A Grammar of Old Irish
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Perfect Tenses 8.Pdf
Name Date Lesson 7 Perfect Tenses Teaching The present perfect tense shows an action or condition that began in the past and continues into the present. Present Perfect Dan has called every day this week. The past perfect tense shows an action or condition in the past that came before another action or condition in the past. Past Perfect Dan had called before Ellen arrived. The future perfect tense shows an action or condition in the future that will occur before another action or condition in the future. Future Perfect Dan will have called before Ellen arrives. To form the present perfect, past perfect, and future perfect tenses, add has, have, had, or will have to the past participle. Tense Singular Plural Present Perfect I have called we have called has or have + past participle you have called you have called he, she, it has called they have called Past Perfect I had called we had called had + past participle you had called you had called he, she, it had called they had called CHAPTER 4 Future Perfect I will have called we will have called will + have + past participle you will have called you will have called he, she, it will have called they will have called Recognizing the Perfect Tenses Underline the verb in each sentence. On the blank, write the tense of the verb. 1. The film house has not developed the pictures yet. _______________________ 2. Fred will have left before Erin’s arrival. _______________________ 3. Florence has been a vary gracious hostess. _______________________ 4. Andi had lost her transfer by the end of the bus ride. -
Ireland: Savior of Civilization?
Constructing the Past Volume 14 Issue 1 Article 5 4-2013 Ireland: Savior of Civilization? Patrick J. Burke Illinois Wesleyan University, [email protected] Follow this and additional works at: https://digitalcommons.iwu.edu/constructing Recommended Citation Burke, Patrick J. (2013) "Ireland: Savior of Civilization?," Constructing the Past: Vol. 14 : Iss. 1 , Article 5. Available at: https://digitalcommons.iwu.edu/constructing/vol14/iss1/5 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of the Undergraduate Economic Review and the Economics Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Ireland: Savior of Civilization? Abstract One of the most important aspects of early medieval Ireland is the advent of Christianity on the island, accompanied by education and literacy. As an island removed from the Roman Empire, Ireland developed uniquely from the rest of western continental and insular Europe. Amongst those developments was that Ireland did not have a literary tradition, or more specifically a Latin literary tradition, until Christianity was introduced to the Irish. -
Chapter One Phonetic Change
CHAPTERONE PHONETICCHANGE The investigation of the nature and the types of changes that affect the sounds of a language is the most highly developed area of the study of language change. The term sound change is used to refer, in the broadest sense, to alterations in the phonetic shape of segments and suprasegmental features that result from the operation of phonological process es. The pho- netic makeup of given morphemes or words or sets of morphemes or words also may undergo change as a by-product of alterations in the grammatical patterns of a language. Sound change is used generally to refer only to those phonetic changes that affect all occurrences of a given sound or class of sounds (like the class of voiceless stops) under specifiable phonetic conditions . It is important to distinguish between the use of the term sound change as it refers tophonetic process es in a historical context , on the one hand, and as it refers to phonetic corre- spondences on the other. By phonetic process es we refer to the replacement of a sound or a sequenceof sounds presenting some articulatory difficulty by another sound or sequence lacking that difficulty . A phonetic correspondence can be said to exist between a sound at one point in the history of a language and the sound that is its direct descendent at any subsequent point in the history of that language. A phonetic correspondence often reflects the results of several phonetic process es that have affected a segment serially . Although phonetic process es are synchronic phenomena, they often have diachronic consequences. -
Notes on the Development of the Linguistic Society of America 1924 To
NOTES ON THE DEVELOPMENT OF THE LINGUISTIC SOCIETY OF AMERICA 1924 TO 1950 MARTIN JOOS for JENNIE MAE JOOS FORE\\ORO It is important for the reader of this document to know how it came to be written and what function it is intended to serve. In the early 1970s, when the Executive Committee and the Committee on Pub1ications of the linguistic Society of America v.ere planning for the observance of its Golden Anniversary, they decided to sponsor the preparation of a history of the Society's first fifty years, to be published as part of the celebration. The task was entrusted to the three living Secretaries, J M. Cowan{who had served from 1940 to 1950), Archibald A. Hill {1951-1969), and Thomas A. Sebeok {1970-1973). Each was asked to survey the period of his tenure; in addition, Cowan,who had learned the craft of the office from the Society's first Secretary, Roland G. Kent {deceased 1952),was to cover Kent's period of service. At the time, CO'flal'\was just embarking on a new career. He therefore asked his close friend Martin Joos to take on his share of the task, and to that end gave Joos all his files. Joos then did the bulk of the research and writing, but the~ conferred repeatedly, Cowansupplying information to which Joos v.t>uldnot otherwise have had access. Joos and HiU completed their assignments in time for the planned publication, but Sebeok, burdened with other responsibilities, was unable to do so. Since the Society did not wish to bring out an incomplete history, the project was suspended. -
