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; and the &amp;lt;abbr title=&amp;quot;Nominal, VP, DP, AdjP, AdvP, PP, finite clause, non-finite clause&amp;quot;&amp;gt;&amp;lt;b&amp;gt;category&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; of the underlined expressions.&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
&amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. the &amp;lt;u&amp;gt;frantic&amp;lt;/u&amp;gt; scene&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { pre-head modifier _18 }&lt;br /&gt;
Category: { AdjP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. &amp;lt;u&amp;gt;too frantic&amp;lt;/u&amp;gt; a scene&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { external modifier _18 }&lt;br /&gt;
Category: { AdjP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. &amp;lt;u&amp;gt;almost all&amp;lt;/u&amp;gt; troops from Delta Force&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { determiner _18 }&lt;br /&gt;
Category: { DP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
&amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. the &amp;lt;u&amp;gt;freed&amp;lt;/u&amp;gt; men&#039;s shirt pockets&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { pre-head modifier _18 }&lt;br /&gt;
Category: { VP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. the direct knowledge &amp;lt;u&amp;gt;of details&amp;lt;/u&amp;gt;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { complement _18 }&lt;br /&gt;
Category: { PP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 6.the men &amp;lt;u&amp;gt;that were wearing long robes&amp;lt;/u&amp;gt;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { post-head modifier _18 }&lt;br /&gt;
Category: { finite clause _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
&amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;tr&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 7. the rescue &amp;lt;u&amp;gt;of the hostages&amp;lt;/u&amp;gt;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { complement _18 }&lt;br /&gt;
Category: { PP _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
    &amp;lt;td&amp;gt;&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 8. the suspicion &amp;lt;u&amp;gt;that he had a hidden camera&amp;lt;/u&amp;gt;&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Function: { complement _18 }&lt;br /&gt;
Category: { finite clause _18 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/td&amp;gt;&lt;br /&gt;
&amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_4| &amp;amp;larr; Nouns and NPs]]  &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;   [[Survey of English_Grammar| &amp;amp;uarr; Home]]   &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_More_on_Syntactic_Functions&amp;diff=5040</id>
		<title>Survey of English Grammar Wiki: More on Syntactic Functions</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_More_on_Syntactic_Functions&amp;diff=5040"/>
		<updated>2021-11-01T13:28:19Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;We distinguish four types of syntactic (grammatical) functions:&lt;br /&gt;
&amp;lt;ol&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&lt;br /&gt;
        Predicate&lt;br /&gt;
    &amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&lt;br /&gt;
        Subject&lt;br /&gt;
    &amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&lt;br /&gt;
        Complements&lt;br /&gt;
          &amp;lt;ul&amp;gt;&lt;br /&gt;
              &amp;lt;li&amp;gt;direct object&amp;lt;/li&amp;gt;&lt;br /&gt;
              &amp;lt;li&amp;gt;indirect object&amp;lt;/li&amp;gt;&lt;br /&gt;
              &amp;lt;li&amp;gt;predicative complement&amp;lt;/li&amp;gt;&lt;br /&gt;
              &amp;lt;li&amp;gt;prepositional complement&amp;lt;/li&amp;gt;&lt;br /&gt;
          &amp;lt;/ul&amp;gt;&lt;br /&gt;
     &amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&lt;br /&gt;
       Modifiers (Adjuncts)&lt;br /&gt;
    &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ol&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== The differences can be accounted for using several criteria ===&lt;br /&gt;
&lt;br /&gt;
==== Position in the structure ====&lt;br /&gt;
&lt;br /&gt;
* The predicate of a clause is the highest VP (or AuxP).&lt;br /&gt;
* The subject is external to the predicate.&lt;br /&gt;
* Complements and modifiers are both internal to the predicate.&lt;br /&gt;
* The complements are sisters to V.&lt;br /&gt;
* The modifiers are sisters to VP.&lt;br /&gt;
* Modifiers usually do not stand between the V and its complements&lt;br /&gt;
&lt;br /&gt;
==== Pronominalization ==== &lt;br /&gt;
* A pro-VP form such as do so cannot combine with a complement, but it can combine with a modifier.&lt;br /&gt;
* Pat put a book [on the shelf], and Mary did so into the drawer. (on the shelf is a complement)&lt;br /&gt;
* Pat read a book [in the library], and Mary did so at home. (in the library&#039;&#039; is a modifier)&lt;br /&gt;
&lt;br /&gt;
==== Obligatoriness ==== &lt;br /&gt;
* Complements are syntactically obligatory. Their form and number is determined by the verb.&lt;br /&gt;
** Note: complements can also be optional (Pat ate (shrimp).)&lt;br /&gt;
* Modifiers are syntactically optional. Their form and number is independent of the VP they combine with.&lt;br /&gt;
&lt;br /&gt;
==== Uniqueness ==== &lt;br /&gt;
* Every complement function can occur at most once with a given predicate. Modifiers can occur in arbitrary numbers.&lt;br /&gt;
&lt;br /&gt;
==== Semantic autonomy ==== &lt;br /&gt;
* The interpretation of complements is determined by the verb, the interpretation of modifiers is independent of the verb:&lt;br /&gt;
** Pat relies [on Kim]. (complement, on does not contribute any meaning)&lt;br /&gt;
** Pat lies [on the bed]. (locative modifier, on expresses a relative position)&lt;br /&gt;
* The existence or involvement of a complement is semantically implied by the specific verb. E.g. eat implies that some object is involved in the activity.&lt;br /&gt;
* The compatibility of a VP with a certain modifier is a property not of the particular verb, but of a larger verb class.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; &#039;&#039;&#039;Clause Structure&#039;&#039;&#039;]] &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp; [[Survey_of_English_Grammar | &amp;amp;uarr; &#039;&#039;&#039;Home&#039;&#039;&#039;]] &amp;lt;!--&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp; [[Survey_of_English_Grammar_Wiki:_Predicate| &amp;amp;rarr;&#039;&#039;&#039;Predicate&#039;&#039;&#039;]]--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Predicate&amp;diff=5039</id>
		<title>Survey of English Grammar Wiki: Predicate</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Predicate&amp;diff=5039"/>
		<updated>2021-11-01T13:23:53Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
=== The Predicate ===&lt;br /&gt;
&lt;br /&gt;
Every clause contains a predicate. The predicate is the highest VP (or AuxP) in a clause.&lt;br /&gt;
In English, clauses always have a VP predicate, however, this VP can also contain a semantically vacuous verb, such as the copula &amp;lt;code&amp;gt;be&amp;lt;/code&amp;gt;, and an AP, NP, or PP (i.e. a predicative complement).&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Predicate&amp;diff=5038</id>
		<title>Survey of English Grammar Wiki: Predicate</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Predicate&amp;diff=5038"/>
		<updated>2021-11-01T13:21:14Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
=== The Predicate ===&lt;br /&gt;
&lt;br /&gt;
Every clause contains a predicate. The predicate is the highest VP (or AuxP) in a clause.&lt;br /&gt;
In English, clauses always have a VP predicate, however, this VP can also contain a semantically vacuous verb, such as the copula &amp;lt;code&amp;gt;be&amp;lt;/code&amp;gt;, and an AP, NP, or PP (i.e. a predicative complement).&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; &#039;&#039;&#039;Clause Structure&#039;&#039;&#039;]] &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp; [[Survey_of_English_Grammar | &amp;amp;uarr; &#039;&#039;&#039;Home&#039;&#039;&#039;]] &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp; [[Survey_of_English_Grammar_Wiki:_Subject| &amp;amp;rarr;&#039;&#039;&#039;Subject&#039;&#039;&#039;]]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5012</id>
		<title>Exercises on Syntactic Functions</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Exercises_on_Syntactic_Functions&amp;diff=5012"/>
		<updated>2021-06-30T12:24:38Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;1. Complements or Adjuncts&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Is the underlined word a &amp;lt;b&amp;gt;complement&amp;lt;/b&amp;gt; or an &amp;lt;b&amp;gt;adjunct&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=&amp;quot;simple&amp;quot;&amp;gt;&lt;br /&gt;
{ 1. The kids &amp;lt;u&amp;gt;suddenly&amp;lt;/u&amp;gt; ran to the gate. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
{ 2. I wonder whether I will see him &amp;lt;u&amp;gt;again&amp;lt;/u&amp;gt;. }&lt;br /&gt;
- Complement&lt;br /&gt;
+ Adjunct&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
{ 3. She will send me &amp;lt;u&amp;gt;the scripts&amp;lt;/u&amp;gt; later. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&lt;br /&gt;
{ 4. They were running &amp;lt;u&amp;gt;to the station&amp;lt;/u&amp;gt;. }&lt;br /&gt;
+ Complement&lt;br /&gt;
- Adjunct&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;2. Syntactic functions&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;Indicate each &amp;lt;abbr title=&amp;quot;Subject&amp;quot;&amp;gt;&amp;lt;b&amp;gt;S&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Auxiliary&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Aux&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicator&amp;quot;&amp;gt;&amp;lt;b&amp;gt;P&amp;lt;/b&amp;gt; &amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Indirect Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Oi&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Direct Object&amp;quot;&amp;gt;&amp;lt;b&amp;gt;Od&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Predicative Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Prepositional Complement&amp;quot;&amp;gt;&amp;lt;b&amp;gt;PrepC&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, &amp;lt;abbr title=&amp;quot;Adjunct&amp;quot;&amp;gt;&amp;lt;b&amp;gt;A&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; in the following clauses.&amp;lt;/p&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;code&amp;gt;From &amp;lt;i&amp;gt;CNN&amp;lt;/i&amp;gt;&amp;lt;/code&amp;gt; &amp;lt;br /&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
&lt;br /&gt;
1. Amid the incessant crackle of gunfire { A _5 }, the soldiers { S _5 } usher { P _5 } the cowering men { Od _5 } through darkened rooms { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
2. The men { S _5 } are { P _5 } barefoot { PC _5 }, most of them { S _5 } wearing { P _5 } long robes { Od _5 }, some with large stains. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
3. As voices { S _5 } holler { P _5 } at them { PrepC _5 } in the darkness { A _5 } to move { P _5 } quickly { A _5 }, they { S _5 } hurry { P _5 } across the debris-littered floor { C _5 } past the gun-wielding soldiers { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
4. The new video showing scenes from the raid near Hawija { S _1 }, in northern Kirkuk province { A _5 }, was { Aux _5 } released { P _5 } by the Kurdistan Regional Government { PrepC _5 }. &lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
5. A U.S. military official { S _5 } confirmed { P _5 } its source and authenticity { Od _5 } to CNN { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
6. It { S _5 } was { Aux _5 } filmed { P _5 } from the helmet camera of one of the Kurdish soldiers { A _5 }, whose gun { S _5 } can { Aux _5 } be { Aux _5 } seen { P _5 } pointing { P _5 } at a barred window { PrepC _5 } through which a glow { S _5 } is { Aux _5 } emanating { P _5 }, possibly from a fire.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
7. In another scene { A _5 }, four men wearing robes and with their hands on their heads { S _5 } -- presumably hostages { A _5 } -- are { Aux _5 } ushered { P _5 } through a doorway { PrepC _5 } and then searched { P _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
8. The person wearing the body camera { S _5 } empties { P _5 } the freed men&#039;s shirt pockets { Od _5 } and pats { P _5 }them { Od _5 } down { PrepC _5 } before hurriedly moving { P _5 } the men { Od _5 } farther down the hallway { PrepC _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
9. &amp;quot;Hold { P _5 } that guy { Od _5 } there { A _5 },&amp;quot; says { P _5 } one voice with an American accent { S _5 }. &amp;quot;We { S _5 } got { P _5 } more { Od _5 } coming { P _5 }.&amp;quot;&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
10. Thirty troops from Delta Force on an &amp;quot;advise and assist role&amp;quot; { S _5 } participated { P _5 } in the raid { PrepC _5 } when Kurdish commandos { S _5 } were { Aux _5 } overwhelmed { P _5 } after entering { P _5 } the walled compound { Od _5 } on their own { A _5 }, a U.S. official with direct knowledge of details of the operation { S _5 } told { P _5 } CNN { Od _5 } last week { A _5 }.&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
  [[Survey_of_English_Grammar_Wiki:_Week_3| &amp;amp;larr; Clause Structure]]  &amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;&amp;amp;nbsp;   [[Survey of English_Grammar| &amp;amp;uarr; Home]]   &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=4968</id>
		<title>Survey of English Grammar Wiki: Week 8</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar_Wiki:_Week_8&amp;diff=4968"/>
		<updated>2021-06-08T21:31:25Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Clause Types */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&lt;br /&gt;
== Clause Types ==&lt;br /&gt;
&amp;lt;h2 style=&amp;quot;background-color:#ffcc99;color:#191970&amp;quot;&amp;gt;Exercises on Clause Types&amp;lt;/h2&amp;gt;&lt;br /&gt;
&amp;lt;div class=&amp;quot;ex1&amp;quot; style=&amp;quot;background-color:#fff2e6;&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;p style=&amp;quot;font-size:16px&amp;quot;&amp;gt;&lt;br /&gt;
Classify the following according to &amp;lt;abbr title=&amp;quot;declarative, closed interrogative, open interrogative, exclamative, imperative&amp;quot;&amp;gt;&amp;lt;b&amp;gt;clause type&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt;, and say what kind of &amp;lt;abbr title=&amp;quot;exclamation, question, wish, surprise, request, complaint/exasperation, order&amp;quot;&amp;gt;&amp;lt;b&amp;gt;speech act&amp;lt;/b&amp;gt;&amp;lt;/abbr&amp;gt; they would most likely be used to perform. Note that independent of clause type, all examples end with a dot.&lt;br /&gt;
&amp;lt;/p&amp;gt;&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 1. Could you pass the salt, please. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 2. Boy, is Sue stupid. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Speech Act: { exclamation _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 3. Do you want to come over for dinner tomorrow evening. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|invitation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 4. Get out.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { directive|order }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 5. Sleep well.  &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { imperative _20 }&lt;br /&gt;
Speech Act: { wish _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 6. You said WHAT. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { question|surprise }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 7. How often do I have to tell you this.&lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { complaint|exasperation }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{ 8. What a beer that was. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { exclamative _20 }&lt;br /&gt;
Speech Act: { exclamation|exclamatory statement }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{9. What beer was that. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{10. It was raining. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { declarative _20 }&lt;br /&gt;
Speech Act: { statement _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{11. What time is John leaving. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { open interrogative _20 }&lt;br /&gt;
Speech Act: { question _20 }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;quiz display=simple&amp;gt;&lt;br /&gt;
{12. Could you please close the window. &lt;br /&gt;
|type=&amp;quot;{}&amp;quot;}&lt;br /&gt;
Clause Type: { closed interrogative _20 }&lt;br /&gt;
Speech Act: { directive|request }&lt;br /&gt;
&amp;lt;/quiz&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar&amp;diff=4854</id>
		<title>Survey of English Grammar</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar&amp;diff=4854"/>
		<updated>2021-04-12T21:07:06Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Course and Module Requirements */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Course and Module Requirements ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
[[https://www.english-linguistics.de/grammarparadise/wiki/index.php/Survey_of_English_Grammar/Course_requirements | Follow this link!]]--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Online Exercises ===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
In the course “Survey of English Grammar” we will be covering the most important topics of English grammar in one semester. The course will be particularly useful for future English teachers in that it will give a systematic, but informal, overview of the major topics of English grammar such as &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ol&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Parts of Speech&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Verb forms&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Clause structure&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Nouns and NPs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Adjectives and Adverbs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Prepositions and PPs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Negation&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Clause types and speech acts&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Subordination. Finite clauses&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Non-finite clauses&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ol&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/font&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]| [[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar&amp;diff=4853</id>
		<title>Survey of English Grammar</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Survey_of_English_Grammar&amp;diff=4853"/>
		<updated>2021-04-12T21:06:40Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Course and Module Requirements ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;--&lt;br /&gt;
[[https://www.english-linguistics.de/grammarparadise/wiki/index.php/Survey_of_English_Grammar/Course_requirements | Follow this link!]]--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
=== Online Exercises ===&lt;br /&gt;
&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
In the course “Survey of English Grammar” we will be covering the most important topics of English grammar in one semester. The course will be particularly useful for future English teachers in that it will give a systematic, but informal, overview of the major topics of English grammar such as &lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ol&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Parts of Speech&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Verb forms&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Clause structure&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Nouns and NPs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Adjectives and Adverbs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Prepositions and PPs&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Negation&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Clause types and speech acts&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Subordination. Finite clauses&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Non-finite clauses&#039;&#039;&#039;]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ol&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/font&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Survey_of_English_Grammar |&#039;&#039;&#039;Home&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]]| [[Survey_of_English_Grammar_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_3| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_8| &#039;&#039;&#039;Week 8&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_9| &#039;&#039;&#039;Week 9&#039;&#039;&#039;]]|[[Survey_of_English_Grammar_Wiki:_Week_10| &#039;&#039;&#039;Week 10&#039;&#039;&#039;]]&lt;br /&gt;
&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2913</id>
		<title>Syntax 1 Wiki: Week 1</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2913"/>
		<updated>2020-07-10T22:33:38Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The English Language and its Grammar ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Most of the material that was covered in class is written up in the following file:&lt;br /&gt;
&lt;br /&gt;
[[File:English Language and Grammar.pdf|frame|English Language and Grammar]] .&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
1. For the purposes of &amp;lt;u&amp;gt;Syntactic Theory&amp;lt;/u&amp;gt;, a string consists of one or more words: &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;dogs, Hunde, einkaufen gehen, to go shopping, the student of Linguistics,...&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
2. For the purposes of &amp;lt;u&amp;gt;English Syntax&amp;lt;/u&amp;gt;, we distinguish between two kinds of strings:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Strings which native speakers would accept as English:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Strings which native speakers would not accept as English: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; Hunde,einkaufen gehen, go to shopping, waiting for bus the …&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
3. It is the task of English syntax to explain in a precise and principled fashion&lt;br /&gt;
which strings of words native speakers of English accept as well formed&lt;br /&gt;
English and which not.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
4. This task would be easy to accomplish, if one could simply list all the&lt;br /&gt;
English strings. But, unfortunately, one cannot do that, since there are&lt;br /&gt;
infinitely many well formed English strings:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;a.&amp;lt;br&amp;gt;&amp;lt;i&amp;gt;Mary is tired.&amp;lt;br&amp;gt;Mary is &amp;lt;u&amp;gt;very&amp;lt;/u&amp;gt; tired.&amp;lt;br&amp;gt; Mary is &amp;lt;u&amp;gt;very, very, very&amp;lt;/u&amp;gt; tired.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;b.&amp;lt;i&amp;gt;&amp;lt;br&amp;gt;Mary went to the store.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home &amp;lt;u&amp;gt;and&amp;lt;/u&amp;gt; Sue had the flu.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
5. So, it is impossible to list all and only the well formed strings of English&lt;br /&gt;
words. But what &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible, is to find &amp;lt;b&amp;gt;a property&amp;lt;/b&amp;gt; that all and only the&lt;br /&gt;
strings of English have in common: they and only they are &amp;lt;b&amp;gt;grammatical&amp;lt;/b&amp;gt;&lt;br /&gt;
according to the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt;! All other strings are &amp;lt;u&amp;gt;ungrammatical&amp;lt;/u&amp;gt;&lt;br /&gt;
according to the Grammar of English.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
6. So, we need to concern ourselves with the Grammar of English. This is&lt;br /&gt;
what this course is all about!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
7. For the purposes of English syntax, the Grammar of English consists&lt;br /&gt;
of two parts:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. &amp;lt;b&amp;gt;The English Lexicon&amp;lt;/b&amp;gt;:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a, aardvark, able, abut … …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. &amp;lt;b&amp;gt;The English Phrase Structure Rules&amp;lt;/b&amp;gt;: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P), NP -&amp;gt; D N(P)…&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
8. With the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt; at our disposal, it is now easy to define&lt;br /&gt;
what it means for a string of words to be grammatical English: &amp;lt;b&amp;gt; a string&lt;br /&gt;
of words is grammatical English, if the English grammar licenses a&lt;br /&gt;
well formed phrase structure tree for that string. Otherwise, the&lt;br /&gt;
string is ungrammatical in English&amp;lt;/b&amp;gt;. Example:&lt;br /&gt;
[[File:Grammatical vs ungrammatical.PNG|780px]]&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Since the tree on the left is a well formed phrase structure tree of&lt;br /&gt;
English, its string &amp;lt;i&amp;gt;The cat likes Mary&amp;lt;/i&amp;gt; is a grammatical expression of&lt;br /&gt;
English.&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Since the tree on the right is not a well formed phrase structure tree&lt;br /&gt;
for English, its string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; is not a grammatical string&lt;br /&gt;
of English.  &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
9. So, we can define &amp;lt;b&amp;gt;the English Language&amp;lt;/b&amp;gt; as all and only those strings&lt;br /&gt;
for which the English grammar licenses a well formed phrase structure tree.&lt;br /&gt;
Everything else is not part of the English language.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
10. We now need to make precise &amp;lt;b&amp;gt;how&amp;lt;/b&amp;gt; the grammar of English licenses well&lt;br /&gt;
formed phrase structure trees. For that, we need a simple, but important&lt;br /&gt;
technical concept, that of &amp;lt;b&amp;gt;a local tree&amp;lt;/b&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
A &amp;lt;b&amp;gt;local tree&amp;lt;/b&amp;gt; consists of a single mother node and 1-3 daughters:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Local tree.PNG|780px]]&amp;lt;br&amp;gt;&lt;br /&gt;
Nothing else is a local tree.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
11. We now say that the grammar of English licenses a phrase structure tree,&lt;br /&gt;
if that tree is completely composed of local trees and the grammar of English&lt;br /&gt;
licenses every one of those local trees. For example, the grammatical phrase structure tree in 8. above is composed of eight local trees. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;Four of the local trees have a word at the bottom and for that reason are&lt;br /&gt;
called &amp;lt;b&amp;gt;Lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Lexical local trees.PNG]]&lt;br /&gt;
    &amp;lt;li&amp;gt;The other four local trees have parts of speech (= syntactic categories) as&lt;br /&gt;
labels of all nodes and thus are called &amp;lt;b&amp;gt;non-lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Non-lexical local trees.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
12. It is now easy to see how the grammar of English can license all and only&lt;br /&gt;
the local trees that make up all the grammatical phrase structure trees of&lt;br /&gt;
English. Recall that the grammar has two parts, the lexicon and the phrase&lt;br /&gt;
structure rules. The lexicon will license the lexical local trees of English and&lt;br /&gt;
the phrase structure rules will license the non-lexical local trees of English. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
13. &amp;lt;b&amp;gt;The English Lexicon revisited&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
We will now be a little more precise as to what the English lexicon looks like.&lt;br /&gt;
Here is the portion of the English lexicon that shows the words that occur in&lt;br /&gt;
the word strings of 8. As you can see, each word is now listed with its part&lt;br /&gt;
of speech:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;cat, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;likes, V&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;Mary, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;the, D &amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
14. &amp;lt;b&amp;gt;The lexicon licences lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
It is easy to see that the lexical entries contain exactly the right information&lt;br /&gt;
to license the lexical local trees. The general principle is the following:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Lexicon.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
In “X&amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt;”, X is a part of speech and the subscript &amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt; means that the local tree is licensed by a lexical entry.&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;The lexical local tree&amp;lt;/code&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical local tree.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical entry.PNG|160px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is a line in the English lexicon.&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
Note that the remaining lexical entries in 13. license the remaining three lexical trees in 11.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
15. &amp;lt;b&amp;gt;The phrase structure rules license non-lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
All the phrase structure rules have the following form:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Phrase structure rule form.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
“N” is the individual number of the rule.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples:&amp;lt;/b&amp;gt;&lt;br /&gt;
[[File:Examples phrase structure rules.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
Each of these rules contains exactly the right information to license one kind&lt;br /&gt;
of non-lexical local tree. The general principles are the following:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;a.Let X and Y be categories. Then, a local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;b. A local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule and y licences Y and z licences Z.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences X and XP.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;c. A local tree of the form &amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex6 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licenced by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;V: X -&amp;gt; w y z &amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is a phrase structure rule and w licences W, y licences Y, z licences Z&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences x and XP&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licenced by the Grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 phrase structure rule.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