The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e. -
Reduction of Allomorphy and the Plural in Irish1
In: Ériu (36), 1985, 143-62. Reduction of allomorphy and the plural in Irish1 Raymond Hickey University of Bonn INTRODUCTION Throughout the development of Irish there has been, much as in English, a decline in the complexity of nominal morphology. Considerable case syncretism has taken place so that only three cases survive, the nominative the genitive with the semantically anomalous vocative. In the nominal system of Modern Irish the form of the genitive singular is decisive. It has been responsible for organizing the nouns into cases (Christian Brothers 1960, 57ff). These classes are themselves unsatisfactory, a fact noted quite early by Finck (1899, 160), later by Ó Cuív (1956, 86f.) and recently by Wigger (1973,61), particularly as they are based on orthographical considerations and do not contain a maximum degree of generalization concerning genitive formation. In Modern Irish nominal morphology the form of the negative is only half of the story, so to speak. The second half is the form of the nominative plural. With all but a few nouns ( such as monosyllables with palatalize for the genitive singular) the plural has only one form for both the nominative and genitive case. In all productive formations the plural is not diaform but uniform. But this single form is by no means the same for all declensions. To go by surface forms Irish has a very large number of plural formational types. Despite the plethora of manifestations, however, the number of basic plural types is reducible to two, as will be presently shown, with a very small number of unproductive plurals remaining as remnants of older declensional types. -
<HAVE + PERFECT PARTICIPLE> in ROMANCE and ENGLISH
<HAVE + PERFECT PARTICIPLE> IN ROMANCE AND ENGLISH: SYNCHRONY AND DIACHRONY A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Diego A. de Acosta May 2006 © 2006 Diego A. de Acosta <HAVE + PERFECT PARTICIPLE> IN ROMANCE AND ENGLISH: SYNCHRONY AND DIACHRONY Diego A. de Acosta, Ph.D. Cornell University 2006 Synopsis: At first glance, the development of the Romance and Germanic have- perfects would seem to be well understood. The surface form of the source syntagma is uncontroversial and there is an abundant, inveterate literature that analyzes the emergence of have as an auxiliary. The “endpoints” of the development may be superficially described as follows (for English): (1) OE Ic hine ofslægenne hæbbe > Eng I have slain him The traditional view is that the source syntagma, <have + noun.ACC + perfect participle>, is structured [have [noun participle]], and that this syntagma undergoes change as have loses its possessive meaning. In this dissertation, I demonstrate that the traditional view is untenable and readdress two fundamental questions about the development of have-perfects: (i) how is the early ability of have to predicate possession connected with its later role in the perfect?; (ii) what are the syntactic structures and meanings of <have + noun.ACC + perfect participle> before the emergence of the have-perfect? With corpus evidence, I show that that the surface string <have + noun.ACC + perfect participle> corresponds to three different structures in Old English and Latin; all of these survive into modern English and the Romance languages. -
An Introduction to the Knowledge of Greek Grammar
AN * INTRODUCTION TO THE KNOWLEDGE or GREEK GRAMMAR. By SAMUEL B. WYLIE, D. D. IN THE WICE PROVOST AND PROFESSOR of ANCIENT LANGUAGES UNIVERSITY OF PENNSYLVANIA. *NWTIET 16). <e) - \ 3} f) iſ a t t I pi} f a, J. whet HAM, 144 CHES NUT STREET. 1838. Entered according to Act of Congress, in the year 1838, by SAMUEL B. Wylie, in the Clerk's Office of the District Court of the Eastern District of Pennsylvania. ANDov ER, MAss. Gould & Newman, Printers. **'. … Tº Co PR E FA C E. CoNSIDERING the number of Greek Grammars, already in market, some apology may appear necessary for the introduction of a new one. Without formally making a defence, it may be remarked, that subjects of deep interest, need to be viewed in as many different bearings as can readily be obtained. Grammar, whether considered as a branch of philological science, or a system of rules subservient to accuracy in speaking or writing any language, embraces a most interesting field of research, as wide and unlimited, as the progres sive development of the human mind. A work of such magnitude, requires a great variety of laborers, and even the humblest may be of some service. Even erroneous positions may be turned to good account, should they, by their refutation, contribute to the elucida tion of principle. A desire of obtaining a more compendious and systematic view of grammatical principles, and more adapted to his own taste in order and arrangement, induced the author to undertake, and gov erned him in the compilation of this manual. -
Gender in Irish Between Continuity and Change1