16. Assume that the following are all phrase structure rules &amp;lt;b&amp;gt;(PSRs)&amp;lt;/b&amp;gt; of English. Hover over each &amp;lt;b&amp;gt;PSR&amp;lt;/b&amp;gt; to see an example:&amp;lt;br&amp;gt;&lt;br /&gt;
1: &amp;lt;abbr title=&amp;quot;e.g. The dog saw the cat.&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
2: &amp;lt;abbr title=&amp;quot;e.g. Lilly&amp;quot;&amp;gt;NP -&amp;gt; N &amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
3: &amp;lt;abbr title=&amp;quot;e.g. the student&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/abbr&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
4: &amp;lt;abbr title=&amp;quot;e.g. happy student&amp;quot;&amp;gt;NP -&amp;gt; A(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
5: &amp;lt;abbr title=&amp;quot;e.g. student with red hair&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
6: &amp;lt;abbr title=&amp;quot;e.g. smiles&amp;quot;&amp;gt;VP -&amp;gt; V&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
7: &amp;lt;abbr title=&amp;quot;e.g. likes the subject&amp;quot;&amp;gt;VP -&amp;gt; V N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
8: &amp;lt;abbr title=&amp;quot;e.g. sends me the paper&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
9: &amp;lt;abbr title=&amp;quot;e.g. sends the paper to me&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
10: &amp;lt;abbr title=&amp;quot;e.g. goes to the shop&amp;quot;&amp;gt;VP -&amp;gt; V PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
11: &amp;lt;abbr title=&amp;quot;e.g. think that Lilly likes Fido&amp;quot;&amp;gt;VP -&amp;gt; V CP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
12: &amp;lt;abbr title=&amp;quot;e.g. that Lilly likes Fido&amp;quot;&amp;gt;CP -&amp;gt; C S&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
13: &amp;lt;abbr title=&amp;quot;e.g. good&amp;quot;&amp;gt;AP -&amp;gt; A&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
14: &amp;lt;abbr title=&amp;quot;e.g. good at languages&amp;quot;&amp;gt;AP -&amp;gt; A PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
15: &amp;lt;abbr title=&amp;quot;e.g. to me&amp;quot;&amp;gt;PP -&amp;gt; P N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
16: &amp;lt;abbr title=&amp;quot;e.g. has done, is talking, might come&amp;quot;&amp;gt;VP -&amp;gt; V[fin] V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
17: &amp;lt;abbr title=&amp;quot;e.g. Drink some coffee Lilly will. | To Frankfurt Fido went. | Very witty the poem is! | On the desk I put my notes.&amp;quot;&amp;gt;S -&amp;gt; XP S/XP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Then, each of the non-lexical local trees in 11. are licensed by the grammar&lt;br /&gt;
of English, since for each of them there is an English phrase structure rule&lt;br /&gt;
that licenses it.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
17. &amp;lt;b&amp;gt;Summary:&amp;lt;/b&amp;gt; We have now proved that the following phrase structure tree&lt;br /&gt;
is licensed by the grammar of English, because it is completely composed&lt;br /&gt;
of local trees that are either licensed by the English lexicon or the English&lt;br /&gt;
phrase structure rules:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex8 phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
And, since the English grammar licenses this tree, its word string The cat&lt;br /&gt;
likes Mary is a grammatical expression of English. And the same for every&lt;br /&gt;
other one of the infinitely many word strings which native speakers accept&lt;br /&gt;
as grammatical English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
18. Contrast this with the word string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; which native&lt;br /&gt;
speakers of English do not regard as part of their language. In order to draw&lt;br /&gt;
a phrase structure tree for this string,&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ill-formed phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
we would need a phrase structure rule of the form &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Nonexisting psr.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
that is, a rule that combines the categories N and D in that order to form&lt;br /&gt;
a category X. But, English has no such phrase structure rule! Therefore,&lt;br /&gt;
the English grammar does not license a phrase structure tree for the string&lt;br /&gt;
&amp;lt;i&amp;gt;cat the likes Mary&amp;lt;/i&amp;gt;, which explains why speakers of English regard it as&lt;br /&gt;
ungrammatical. The same for all the infinitely many strings of words which&lt;br /&gt;
are ungrammatical in English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
19.&amp;lt;b&amp;gt;The listing problem is now solved&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Remember that it is impossible to list all the grammatical strings or their&lt;br /&gt;
phrase structure trees of English, since there are infinitely many. No speaker&lt;br /&gt;
is able to memorize them all. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
But, it &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible to list the grammar of English, which licenses all and&lt;br /&gt;
only the phrase structure trees of the strings of English words: over several&lt;br /&gt;
years of language acquisition, children can easily memorize the several ten&lt;br /&gt;
thousands of words of English and the 100+ phrase structure rules of the&lt;br /&gt;
language.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Task for Week 2 === &lt;br /&gt;
&lt;br /&gt;
1. Please follow the given example and explain if the sentence &#039;&#039;&#039;The big dog watched the small bird&#039;&#039;&#039; is grammatical according to the Grammar of English. Draw the phrase structure tree for the sentence on a sheet of paper, take a picture of it, and upload it to OLAT (Student Submissions folder).&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--2. Optional task: Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
3. Find 3 authentic examples from books or newspapers and annotate the words with their part of speech. Please upload your results to OLAT.&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
4. Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and  Arguments&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
5. Find 3 new sentences with new verbs and analyze them in the way of the exercises above. Do this with a word processor and upload the result to Olat.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==== Phrases ==== &lt;br /&gt;
&lt;br /&gt;
1. Work through the following sections of the Wiki: [[Phrases|Phrases]]&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 1&#039;&#039;&#039;| [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7 &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2912</id>
		<title>Syntax 1 Wiki: Week 1</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2912"/>
		<updated>2020-07-10T22:32:35Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
== The English Language and its Grammar ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Most of the material that was covered in class is written up in the following file:&lt;br /&gt;
&lt;br /&gt;
[[File:English Language and Grammar.pdf|frame|English Language and Grammar]] .&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
1. For the purposes of &amp;lt;u&amp;gt;Syntactic Theory&amp;lt;/u&amp;gt;, a string consists of one or more words: &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;dogs, Hunde, einkaufen gehen, to go shopping, the student of Linguistics,...&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
2. For the purposes of &amp;lt;u&amp;gt;English Syntax&amp;lt;/u&amp;gt;, we distinguish between two kinds of strings:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Strings which native speakers would accept as English:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Strings which native speakers would not accept as English: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; Hunde,einkaufen gehen, go to shopping, waiting for bus the …&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
3. It is the task of English syntax to explain in a precise and principled fashion&lt;br /&gt;
which strings of words native speakers of English accept as well formed&lt;br /&gt;
English and which not.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
4. This task would be easy to accomplish, if one could simply list all the&lt;br /&gt;
English strings. But, unfortunately, one cannot do that, since there are&lt;br /&gt;
infinitely many well formed English strings:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;a.&amp;lt;br&amp;gt;&amp;lt;i&amp;gt;Mary is tired.&amp;lt;br&amp;gt;Mary is &amp;lt;u&amp;gt;very&amp;lt;/u&amp;gt; tired.&amp;lt;br&amp;gt; Mary is &amp;lt;u&amp;gt;very, very, very&amp;lt;/u&amp;gt; tired.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;b.&amp;lt;i&amp;gt;&amp;lt;br&amp;gt;Mary went to the store.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home &amp;lt;u&amp;gt;and&amp;lt;/u&amp;gt; Sue had the flu.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
5. So, it is impossible to list all and only the well formed strings of English&lt;br /&gt;
words. But what &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible, is to find &amp;lt;b&amp;gt;a property&amp;lt;/b&amp;gt; that all and only the&lt;br /&gt;
strings of English have in common: they and only they are &amp;lt;b&amp;gt;grammatical&amp;lt;/b&amp;gt;&lt;br /&gt;
according to the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt;! All other strings are &amp;lt;u&amp;gt;ungrammatical&amp;lt;/u&amp;gt;&lt;br /&gt;
according to the Grammar of English.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
6. So, we need to concern ourselves with the Grammar of English. This is&lt;br /&gt;
what this course is all about!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
7. For the purposes of English syntax, the Grammar of English consists&lt;br /&gt;
of two parts:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. &amp;lt;b&amp;gt;The English Lexicon&amp;lt;/b&amp;gt;:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a, aardvark, able, abut … …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. &amp;lt;b&amp;gt;The English Phrase Structure Rules&amp;lt;/b&amp;gt;: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P), NP -&amp;gt; D N(P)…&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
8. With the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt; at our disposal, it is now easy to define&lt;br /&gt;
what it means for a string of words to be grammatical English: &amp;lt;b&amp;gt; a string&lt;br /&gt;
of words is grammatical English, if the English grammar licenses a&lt;br /&gt;
well formed phrase structure tree for that string. Otherwise, the&lt;br /&gt;
string is ungrammatical in English&amp;lt;/b&amp;gt;. Example:&lt;br /&gt;
[[File:Grammatical vs ungrammatical.PNG|780px]]&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Since the tree on the left is a well formed phrase structure tree of&lt;br /&gt;
English, its string &amp;lt;i&amp;gt;The cat likes Mary&amp;lt;/i&amp;gt; is a grammatical expression of&lt;br /&gt;
English.&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Since the tree on the right is not a well formed phrase structure tree&lt;br /&gt;
for English, its string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; is not a grammatical string&lt;br /&gt;
of English.  &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
9. So, we can define &amp;lt;b&amp;gt;the English Language&amp;lt;/b&amp;gt; as all and only those strings&lt;br /&gt;
for which the English grammar licenses a well formed phrase structure tree.&lt;br /&gt;
Everything else is not part of the English language.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
10. We now need to make precise &amp;lt;b&amp;gt;how&amp;lt;/b&amp;gt; the grammar of English licenses well&lt;br /&gt;
formed phrase structure trees. For that, we need a simple, but important&lt;br /&gt;
technical concept, that of &amp;lt;b&amp;gt;a local tree&amp;lt;/b&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
A &amp;lt;b&amp;gt;local tree&amp;lt;/b&amp;gt; consists of a single mother node and 1-3 daughters:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Local tree.PNG|780px]]&amp;lt;br&amp;gt;&lt;br /&gt;
Nothing else is a local tree.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
11. We now say that the grammar of English licenses a phrase structure tree,&lt;br /&gt;
if that tree is completely composed of local trees and the grammar of English&lt;br /&gt;
licenses every one of those local trees. For example, the grammatical phrase structure tree in 8. above is composed of eight local trees. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;Four of the local trees have a word at the bottom and for that reason are&lt;br /&gt;
called &amp;lt;b&amp;gt;Lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Lexical local trees.PNG]]&lt;br /&gt;
    &amp;lt;li&amp;gt;The other four local trees have parts of speech (= syntactic categories) as&lt;br /&gt;
labels of all nodes and thus are called &amp;lt;b&amp;gt;non-lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Non-lexical local trees.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
12. It is now easy to see how the grammar of English can license all and only&lt;br /&gt;
the local trees that make up all the grammatical phrase structure trees of&lt;br /&gt;
English. Recall that the grammar has two parts, the lexicon and the phrase&lt;br /&gt;
structure rules. The lexicon will license the lexical local trees of English and&lt;br /&gt;
the phrase structure rules will license the non-lexical local trees of English. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
13. &amp;lt;b&amp;gt;The English Lexicon revisited&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
We will now be a little more precise as to what the English lexicon looks like.&lt;br /&gt;
Here is the portion of the English lexicon that shows the words that occur in&lt;br /&gt;
the word strings of 8. As you can see, each word is now listed with its part&lt;br /&gt;
of speech:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;cat, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;likes, V&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;Mary, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;the, D &amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
14. &amp;lt;b&amp;gt;The lexicon licences lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
It is easy to see that the lexical entries contain exactly the right information&lt;br /&gt;
to license the lexical local trees. The general principle is the following:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Lexicon.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
In “X&amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt;”, X is a part of speech and the subscript &amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt; means that the local tree is licensed by a lexical entry.&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;The lexical local tree&amp;lt;/code&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical local tree.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical entry.PNG|160px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is a line in the English lexicon.&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
Note that the remaining lexical entries in 13. license the remaining three lexical trees in 11.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
15. &amp;lt;b&amp;gt;The phrase structure rules license non-lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
All the phrase structure rules have the following form:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Phrase structure rule form.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
“N” is the individual number of the rule.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples:&amp;lt;/b&amp;gt;&lt;br /&gt;
[[File:Examples phrase structure rules.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
Each of these rules contains exactly the right information to license one kind&lt;br /&gt;
of non-lexical local tree. The general principles are the following:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;a.Let X and Y be categories. Then, a local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;b. A local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule and y licences Y and z licences Z.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences X and XP.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;c. A local tree of the form &amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex6 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licenced by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;V: X -&amp;gt; w y z &amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is a phrase structure rule and w licences W, y licences Y, z licences Z&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences x and XP&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licenced by the Grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 phrase structure rule.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
16. Assume that the following are all phrase structure rules &amp;lt;b&amp;gt;(PSRs)&amp;lt;/b&amp;gt; of English. Hover over each &amp;lt;b&amp;gt;PSR&amp;lt;/b&amp;gt; to see an example:&amp;lt;br&amp;gt;&lt;br /&gt;
1: &amp;lt;abbr title=&amp;quot;e.g. The dog saw the cat.&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
2: &amp;lt;abbr title=&amp;quot;e.g. Lilly&amp;quot;&amp;gt;NP -&amp;gt; N &amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
3: &amp;lt;abbr title=&amp;quot;e.g. the student&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/abbr&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
4: &amp;lt;abbr title=&amp;quot;e.g. happy student&amp;quot;&amp;gt;NP -&amp;gt; A(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
5: &amp;lt;abbr title=&amp;quot;e.g. student with red hair&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
6: &amp;lt;abbr title=&amp;quot;e.g. smiles&amp;quot;&amp;gt;VP -&amp;gt; V&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
7: &amp;lt;abbr title=&amp;quot;e.g. likes the subject&amp;quot;&amp;gt;VP -&amp;gt; V N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
8: &amp;lt;abbr title=&amp;quot;e.g. sends me the paper&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
9: &amp;lt;abbr title=&amp;quot;e.g. sends the paper to me&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
10: &amp;lt;abbr title=&amp;quot;e.g. goes to the shop&amp;quot;&amp;gt;VP -&amp;gt; V PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
11: &amp;lt;abbr title=&amp;quot;e.g. think that Lilly likes Fido&amp;quot;&amp;gt;VP -&amp;gt; V CP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
12: &amp;lt;abbr title=&amp;quot;e.g. that Lilly likes Fido&amp;quot;&amp;gt;CP -&amp;gt; C S&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
13: &amp;lt;abbr title=&amp;quot;e.g. good&amp;quot;&amp;gt;AP -&amp;gt; A&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
14: &amp;lt;abbr title=&amp;quot;e.g. good at languages&amp;quot;&amp;gt;AP -&amp;gt; A PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
15: &amp;lt;abbr title=&amp;quot;e.g. to me&amp;quot;&amp;gt;PP -&amp;gt; P N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
16: &amp;lt;abbr title=&amp;quot;e.g. has done, is talking, might come&amp;quot;&amp;gt;VP -&amp;gt; V[fin] V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
17: &amp;lt;abbr title=&amp;quot;e.g. Drink some coffee Lilly will| To Frankfurt Fido went.|Very witty the poem is!| On the desk I put my notes.&amp;quot;&amp;gt;S -&amp;gt; XP S/XP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Then, each of the non-lexical local trees in 11. are licensed by the grammar&lt;br /&gt;
of English, since for each of them there is an English phrase structure rule&lt;br /&gt;
that licenses it.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
17. &amp;lt;b&amp;gt;Summary:&amp;lt;/b&amp;gt; We have now proved that the following phrase structure tree&lt;br /&gt;
is licensed by the grammar of English, because it is completely composed&lt;br /&gt;
of local trees that are either licensed by the English lexicon or the English&lt;br /&gt;
phrase structure rules:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex8 phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
And, since the English grammar licenses this tree, its word string The cat&lt;br /&gt;
likes Mary is a grammatical expression of English. And the same for every&lt;br /&gt;
other one of the infinitely many word strings which native speakers accept&lt;br /&gt;
as grammatical English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
18. Contrast this with the word string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; which native&lt;br /&gt;
speakers of English do not regard as part of their language. In order to draw&lt;br /&gt;
a phrase structure tree for this string,&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ill-formed phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
we would need a phrase structure rule of the form &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Nonexisting psr.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
that is, a rule that combines the categories N and D in that order to form&lt;br /&gt;
a category X. But, English has no such phrase structure rule! Therefore,&lt;br /&gt;
the English grammar does not license a phrase structure tree for the string&lt;br /&gt;
&amp;lt;i&amp;gt;cat the likes Mary&amp;lt;/i&amp;gt;, which explains why speakers of English regard it as&lt;br /&gt;
ungrammatical. The same for all the infinitely many strings of words which&lt;br /&gt;
are ungrammatical in English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
19.&amp;lt;b&amp;gt;The listing problem is now solved&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Remember that it is impossible to list all the grammatical strings or their&lt;br /&gt;
phrase structure trees of English, since there are infinitely many. No speaker&lt;br /&gt;
is able to memorize them all. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
But, it &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible to list the grammar of English, which licenses all and&lt;br /&gt;
only the phrase structure trees of the strings of English words: over several&lt;br /&gt;
years of language acquisition, children can easily memorize the several ten&lt;br /&gt;
thousands of words of English and the 100+ phrase structure rules of the&lt;br /&gt;
language.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Task for Week 2 === &lt;br /&gt;
&lt;br /&gt;
1. Please follow the given example and explain if the sentence &#039;&#039;&#039;The big dog watched the small bird&#039;&#039;&#039; is grammatical according to the Grammar of English. Draw the phrase structure tree for the sentence on a sheet of paper, take a picture of it, and upload it to OLAT (Student Submissions folder).&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--2. Optional task: Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
3. Find 3 authentic examples from books or newspapers and annotate the words with their part of speech. Please upload your results to OLAT.&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
4. Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and  Arguments&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
5. Find 3 new sentences with new verbs and analyze them in the way of the exercises above. Do this with a word processor and upload the result to Olat.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==== Phrases ==== &lt;br /&gt;
&lt;br /&gt;
1. Work through the following sections of the Wiki: [[Phrases|Phrases]]&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 1&#039;&#039;&#039;| [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7 &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2911</id>
		<title>Syntax 1 Wiki: Week 1</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2911"/>
		<updated>2020-07-10T22:24:49Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The English Language and its Grammar ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Most of the material that was covered in class is written up in the following file:&lt;br /&gt;
&lt;br /&gt;
[[File:English Language and Grammar.pdf|frame|English Language and Grammar]] .&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
1. For the purposes of &amp;lt;u&amp;gt;Syntactic Theory&amp;lt;/u&amp;gt;, a string consists of one or more words: &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;dogs, Hunde, einkaufen gehen, to go shopping, the student of Linguistics,...&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
2. For the purposes of &amp;lt;u&amp;gt;English Syntax&amp;lt;/u&amp;gt;, we distinguish between two kinds of strings:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Strings which native speakers would accept as English:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Strings which native speakers would not accept as English: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; Hunde,einkaufen gehen, go to shopping, waiting for bus the …&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
3. It is the task of English syntax to explain in a precise and principled fashion&lt;br /&gt;
which strings of words native speakers of English accept as well formed&lt;br /&gt;
English and which not.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
4. This task would be easy to accomplish, if one could simply list all the&lt;br /&gt;
English strings. But, unfortunately, one cannot do that, since there are&lt;br /&gt;
infinitely many well formed English strings:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;a.&amp;lt;br&amp;gt;&amp;lt;i&amp;gt;Mary is tired.&amp;lt;br&amp;gt;Mary is &amp;lt;u&amp;gt;very&amp;lt;/u&amp;gt; tired.&amp;lt;br&amp;gt; Mary is &amp;lt;u&amp;gt;very, very, very&amp;lt;/u&amp;gt; tired.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;b.&amp;lt;i&amp;gt;&amp;lt;br&amp;gt;Mary went to the store.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home &amp;lt;u&amp;gt;and&amp;lt;/u&amp;gt; Sue had the flu.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
5. So, it is impossible to list all and only the well formed strings of English&lt;br /&gt;
words. But what &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible, is to find &amp;lt;b&amp;gt;a property&amp;lt;/b&amp;gt; that all and only the&lt;br /&gt;
strings of English have in common: they and only they are &amp;lt;b&amp;gt;grammatical&amp;lt;/b&amp;gt;&lt;br /&gt;
according to the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt;! All other strings are &amp;lt;u&amp;gt;ungrammatical&amp;lt;/u&amp;gt;&lt;br /&gt;
according to the Grammar of English.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
6. So, we need to concern ourselves with the Grammar of English. This is&lt;br /&gt;
what this course is all about!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
7. For the purposes of English syntax, the Grammar of English consists&lt;br /&gt;
of two parts:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. &amp;lt;b&amp;gt;The English Lexicon&amp;lt;/b&amp;gt;:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a, aardvark, able, abut … …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. &amp;lt;b&amp;gt;The English Phrase Structure Rules&amp;lt;/b&amp;gt;: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P), NP -&amp;gt; D N(P)…&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
8. With the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt; at our disposal, it is now easy to define&lt;br /&gt;
what it means for a string of words to be grammatical English: &amp;lt;b&amp;gt; a string&lt;br /&gt;
of words is grammatical English, if the English grammar licenses a&lt;br /&gt;
well formed phrase structure tree for that string. Otherwise, the&lt;br /&gt;
string is ungrammatical in English&amp;lt;/b&amp;gt;. Example:&lt;br /&gt;
[[File:Grammatical vs ungrammatical.PNG|780px]]&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Since the tree on the left is a well formed phrase structure tree of&lt;br /&gt;
English, its string &amp;lt;i&amp;gt;The cat likes Mary&amp;lt;/i&amp;gt; is a grammatical expression of&lt;br /&gt;
English.&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Since the tree on the right is not a well formed phrase structure tree&lt;br /&gt;
for English, its string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; is not a grammatical string&lt;br /&gt;
of English.  &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
9. So, we can define &amp;lt;b&amp;gt;the English Language&amp;lt;/b&amp;gt; as all and only those strings&lt;br /&gt;
for which the English grammar licenses a well formed phrase structure tree.&lt;br /&gt;
Everything else is not part of the English language.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
10. We now need to make precise &amp;lt;b&amp;gt;how&amp;lt;/b&amp;gt; the grammar of English licenses well&lt;br /&gt;
formed phrase structure trees. For that, we need a simple, but important&lt;br /&gt;
technical concept, that of &amp;lt;b&amp;gt;a local tree&amp;lt;/b&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
A &amp;lt;b&amp;gt;local tree&amp;lt;/b&amp;gt; consists of a single mother node and 1-3 daughters:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Local tree.PNG|780px]]&amp;lt;br&amp;gt;&lt;br /&gt;
Nothing else is a local tree.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
11. We now say that the grammar of English licenses a phrase structure tree,&lt;br /&gt;
if that tree is completely composed of local trees and the grammar of English&lt;br /&gt;
licenses every one of those local trees. For example, the grammatical phrase structure tree in 8. above is composed of eight local trees. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;Four of the local trees have a word at the bottom and for that reason are&lt;br /&gt;
called &amp;lt;b&amp;gt;Lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Lexical local trees.PNG]]&lt;br /&gt;
    &amp;lt;li&amp;gt;The other four local trees have parts of speech (= syntactic categories) as&lt;br /&gt;
labels of all nodes and thus are called &amp;lt;b&amp;gt;non-lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Non-lexical local trees.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
12. It is now easy to see how the grammar of English can license all and only&lt;br /&gt;
the local trees that make up all the grammatical phrase structure trees of&lt;br /&gt;
English. Recall that the grammar has two parts, the lexicon and the phrase&lt;br /&gt;
structure rules. The lexicon will license the lexical local trees of English and&lt;br /&gt;
the phrase structure rules will license the non-lexical local trees of English. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
13. &amp;lt;b&amp;gt;The English Lexicon revisited&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
We will now be a little more precise as to what the English lexicon looks like.&lt;br /&gt;
Here is the portion of the English lexicon that shows the words that occur in&lt;br /&gt;
the word strings of 8. As you can see, each word is now listed with its part&lt;br /&gt;