Gender in Irish between continuity and change1 Alessio S. Frenda Trinity College Dublin The gender system of Irish appears to have undergone a process of simplification: traditionally depending on both formal and semantic assignment rules, agreement in contemporary spoken Irish is still rather conservative within the noun phrase, but almost exclusively semantic anaphorically. Language contact and the resulting obsolescence seem to have had some influence on these developments: for instance, structures that have a functional counterpart in English seem more resilient than others. But language-internal developments, particularly the phonetic erosion and loss of word-final syllables, may have played an important role, too: similar developments have been observed in non-obsolescent languages like Dutch and French. In this article, I illustrate some specific aspects of the Irish situation with examples drawn from a corpus of spoken Irish and frame the simplification process in terms of structural convergence in the context of language contact. Keywords: Irish, grammatical gender, language change, language obsolescence, contact, convergence 1. Introduction In this article I present the findings of a comparison between two corpora of spoken Irish, representative, respectively, of a traditional Gaeltacht vari- 1 This research was funded by a Government of Ireland Exchange Scholarship and by an IRCHSS Postgraduate Scholarship. I am grateful to the following people for their com- ments on earlier drafts of this article: John Saeed, Brian Nolan, Gearóid Ó Donnchadha, Pauline Welby and two anonymous reviewers; thanks are also due to Eamonn Mullins for his assistance with the statistical analysis of the data. I take full responsibility for any errors or oversights. -
Early Christian Thought
The RouTledge Companion To eaRly ChRisTian ThoughT The shape and course which Christian thought has taken over its history is largely due to the contributions of individuals and communities in the second and third centuries. Bringing together a remarkable team of distinguished scholars, The Routledge Companion to Early Christian Thought is the ideal companion for those seeking to understand the way in which early Christian thought developed within its broader cultural milieu and was communicated through its literature, especially as it was directed toward theological concerns. divided into three parts, the Companion: • asks how Christianity’s development was impacted by its interaction with cultural, philosophical, and religious elements within the broader context of the second and third centuries; • examines the way in which early Christian thought was manifest in key individuals and literature in these centuries; • analyses early Christian thought as it was directed toward theological concerns such as god, Christ, redemption, scripture, and the community and its worship. D. Jeffrey Bingham is department Chair and professor of Theological studies at dallas Theological seminary, usa. he is editor of the Brill monograph series, The Bible in Ancient Christianity, as well as author of Irenaeus’ Use of Matthew’s Gospel in Adversus Haereses and several articles and essays on the theology and biblical inter- pretation of early Christianity. The RouTledge Companion To eaRly ChRisTian ThoughT Edited by D. Jeffrey Bingham First published 2010 by Routledge 2 park square, milton park, abingdon, oxon oX14 4Rn simultaneously published in the usa and Canada by Routledge 270 madison ave., new york, ny 100016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2010. -
How to Get a Distinction in Junior Cycle Irish
presents Irish How to get a Distinction in Junior Cycle Irish by Áine R. Áine R. was a top student in her Irish class. Here, she shares some advice that she believes will help you achieve a Distinction in Junior Cycle Irish. The new Junior Cycle Irish course is specifically designed to test students of all levels – getting a distinction won’t be easy! The exam is split into two parts, Roinn A, the listening section, and Roinn B, the reading, composition, and literature section. The course also includes two CBAs and an Assessment Task. To get a distinction, you must achieve at least 270 marks out of the 300 total. This guide is designed to take you step-by-step through the Junior Cycle exam, giving you tips and tricks relevant to each question along the way. Contents Classroom Based Assessments & The Assessment Task 3 Final Assessment 5 Some Final tips 10 2 Classroom Based Assessments & The Assessment Task The Classroom Based Assessments (CBAs) do not count towards the final grade that appears on your Junior Certificate; however, they are graded and the result will appear on what is known as the Junior Cycle Profile of Achievement. Based on the quality of each of your CBAs, you will be awarded a descriptor: Yet to meet expectations, In line with expectations, Above expectations, or Exceptional. There are two CBAs that must be completed: 1. Classroom Based Assessment 1 (The Collection of Texts): At the beginning of third year, you will begin to prepare your collection of texts. This is a small portfolio of some of your best work from second and third year. -
A CASE STUDY Falling from Aristotle to Heidegger
A CASE STUDY Falling from Aristotle to Heidegger A Dissertation Submitted to the Division of Media and Communications of the European Graduate School in Candidacy of the Degree of Doctor in Philosophy By Vincent W.J. van Gerven Oei 2011 Supervised by Avital Ronell τὰ δεσποτῶν γὰρ εὖ πεσόντα θήσομαι, τρὶς ἓξ βαλοὐσης τῆσδέ μοι φρυκτωρίας. I shall take advantage of the dice that have fallen well for my masters — this beacon-watch has thrown me a triple six! — Aeschylus, Agamemnon 32–3 Fig. 1: Two knucklebones (ἀστράγαλοι), a type of Greek dice. Left with the χῖον (1) side up, right with the κῶϊον (6) side up. Both have the πρανές (4) side facing forward, marked by the horn-like protrusions and de left side of the knucklebones. Fig. 2: Two knucklebones (ἀστράγαλοι), a type of Greek dice. Left showingὕπτιον (3) side, right showing the πρανές (4) side. Fig. 3: A South-African Boer ox wagon made from a jawbone (kakebeenwa) pulled by ten oxen made from knucklebones (dolosse). (Voortrekkersmonument, Pretoria sa). Contents Prefatory Remarks . xi Preamble The Stranger. 21 §1 A detour through case. 21 §2 Introducing the Stranger . 26 §3 Noun-words and time-words. 31 Chapter One Aristotle. 35 §4 Homonymy, synonymy, paronymy . 35 §5 Qualities and relatives. 39 §6 The paradigm of case. .42 §7 Noun-words and time-words . .47 §8 Excluding cases . .49 §9 Unmasking sophistic use of case. 52 §10 The first declarative sentence . 56 §11 Calling the noun-word. 60 §12 A discourse of something . .63 §13 The case of the subject.