of speech:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;cat, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;likes, V&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;Mary, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;the, D &amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
14. &amp;lt;b&amp;gt;The lexicon licences lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
It is easy to see that the lexical entries contain exactly the right information&lt;br /&gt;
to license the lexical local trees. The general principle is the following:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Lexicon.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
In “X&amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt;”, X is a part of speech and the subscript &amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt; means that the local tree is licensed by a lexical entry.&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;The lexical local tree&amp;lt;/code&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical local tree.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical entry.PNG|160px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is a line in the English lexicon.&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
Note that the remaining lexical entries in 13. license the remaining three lexical trees in 11.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
15. &amp;lt;b&amp;gt;The phrase structure rules license non-lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
All the phrase structure rules have the following form:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Phrase structure rule form.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
“N” is the individual number of the rule.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples:&amp;lt;/b&amp;gt;&lt;br /&gt;
[[File:Examples phrase structure rules.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
Each of these rules contains exactly the right information to license one kind&lt;br /&gt;
of non-lexical local tree. The general principles are the following:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;a.Let X and Y be categories. Then, a local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;b. A local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule and y licences Y and z licences Z.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences X and XP.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;c. A local tree of the form &amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex6 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licenced by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;V: X -&amp;gt; w y z &amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is a phrase structure rule and w licences W, y licences Y, z licences Z&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences x and XP&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licenced by the Grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 phrase structure rule.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
16. Assume that the following are all phrase structure rules &amp;lt;b&amp;gt;(PSRs)&amp;lt;/b&amp;gt; of English. Hover over each &amp;lt;b&amp;gt;PSR&amp;lt;/b&amp;gt; to see an example:&amp;lt;br&amp;gt;&lt;br /&gt;
1: &amp;lt;abbr title=&amp;quot;e.g. The dog saw the cat.&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
2: &amp;lt;abbr title=&amp;quot;e.g. Lilly&amp;quot;&amp;gt;NP -&amp;gt; N &amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
3: &amp;lt;abbr title=&amp;quot;e.g. the student&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/abbr&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
4: &amp;lt;abbr title=&amp;quot;e.g. happy student&amp;quot;&amp;gt;NP -&amp;gt; A(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
5: &amp;lt;abbr title=&amp;quot;e.g. student with red hair&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
6: &amp;lt;abbr title=&amp;quot;e.g. smiles&amp;quot;&amp;gt;VP -&amp;gt; V&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
7: &amp;lt;abbr title=&amp;quot;e.g. likes the subject&amp;quot;&amp;gt;VP -&amp;gt; V N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
8: &amp;lt;abbr title=&amp;quot;e.g. sends me the paper&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
9: &amp;lt;abbr title=&amp;quot;e.g. sends the paper to me&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
10: &amp;lt;abbr title=&amp;quot;e.g. goes to the shop&amp;quot;&amp;gt;VP -&amp;gt; V PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
11: &amp;lt;abbr title=&amp;quot;e.g. think that Lilly likes Fido&amp;quot;&amp;gt;VP -&amp;gt; V CP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
12: &amp;lt;abbr title=&amp;quot;e.g. that Lilly likes Fido&amp;quot;&amp;gt;CP -&amp;gt; C S&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
13: &amp;lt;abbr title=&amp;quot;e.g. good&amp;quot;&amp;gt;AP -&amp;gt; A&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
14: &amp;lt;abbr title=&amp;quot;e.g. good at languages&amp;quot;&amp;gt;AP -&amp;gt; A PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
15: &amp;lt;abbr title=&amp;quot;e.g. to me&amp;quot;&amp;gt;PP -&amp;gt; P N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
16: &amp;lt;abbr title=&amp;quot;e.g. has done, is talking, might come&amp;quot;&amp;gt;VP -&amp;gt; V[fin] V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
17: &amp;lt;abbr title=&amp;quot;e.g. Drink some coffee Lilly will.&amp;quot;&amp;gt;S -&amp;gt; VP S/VP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Then, each of the non-lexical local trees in 11. are licensed by the grammar&lt;br /&gt;
of English, since for each of them there is an English phrase structure rule&lt;br /&gt;
that licenses it.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
17. &amp;lt;b&amp;gt;Summary:&amp;lt;/b&amp;gt; We have now proved that the following phrase structure tree&lt;br /&gt;
is licensed by the grammar of English, because it is completely composed&lt;br /&gt;
of local trees that are either licensed by the English lexicon or the English&lt;br /&gt;
phrase structure rules:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex8 phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
And, since the English grammar licenses this tree, its word string The cat&lt;br /&gt;
likes Mary is a grammatical expression of English. And the same for every&lt;br /&gt;
other one of the infinitely many word strings which native speakers accept&lt;br /&gt;
as grammatical English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
18. Contrast this with the word string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; which native&lt;br /&gt;
speakers of English do not regard as part of their language. In order to draw&lt;br /&gt;
a phrase structure tree for this string,&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ill-formed phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
we would need a phrase structure rule of the form &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Nonexisting psr.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
that is, a rule that combines the categories N and D in that order to form&lt;br /&gt;
a category X. But, English has no such phrase structure rule! Therefore,&lt;br /&gt;
the English grammar does not license a phrase structure tree for the string&lt;br /&gt;
&amp;lt;i&amp;gt;cat the likes Mary&amp;lt;/i&amp;gt;, which explains why speakers of English regard it as&lt;br /&gt;
ungrammatical. The same for all the infinitely many strings of words which&lt;br /&gt;
are ungrammatical in English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
19.&amp;lt;b&amp;gt;The listing problem is now solved&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Remember that it is impossible to list all the grammatical strings or their&lt;br /&gt;
phrase structure trees of English, since there are infinitely many. No speaker&lt;br /&gt;
is able to memorize them all. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
But, it &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible to list the grammar of English, which licenses all and&lt;br /&gt;
only the phrase structure trees of the strings of English words: over several&lt;br /&gt;
years of language acquisition, children can easily memorize the several ten&lt;br /&gt;
thousands of words of English and the 100+ phrase structure rules of the&lt;br /&gt;
language.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Task for Week 2 === &lt;br /&gt;
&lt;br /&gt;
1. Please follow the given example and explain if the sentence &#039;&#039;&#039;The big dog watched the small bird&#039;&#039;&#039; is grammatical according to the Grammar of English. Draw the phrase structure tree for the sentence on a sheet of paper, take a picture of it, and upload it to OLAT (Student Submissions folder).&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--2. Optional task: Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
3. Find 3 authentic examples from books or newspapers and annotate the words with their part of speech. Please upload your results to OLAT.&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
4. Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and  Arguments&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
5. Find 3 new sentences with new verbs and analyze them in the way of the exercises above. Do this with a word processor and upload the result to Olat.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==== Phrases ==== &lt;br /&gt;
&lt;br /&gt;
1. Work through the following sections of the Wiki: [[Phrases|Phrases]]&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 1&#039;&#039;&#039;| [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7 &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2910</id>
		<title>Syntax 1 Wiki: Week 1</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2910"/>
		<updated>2020-07-10T22:24:18Z</updated>

		<summary type="html">&lt;p&gt;Iva: &lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The English Language and its Grammar ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Most of the material that was covered in class is written up in the following file:&lt;br /&gt;
&lt;br /&gt;
[[File:English Language and Grammar.pdf|frame|English Language and Grammar]] .&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
1. For the purposes of &amp;lt;u&amp;gt;Syntactic Theory&amp;lt;/u&amp;gt;, a string consists of one or more words: &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;dogs, Hunde, einkaufen gehen, to go shopping, the student of Linguistics,...&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
2. For the purposes of &amp;lt;u&amp;gt;English Syntax&amp;lt;/u&amp;gt;, we distinguish between two kinds of strings:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Strings which native speakers would accept as English:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Strings which native speakers would not accept as English: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; Hunde,einkaufen gehen, go to shopping, waiting for bus the …&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
3. It is the task of English syntax to explain in a precise and principled fashion&lt;br /&gt;
which strings of words native speakers of English accept as well formed&lt;br /&gt;
English and which not.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
4. This task would be easy to accomplish, if one could simply list all the&lt;br /&gt;
English strings. But, unfortunately, one cannot do that, since there are&lt;br /&gt;
infinitely many well formed English strings:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;a.&amp;lt;br&amp;gt;&amp;lt;i&amp;gt;Mary is tired.&amp;lt;br&amp;gt;Mary is &amp;lt;u&amp;gt;very&amp;lt;/u&amp;gt; tired.&amp;lt;br&amp;gt; Mary is &amp;lt;u&amp;gt;very, very, very&amp;lt;/u&amp;gt; tired.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;b.&amp;lt;i&amp;gt;&amp;lt;br&amp;gt;Mary went to the store.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home &amp;lt;u&amp;gt;and&amp;lt;/u&amp;gt; Sue had the flu.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
5. So, it is impossible to list all and only the well formed strings of English&lt;br /&gt;
words. But what &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible, is to find &amp;lt;b&amp;gt;a property&amp;lt;/b&amp;gt; that all and only the&lt;br /&gt;
strings of English have in common: they and only they are &amp;lt;b&amp;gt;grammatical&amp;lt;/b&amp;gt;&lt;br /&gt;
according to the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt;! All other strings are &amp;lt;u&amp;gt;ungrammatical&amp;lt;/u&amp;gt;&lt;br /&gt;
according to the Grammar of English.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
6. So, we need to concern ourselves with the Grammar of English. This is&lt;br /&gt;
what this course is all about!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
7. For the purposes of English syntax, the Grammar of English consists&lt;br /&gt;
of two parts:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. &amp;lt;b&amp;gt;The English Lexicon&amp;lt;/b&amp;gt;:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a, aardvark, able, abut … …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. &amp;lt;b&amp;gt;The English Phrase Structure Rules&amp;lt;/b&amp;gt;: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P), NP -&amp;gt; D N(P)…&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
8. With the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt; at our disposal, it is now easy to define&lt;br /&gt;
what it means for a string of words to be grammatical English: &amp;lt;b&amp;gt; a string&lt;br /&gt;
of words is grammatical English, if the English grammar licenses a&lt;br /&gt;
well formed phrase structure tree for that string. Otherwise, the&lt;br /&gt;
string is ungrammatical in English&amp;lt;/b&amp;gt;. Example:&lt;br /&gt;
[[File:Grammatical vs ungrammatical.PNG|780px]]&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Since the tree on the left is a well formed phrase structure tree of&lt;br /&gt;
English, its string &amp;lt;i&amp;gt;The cat likes Mary&amp;lt;/i&amp;gt; is a grammatical expression of&lt;br /&gt;
English.&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Since the tree on the right is not a well formed phrase structure tree&lt;br /&gt;
for English, its string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; is not a grammatical string&lt;br /&gt;
of English.  &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
9. So, we can define &amp;lt;b&amp;gt;the English Language&amp;lt;/b&amp;gt; as all and only those strings&lt;br /&gt;
for which the English grammar licenses a well formed phrase structure tree.&lt;br /&gt;
Everything else is not part of the English language.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
10. We now need to make precise &amp;lt;b&amp;gt;how&amp;lt;/b&amp;gt; the grammar of English licenses well&lt;br /&gt;
formed phrase structure trees. For that, we need a simple, but important&lt;br /&gt;
technical concept, that of &amp;lt;b&amp;gt;a local tree&amp;lt;/b&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
A &amp;lt;b&amp;gt;local tree&amp;lt;/b&amp;gt; consists of a single mother node and 1-3 daughters:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Local tree.PNG|780px]]&amp;lt;br&amp;gt;&lt;br /&gt;
Nothing else is a local tree.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
11. We now say that the grammar of English licenses a phrase structure tree,&lt;br /&gt;
if that tree is completely composed of local trees and the grammar of English&lt;br /&gt;
licenses every one of those local trees. For example, the grammatical phrase structure tree in 8. above is composed of eight local trees. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;Four of the local trees have a word at the bottom and for that reason are&lt;br /&gt;
called &amp;lt;b&amp;gt;Lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Lexical local trees.PNG]]&lt;br /&gt;
    &amp;lt;li&amp;gt;The other four local trees have parts of speech (= syntactic categories) as&lt;br /&gt;
labels of all nodes and thus are called &amp;lt;b&amp;gt;non-lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Non-lexical local trees.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
12. It is now easy to see how the grammar of English can license all and only&lt;br /&gt;
the local trees that make up all the grammatical phrase structure trees of&lt;br /&gt;
English. Recall that the grammar has two parts, the lexicon and the phrase&lt;br /&gt;
structure rules. The lexicon will license the lexical local trees of English and&lt;br /&gt;
the phrase structure rules will license the non-lexical local trees of English. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
13. &amp;lt;b&amp;gt;The English Lexicon revisited&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
We will now be a little more precise as to what the English lexicon looks like.&lt;br /&gt;
Here is the portion of the English lexicon that shows the words that occur in&lt;br /&gt;
the word strings of 8. As you can see, each word is now listed with its part&lt;br /&gt;
of speech:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;cat, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;likes, V&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;Mary, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;the, D &amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
14. &amp;lt;b&amp;gt;The lexicon licences lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
It is easy to see that the lexical entries contain exactly the right information&lt;br /&gt;
to license the lexical local trees. The general principle is the following:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Lexicon.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
In “X&amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt;”, X is a part of speech and the subscript &amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt; means that the local tree is licensed by a lexical entry.&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;The lexical local tree&amp;lt;/code&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical local tree.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical entry.PNG|160px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is a line in the English lexicon.&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
Note that the remaining lexical entries in 13. license the remaining three lexical trees in 11.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
15. &amp;lt;b&amp;gt;The phrase structure rules license non-lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
All the phrase structure rules have the following form:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Phrase structure rule form.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
“N” is the individual number of the rule.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples:&amp;lt;/b&amp;gt;&lt;br /&gt;
[[File:Examples phrase structure rules.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
Each of these rules contains exactly the right information to license one kind&lt;br /&gt;
of non-lexical local tree. The general principles are the following:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;a.Let X and Y be categories. Then, a local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;b. A local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule and y licences Y and z licences Z.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences X and XP.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;c. A local tree of the form &amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex6 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licenced by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;V: X -&amp;gt; w y z &amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is a phrase structure rule and w licences W, y licences Y, z licences Z&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences x and XP&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licenced by the Grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 phrase structure rule.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
16. Assume that the following are all phrase structure rules &amp;lt;b&amp;gt;(PSRs)&amp;lt;/b&amp;gt; of English. Hover over each &amp;lt;b&amp;gt;PSR&amp;lt;/b&amp;gt; to see an example:&amp;lt;br&amp;gt;&lt;br /&gt;
1: &amp;lt;abbr title=&amp;quot;e.g. The dog saw the cat.&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
2: &amp;lt;abbr title=&amp;quot;e.g. Lilly&amp;quot;&amp;gt;NP -&amp;gt; N &amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
3: &amp;lt;abbr title=&amp;quot;e.g. the student&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/abbr&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
4: &amp;lt;abbr title=&amp;quot;e.g. happy student&amp;quot;&amp;gt;NP -&amp;gt; A(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
5: &amp;lt;abbr title=&amp;quot;e.g. student with red hair&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
6: &amp;lt;abbr title=&amp;quot;e.g. smiles&amp;quot;&amp;gt;VP -&amp;gt; V&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
7: &amp;lt;abbr title=&amp;quot;e.g. likes the subject&amp;quot;&amp;gt;VP -&amp;gt; V N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
8: &amp;lt;abbr title=&amp;quot;e.g. sends me the paper&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
9: &amp;lt;abbr title=&amp;quot;e.g. sends the paper to me&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
10: &amp;lt;abbr title=&amp;quot;e.g. goes to the shop&amp;quot;&amp;gt;VP -&amp;gt; V PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
11: &amp;lt;abbr title=&amp;quot;e.g. think that Lilly likes Fido&amp;quot;&amp;gt;VP -&amp;gt; V CP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
12: &amp;lt;abbr title=&amp;quot;e.g. that Lilly likes Fido&amp;quot;&amp;gt;CP -&amp;gt; C S&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
13: &amp;lt;abbr title=&amp;quot;e.g. good&amp;quot;&amp;gt;AP -&amp;gt; A&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
14: &amp;lt;abbr title=&amp;quot;e.g. good at languages&amp;quot;&amp;gt;AP -&amp;gt; A PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
15: &amp;lt;abbr title=&amp;quot;e.g. to me&amp;quot;&amp;gt;PP -&amp;gt; P N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
16: &amp;lt;abbr title=&amp;quot;e.g. has done, is talking, might come&amp;quot;&amp;gt;VP -&amp;gt; V[fin] V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
17: &amp;lt;abbr title=&amp;quot;e.g. Drink some coffee Lilly will.&amp;quot;&amp;gt;S -&amp;gt; VP S/VP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Then, each of the non-lexical local trees in 11. are licensed by the grammar&lt;br /&gt;
of English, since for each of them there is an English phrase structure rule&lt;br /&gt;
that licenses it.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
17. &amp;lt;b&amp;gt;Summary:&amp;lt;/b&amp;gt; We have now proved that the following phrase structure tree&lt;br /&gt;
is licensed by the grammar of English, because it is completely composed&lt;br /&gt;
of local trees that are either licensed by the English lexicon or the English&lt;br /&gt;
phrase structure rules:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex8 phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
And, since the English grammar licenses this tree, its word string The cat&lt;br /&gt;
likes Mary is a grammatical expression of English. And the same for every&lt;br /&gt;
other one of the infinitely many word strings which native speakers accept&lt;br /&gt;
as grammatical English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
18. Contrast this with the word string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; which native&lt;br /&gt;
speakers of English do not regard as part of their language. In order to draw&lt;br /&gt;
a phrase structure tree for this string,&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ill-formed phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
we would need a phrase structure rule of the form &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Nonexisting psr.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
that is, a rule that combines the categories N and D in that order to form&lt;br /&gt;
a category X. But, English has no such phrase structure rule! Therefore,&lt;br /&gt;
the English grammar does not license a phrase structure tree for the string&lt;br /&gt;
&amp;lt;i&amp;gt;cat the likes Mary&amp;lt;/i&amp;gt;, which explains why speakers of English regard it as&lt;br /&gt;
ungrammatical. The same for all the infinitely many strings of words which&lt;br /&gt;
are ungrammatical in English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
19.&amp;lt;b&amp;gt;The listing problem is now solved&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Remember that it is impossible to list all the grammatical strings or their&lt;br /&gt;
phrase structure trees of English, since there are infinitely many. No speaker&lt;br /&gt;
is able to memorize them all. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
But, it &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible to list the grammar of English, which licenses all and&lt;br /&gt;
only the phrase structure trees of the strings of English words: over several&lt;br /&gt;
years of language acquisition, children can easily memorize the several ten&lt;br /&gt;
thousands of words of English and the 100+ phrase structure rules of the&lt;br /&gt;
language.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Task for Week 2 === &lt;br /&gt;
&lt;br /&gt;
1. Please follow the given example and explain if the sentence &#039;&#039;&#039;The big dog watched the small bird&#039;&#039;&#039; is grammatical according to the Grammar of English. Draw the phrase structure tree for the sentence on a sheet of paper, take a picture of it, and upload it to OLAT (Student Submissions folder).&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--2. Optional task: Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
3. Find 3 authentic examples from books or newspapers and annotate the words with their part of speech. Please upload your results to OLAT.&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
4. Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and  Arguments&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
5. Find 3 new sentences with new verbs and analyze them in the way of the exercises above. Do this with a word processor and upload the result to Olat.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==== Phrases ==== &lt;br /&gt;
&lt;br /&gt;
1. Work through the following sections of the Wiki: [[Phrases|Phrases]]&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 1&#039;&#039;&#039;| [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7 &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2909</id>
		<title>Syntax 1 Wiki: Week 1</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_1&amp;diff=2909"/>
		<updated>2020-06-26T13:53:19Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* The English Language and its Grammar */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== The English Language and its Grammar ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--Most of the material that was covered in class is written up in the following file:&lt;br /&gt;
&lt;br /&gt;
[[File:English Language and Grammar.pdf|frame|English Language and Grammar]] .&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
1. For the purposes of &amp;lt;u&amp;gt;Syntactic Theory&amp;lt;/u&amp;gt;, a string consists of one or more words: &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;dogs, Hunde, einkaufen gehen, to go shopping, the student of Linguistics,...&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
2. For the purposes of &amp;lt;u&amp;gt;English Syntax&amp;lt;/u&amp;gt;, we distinguish between two kinds of strings:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Strings which native speakers would accept as English:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Strings which native speakers would not accept as English: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt; Hunde,einkaufen gehen, go to shopping, waiting for bus the …&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
3. It is the task of English syntax to explain in a precise and principled fashion&lt;br /&gt;
which strings of words native speakers of English accept as well formed&lt;br /&gt;
English and which not.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
4. This task would be easy to accomplish, if one could simply list all the&lt;br /&gt;
English strings. But, unfortunately, one cannot do that, since there are&lt;br /&gt;
infinitely many well formed English strings:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;table&amp;gt;&lt;br /&gt;
      &amp;lt;tr&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;a.&amp;lt;br&amp;gt;&amp;lt;i&amp;gt;Mary is tired.&amp;lt;br&amp;gt;Mary is &amp;lt;u&amp;gt;very&amp;lt;/u&amp;gt; tired.&amp;lt;br&amp;gt; Mary is &amp;lt;u&amp;gt;very, very, very&amp;lt;/u&amp;gt; tired.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
           &amp;lt;td&amp;gt;b.&amp;lt;i&amp;gt;&amp;lt;br&amp;gt;Mary went to the store.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home.&amp;lt;br&amp;gt;Mary went to the store &amp;lt;u&amp;gt;but&amp;lt;/u&amp;gt; Jill stayed home &amp;lt;u&amp;gt;and&amp;lt;/u&amp;gt; Sue had the flu.,&amp;lt;br&amp;gt;...&amp;lt;/i&amp;gt;&amp;lt;/td&amp;gt;&lt;br /&gt;
      &amp;lt;/tr&amp;gt;&lt;br /&gt;
&amp;lt;/table&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
5. So, it is impossible to list all and only the well formed strings of English&lt;br /&gt;
words. But what &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible, is to find &amp;lt;b&amp;gt;a property&amp;lt;/b&amp;gt; that all and only the&lt;br /&gt;
strings of English have in common: they and only they are &amp;lt;b&amp;gt;grammatical&amp;lt;/b&amp;gt;&lt;br /&gt;
according to the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt;! All other strings are &amp;lt;u&amp;gt;ungrammatical&amp;lt;/u&amp;gt;&lt;br /&gt;
according to the Grammar of English.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
6. So, we need to concern ourselves with the Grammar of English. This is&lt;br /&gt;
what this course is all about!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
7. For the purposes of English syntax, the Grammar of English consists&lt;br /&gt;
of two parts:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. &amp;lt;b&amp;gt;The English Lexicon&amp;lt;/b&amp;gt;:&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a, aardvark, able, abut … …&amp;lt;/i&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. &amp;lt;b&amp;gt;The English Phrase Structure Rules&amp;lt;/b&amp;gt;: &lt;br /&gt;
&amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P), NP -&amp;gt; D N(P)…&amp;lt;/i&amp;gt; &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
8. With the &amp;lt;b&amp;gt;Grammar of English&amp;lt;/b&amp;gt; at our disposal, it is now easy to define&lt;br /&gt;
what it means for a string of words to be grammatical English: &amp;lt;b&amp;gt; a string&lt;br /&gt;
of words is grammatical English, if the English grammar licenses a&lt;br /&gt;
well formed phrase structure tree for that string. Otherwise, the&lt;br /&gt;
string is ungrammatical in English&amp;lt;/b&amp;gt;. Example:&lt;br /&gt;
[[File:Grammatical vs ungrammatical.PNG|780px]]&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;a. Since the tree on the left is a well formed phrase structure tree of&lt;br /&gt;
English, its string &amp;lt;i&amp;gt;The cat likes Mary&amp;lt;/i&amp;gt; is a grammatical expression of&lt;br /&gt;
English.&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;b. Since the tree on the right is not a well formed phrase structure tree&lt;br /&gt;
for English, its string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; is not a grammatical string&lt;br /&gt;
of English.  &amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
9. So, we can define &amp;lt;b&amp;gt;the English Language&amp;lt;/b&amp;gt; as all and only those strings&lt;br /&gt;
for which the English grammar licenses a well formed phrase structure tree.&lt;br /&gt;
Everything else is not part of the English language.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
10. We now need to make precise &amp;lt;b&amp;gt;how&amp;lt;/b&amp;gt; the grammar of English licenses well&lt;br /&gt;
formed phrase structure trees. For that, we need a simple, but important&lt;br /&gt;
technical concept, that of &amp;lt;b&amp;gt;a local tree&amp;lt;/b&amp;gt;.&amp;lt;br&amp;gt;&lt;br /&gt;
A &amp;lt;b&amp;gt;local tree&amp;lt;/b&amp;gt; consists of a single mother node and 1-3 daughters:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Local tree.PNG|780px]]&amp;lt;br&amp;gt;&lt;br /&gt;
Nothing else is a local tree.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
11. We now say that the grammar of English licenses a phrase structure tree,&lt;br /&gt;
if that tree is completely composed of local trees and the grammar of English&lt;br /&gt;
licenses every one of those local trees. For example, the grammatical phrase structure tree in 8. above is composed of eight local trees. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;Four of the local trees have a word at the bottom and for that reason are&lt;br /&gt;
called &amp;lt;b&amp;gt;Lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Lexical local trees.PNG]]&lt;br /&gt;
    &amp;lt;li&amp;gt;The other four local trees have parts of speech (= syntactic categories) as&lt;br /&gt;
labels of all nodes and thus are called &amp;lt;b&amp;gt;non-lexical local trees&amp;lt;/b&amp;gt;:&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Non-lexical local trees.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
12. It is now easy to see how the grammar of English can license all and only&lt;br /&gt;
the local trees that make up all the grammatical phrase structure trees of&lt;br /&gt;
English. Recall that the grammar has two parts, the lexicon and the phrase&lt;br /&gt;
structure rules. The lexicon will license the lexical local trees of English and&lt;br /&gt;
the phrase structure rules will license the non-lexical local trees of English. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
13. &amp;lt;b&amp;gt;The English Lexicon revisited&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
We will now be a little more precise as to what the English lexicon looks like.&lt;br /&gt;
Here is the portion of the English lexicon that shows the words that occur in&lt;br /&gt;
the word strings of 8. As you can see, each word is now listed with its part&lt;br /&gt;
of speech:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;cat, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;likes, V&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;Mary, N&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;the, D &amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
14. &amp;lt;b&amp;gt;The lexicon licences lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
It is easy to see that the lexical entries contain exactly the right information&lt;br /&gt;
to license the lexical local trees. The general principle is the following:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Lexicon.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
In “X&amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt;”, X is a part of speech and the subscript &amp;lt;sub&amp;gt;L&amp;lt;/sub&amp;gt; means that the local tree is licensed by a lexical entry.&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;The lexical local tree&amp;lt;/code&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical local tree.PNG]]&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex1 lexical entry.PNG|160px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is a line in the English lexicon.&amp;lt;/code&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
Note that the remaining lexical entries in 13. license the remaining three lexical trees in 11.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
15. &amp;lt;b&amp;gt;The phrase structure rules license non-lexical local trees&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
All the phrase structure rules have the following form:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Phrase structure rule form.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
“N” is the individual number of the rule.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;Examples:&amp;lt;/b&amp;gt;&lt;br /&gt;
[[File:Examples phrase structure rules.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
Each of these rules contains exactly the right information to license one kind&lt;br /&gt;
of non-lexical local tree. The general principles are the following:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;a.Let X and Y be categories. Then, a local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex2 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 non-lexical local tree.PNG|80px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex3 phrase structure rule.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;b. A local tree of the form&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licensed by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex4 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is an English phrase structure rule and y licences Y and z licences Z.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences X and XP.&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 local tree.PNG|100px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licensed by the grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex5 phrase structure rule.PNG|120px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;hr&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;c. A local tree of the form &amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex6 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is licenced by the grammar of English, if&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;b&amp;gt;V: X -&amp;gt; w y z &amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;is a phrase structure rule and w licences W, y licences Y, z licences Z&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x licences X&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;&amp;lt;b&amp;gt;x(p) licences x and XP&amp;lt;/b&amp;gt;&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
&amp;lt;li&amp;gt;&amp;lt;b&amp;gt;Example:&amp;lt;/b&amp;gt;&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;code&amp;gt;A local tree of the form&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 local tree.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is licenced by the Grammar of English, since&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex7 phrase structure rule.PNG|150px]]&lt;br /&gt;
&amp;lt;code&amp;gt;is an English phrase structure rule.&amp;lt;/code&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
16. Assume that the following are all phrase structure rules &amp;lt;b&amp;gt;(PSRs)&amp;lt;/b&amp;gt; of English. Hover over each &amp;lt;b&amp;gt;PSR&amp;lt;/b&amp;gt; to see an example:&amp;lt;br&amp;gt;&lt;br /&gt;
1: &amp;lt;abbr title=&amp;quot;e.g. The dog saw the cat.&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
2: &amp;lt;abbr title=&amp;quot;e.g. Lilly&amp;quot;&amp;gt;NP -&amp;gt; N &amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
3: &amp;lt;abbr title=&amp;quot;e.g. the student&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/abbr&amp;gt; &amp;lt;br&amp;gt;&lt;br /&gt;
4: &amp;lt;abbr title=&amp;quot;e.g. happy student&amp;quot;&amp;gt;NP -&amp;gt; A(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
5: &amp;lt;abbr title=&amp;quot;e.g. student with red hair&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
6: &amp;lt;abbr title=&amp;quot;e.g. smiles&amp;quot;&amp;gt;VP -&amp;gt; V&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
7: &amp;lt;abbr title=&amp;quot;e.g. likes the subject&amp;quot;&amp;gt;VP -&amp;gt; V N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
8: &amp;lt;abbr title=&amp;quot;e.g. sends me the paper&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
9: &amp;lt;abbr title=&amp;quot;e.g. sends the paper to me&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
10: &amp;lt;abbr title=&amp;quot;e.g. goes to the shop&amp;quot;&amp;gt;VP -&amp;gt; V PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
11: &amp;lt;abbr title=&amp;quot;e.g. think that Lilly likes Fido&amp;quot;&amp;gt;VP -&amp;gt; V CP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
12: &amp;lt;abbr title=&amp;quot;e.g. that Lilly likes Fido&amp;quot;&amp;gt;CP -&amp;gt; C S&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
13: &amp;lt;abbr title=&amp;quot;e.g. good&amp;quot;&amp;gt;AP -&amp;gt; A&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
14: &amp;lt;abbr title=&amp;quot;e.g. good at languages&amp;quot;&amp;gt;AP -&amp;gt; A PP&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
15: &amp;lt;abbr title=&amp;quot;e.g. to me&amp;quot;&amp;gt;PP -&amp;gt; P N(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
16: &amp;lt;abbr title=&amp;quot;e.g. has done, is talking, might come&amp;quot;&amp;gt;VP -&amp;gt; V[fin] V(P)&amp;lt;/abbr&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Then, each of the non-lexical local trees in 11. are licensed by the grammar&lt;br /&gt;
of English, since for each of them there is an English phrase structure rule&lt;br /&gt;
that licenses it.&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
17. &amp;lt;b&amp;gt;Summary:&amp;lt;/b&amp;gt; We have now proved that the following phrase structure tree&lt;br /&gt;
is licensed by the grammar of English, because it is completely composed&lt;br /&gt;
of local trees that are either licensed by the English lexicon or the English&lt;br /&gt;
phrase structure rules:&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ex8 phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
And, since the English grammar licenses this tree, its word string The cat&lt;br /&gt;
likes Mary is a grammatical expression of English. And the same for every&lt;br /&gt;
other one of the infinitely many word strings which native speakers accept&lt;br /&gt;
as grammatical English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
18. Contrast this with the word string &amp;lt;i&amp;gt;*cat the likes Mary&amp;lt;/i&amp;gt; which native&lt;br /&gt;
speakers of English do not regard as part of their language. In order to draw&lt;br /&gt;
a phrase structure tree for this string,&amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Ill-formed phrase structure tree.PNG|500px]]&amp;lt;br&amp;gt;&lt;br /&gt;
we would need a phrase structure rule of the form &amp;lt;br&amp;gt;&lt;br /&gt;
[[File:Nonexisting psr.PNG]]&amp;lt;br&amp;gt;&lt;br /&gt;
that is, a rule that combines the categories N and D in that order to form&lt;br /&gt;
a category X. But, English has no such phrase structure rule! Therefore,&lt;br /&gt;
the English grammar does not license a phrase structure tree for the string&lt;br /&gt;
&amp;lt;i&amp;gt;cat the likes Mary&amp;lt;/i&amp;gt;, which explains why speakers of English regard it as&lt;br /&gt;
ungrammatical. The same for all the infinitely many strings of words which&lt;br /&gt;
are ungrammatical in English!&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
19.&amp;lt;b&amp;gt;The listing problem is now solved&amp;lt;/b&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Remember that it is impossible to list all the grammatical strings or their&lt;br /&gt;
phrase structure trees of English, since there are infinitely many. No speaker&lt;br /&gt;
is able to memorize them all. &amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
But, it &amp;lt;b&amp;gt;is&amp;lt;/b&amp;gt; possible to list the grammar of English, which licenses all and&lt;br /&gt;
only the phrase structure trees of the strings of English words: over several&lt;br /&gt;
years of language acquisition, children can easily memorize the several ten&lt;br /&gt;
thousands of words of English and the 100+ phrase structure rules of the&lt;br /&gt;
language.&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
=== Task for Week 2 === &lt;br /&gt;
&lt;br /&gt;
1. Please follow the given example and explain if the sentence &#039;&#039;&#039;The big dog watched the small bird&#039;&#039;&#039; is grammatical according to the Grammar of English. Draw the phrase structure tree for the sentence on a sheet of paper, take a picture of it, and upload it to OLAT (Student Submissions folder).&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--2. Optional task: Work through the following sections of the Wiki:&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[[File:glasses.png|20px|left]][[Words|Words]]&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
2. Do the [[Exercises_on_Parts_of_Speech|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Parts of Speech&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
3. Find 3 authentic examples from books or newspapers and annotate the words with their part of speech. Please upload your results to OLAT.&amp;lt;br&amp;gt; --&amp;gt;&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
4. Do the [[Predicates_and_Arguments|&amp;lt;span style=&amp;quot;color: red&amp;gt;Exercises on Predicates and  Arguments&amp;lt;/span&amp;gt;]].&amp;lt;br&amp;gt;&lt;br /&gt;
5. Find 3 new sentences with new verbs and analyze them in the way of the exercises above. Do this with a word processor and upload the result to Olat.&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
==== Phrases ==== &lt;br /&gt;
&lt;br /&gt;
1. Work through the following sections of the Wiki: [[Phrases|Phrases]]&amp;lt;br&amp;gt;--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 1&#039;&#039;&#039;| [[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]| [[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_6| &#039;&#039;&#039;Week 6&#039;&#039;&#039;]]| Week 7 &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2908</id>
		<title>Syntax 1 Wiki: Week 6</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2908"/>
		<updated>2020-06-26T12:21:48Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Specifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
==Types of Phrases==&lt;br /&gt;
===Head-Complement Phrases===&lt;br /&gt;
A head-complement phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a word&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;1 or 2 signs &amp;lt;/i&amp;gt;[= the non-head daughter(s)] whose syntactic categories can be unified with the syntactic categories on the word’s comps list.&lt;br /&gt;
&lt;br /&gt;
Scheme 1: The head licenses 1 complement&lt;br /&gt;
&lt;br /&gt;
[[File:H-C phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;XP -&amp;gt; X + COMPS&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;PP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; of][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;AP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; fond][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; of Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; speaks][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2: The head licenses 2 complements&lt;br /&gt;
[[File:H-C phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; show][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; me][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Frankfurt]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; give][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to the student]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; put][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; on the table]]&amp;lt;/li&amp;gt;   &lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Head-Specifier Phrases===&lt;br /&gt;
A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second&lt;br /&gt;
sign&amp;lt;/i&amp;gt; [= the non-head daughter] whose syntactic category can be unified with the syntactic category on the word’s spr list:&lt;br /&gt;
[[File:H-SPR phrase.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; the][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; those][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; apples]]&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; smokes]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes Fido]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; The student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; showed a cat to Fido]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Head-Modifier Phrases===&lt;br /&gt;
There are 3 kinds of head-modifier phrases.&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 1. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;an adjectival sign&amp;lt;/i&amp;gt; [= the non-head&lt;br /&gt;
daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking&lt;br /&gt;
for its specifier.&lt;br /&gt;
[[File:H-M phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; A N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; happy][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; big][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; cat]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; huge][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; interest in languages]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter]which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter]&lt;br /&gt;
[[File:H-M phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with red hair]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; professor][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; from Frankfurt]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 3. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a verbal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter].&lt;br /&gt;
[[File:H-M phrase 3.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; works][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; at the university]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; saw Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with a cat]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Phrase Formation ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
Here is the file that we went through in class this week:&lt;br /&gt;
&lt;br /&gt;
[[File:Phrase-Formation-Version3.pdf]]--&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[http://141.2.159.95:7030/wt/ Link to the Online Grammar]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Navigation: &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] |[[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 6&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2907</id>
		<title>Syntax 1 Wiki: Week 6</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2907"/>
		<updated>2020-06-17T15:37:36Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Head-Modifier Phrases */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
==Types of Phrases==&lt;br /&gt;
===Head-Complement Phrases===&lt;br /&gt;
A head-complement phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a word&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;1 or 2 signs &amp;lt;/i&amp;gt;[= the non-head daughter(s)] whose syntactic categories can be unified with the syntactic categories on the word’s comps list.&lt;br /&gt;
&lt;br /&gt;
Scheme 1: The head licenses 1 complement&lt;br /&gt;
&lt;br /&gt;
[[File:H-C phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;XP -&amp;gt; X + COMPS&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;PP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; of][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;AP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; fond][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; of Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; speaks][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2: The head licenses 2 complements&lt;br /&gt;
[[File:H-C phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; show][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; me][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Frankfurt]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; give][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to the student]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; put][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; on the table]]&amp;lt;/li&amp;gt;   &lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Head-Specifier Phrases===&lt;br /&gt;
A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second&lt;br /&gt;
sign&amp;lt;/i&amp;gt; [= the non-head daughter] whose syntactic category can be unified with the syntactic category on the word’s spr list:&lt;br /&gt;
[[File:H-SPR phrase.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; the][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; those][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; apples]]&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; smokes]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes Fido]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; The student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; showed a cat to Fido]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--===Head-Modifier Phrases===&lt;br /&gt;
There are 3 kinds of head-modifier phrases.&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 1. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;an adjectival sign&amp;lt;/i&amp;gt; [= the non-head&lt;br /&gt;
daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking&lt;br /&gt;
for its specifier.&lt;br /&gt;
[[File:H-M phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; A N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; happy][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; big][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; cat]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; huge][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; interest in languages]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter]which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter]&lt;br /&gt;
[[File:H-M phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with red hair]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; professor][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; from Frankfurt]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 3. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a verbal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter].&lt;br /&gt;
[[File:H-M phrase 3.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; works][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; at the university]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; saw Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with a cat]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
--&amp;gt;&lt;br /&gt;
&lt;br /&gt;
== Phrase Formation ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
Here is the file that we went through in class this week:&lt;br /&gt;
&lt;br /&gt;
[[File:Phrase-Formation-Version3.pdf]]--&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[http://141.2.159.95:7030/wt/ Link to the Online Grammar]&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Navigation: &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] |[[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 6&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
	<entry>
		<id>https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2906</id>
		<title>Syntax 1 Wiki: Week 6</title>
		<link rel="alternate" type="text/html" href="https://www.english-linguistics.de/grammarparadise/wiki/index.php?title=Syntax_1_Wiki:_Week_6&amp;diff=2906"/>
		<updated>2020-06-17T15:37:01Z</updated>

		<summary type="html">&lt;p&gt;Iva: /* Phrase Formation */&lt;/p&gt;
&lt;hr /&gt;
&lt;div&gt;&amp;lt;font face=&amp;quot;Arial, Helvetica, sans-serif&amp;quot;&amp;gt;&lt;br /&gt;
&amp;lt;font size=&amp;quot;3&amp;quot;&amp;gt;&lt;br /&gt;
==Types of Phrases==&lt;br /&gt;
===Head-Complement Phrases===&lt;br /&gt;
A head-complement phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a word&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;1 or 2 signs &amp;lt;/i&amp;gt;[= the non-head daughter(s)] whose syntactic categories can be unified with the syntactic categories on the word’s comps list.&lt;br /&gt;
&lt;br /&gt;
Scheme 1: The head licenses 1 complement&lt;br /&gt;
&lt;br /&gt;
[[File:H-C phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;XP -&amp;gt; X + COMPS&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;PP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; of][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;AP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; fond][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; of Lilly]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; speaks][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to Fido]]&amp;lt;/li&amp;gt;&lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2: The head licenses 2 complements&lt;br /&gt;
[[File:H-C phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) N(P)&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V N(P) PP&amp;lt;/i&amp;gt;&amp;lt;br&amp;gt;&lt;br /&gt;
Examples:&lt;br /&gt;
&amp;lt;ul&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; show][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; me][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; Frankfurt]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; give][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; to the student]]&amp;lt;/li&amp;gt;&lt;br /&gt;
    &amp;lt;li&amp;gt;[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; put][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; the book][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;C&amp;lt;/i&amp;gt; on the table]]&amp;lt;/li&amp;gt;   &lt;br /&gt;
&amp;lt;/ul&amp;gt;&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Head-Specifier Phrases===&lt;br /&gt;
A head-specifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a sign&amp;lt;/i&amp;gt; [= the head daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a second&lt;br /&gt;
sign&amp;lt;/i&amp;gt; [= the non-head daughter] whose syntactic category can be unified with the syntactic category on the word’s spr list:&lt;br /&gt;
[[File:H-SPR phrase.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structures:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; D N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; the][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; those][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; apples]]&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S -&amp;gt; N(P) V(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; smokes]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; likes Fido]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;S&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;SPR&amp;lt;/i&amp;gt; The student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; showed a cat to Fido]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
===Head-Modifier Phrases===&lt;br /&gt;
There are 3 kinds of head-modifier phrases.&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 1. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;an adjectival sign&amp;lt;/i&amp;gt; [= the non-head&lt;br /&gt;
daughter] with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking&lt;br /&gt;
for its specifier.&lt;br /&gt;
[[File:H-M phrase 1.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; A N(P)&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; happy][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; big][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; cat]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; huge][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; interest in languages]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 2. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a nominal sign&amp;lt;/i&amp;gt; [= the head daughter]which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter]&lt;br /&gt;
[[File:H-M phrase 2.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP -&amp;gt; N(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; student][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with red hair]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;NP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; professor][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; from Frankfurt]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
Scheme 3. A Head-modifier phrase can be formed by combining &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a verbal sign&amp;lt;/i&amp;gt; [= the head daughter] which is COMPS-complete but is sill looking for its specifier with &amp;lt;i style=&amp;quot;color:blue;&amp;quot;&amp;gt;a PP&amp;lt;/i&amp;gt; [= the non-head daughter].&lt;br /&gt;
[[File:H-M phrase 3.PNG|left|400px|caption]]&lt;br /&gt;
&amp;lt;div style=&amp;quot;color:#fff; background:#72777d&amp;quot;&amp;gt; &lt;br /&gt;
This schema licenses the following structure:&amp;lt;br&amp;gt;&lt;br /&gt;
*&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP -&amp;gt; V(P) PP&amp;lt;/i&amp;gt;&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; works][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; at the university]]&lt;br /&gt;
**[&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;VP&amp;lt;/i&amp;gt; [&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;H&amp;lt;/i&amp;gt; saw Lilly][&amp;lt;i style=&amp;quot;color:#ffff00&amp;quot;&amp;gt;MOD&amp;lt;/i&amp;gt; with a cat]]&lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;br /&gt;
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&amp;lt;br&amp;gt;&lt;br /&gt;
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&lt;br /&gt;
== Phrase Formation ==&lt;br /&gt;
&lt;br /&gt;
&amp;lt;!--&lt;br /&gt;
Here is the file that we went through in class this week:&lt;br /&gt;
&lt;br /&gt;
[[File:Phrase-Formation-Version3.pdf]]--&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
[http://141.2.159.95:7030/wt/ Link to the Online Grammar]&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&amp;lt;br&amp;gt;&lt;br /&gt;
&lt;br /&gt;
Navigation: &lt;br /&gt;
&amp;lt;div align=&amp;quot;center&amp;quot;&amp;gt;&lt;br /&gt;
   [[Syntax_1_Wiki |&#039;&#039;&#039;Main page&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_1| &#039;&#039;&#039;Week 1&#039;&#039;&#039;]] |[[Syntax_1_Wiki:_Week_2| &#039;&#039;&#039;Week 2&#039;&#039;&#039;]]|[[Phrases| &#039;&#039;&#039;Week 3&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_4| &#039;&#039;&#039;Week 4&#039;&#039;&#039;]]|[[Syntax_1_Wiki:_Week_5| &#039;&#039;&#039;Week 5&#039;&#039;&#039;]]| &#039;&#039;&#039;Week 6&#039;&#039;&#039;|[[Syntax_1_Wiki:_Week_7| &#039;&#039;&#039;Week 7&#039;&#039;&#039;]] &lt;br /&gt;
&amp;lt;/div&amp;gt;&lt;/div&gt;</summary>
		<author><name>Iva</name></author>
	</entry>
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