The Quest for the Present Tense: the Poet and the Dreamer in Douglas' the Palice of Honour
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The Interpretation of Tense — I Didn't Turn Off the Stove Toshiyuki Ogihara
The interpretation of tense — I didn’t turn off the stove Toshiyuki Ogihara — University of Washington [email protected] Kiyomi Kusumoto — Kwansei Gakuin University [email protected] Abstract This chapter examines Partee’s (1973) celeBrated claim that tenses are not existential quantifiers but pronouns. In the first half of the chapter, we show that this proposal successfully accounts for the Behavior of tense morphemes regarding deixis, anaphora, and presupposition. It is also compatiBle with cases where tense morphemes Behave like Bound variables. In the second half of the chapter, we turn to the syntax-semantics interface and propose some concrete implementations Based on three different assumptions aBout the semantics of tense: (i) quantificational; (ii) pronominal; (iii) relational. Finally, we touch on some tense-related issues involving temporal adverBials and cross-linguistic differences. Keywords tense, pronoun, quantification, Bound variaBle, referential, presupposition, temporal adverbial (7 key words) 1. Introduction This article discusses the question of whether the past tense morpheme is analogous to pronouns and if so how tense is encoded in the system of the interfaces between syntax and semantics. The languages we will deal with in this article have tense morphemes that are attached to verbs. We use 1 this type of language as our guide and model. Whether tense is part of natural language universals, at least in the area of semantic interpretation, is debatable.1 Montague’s PTQ (1973) introduces a formal semantic system that incorporates some tense and aspect forms in natural language and their model-theoretic interpretation. It introduces tense operators based on Prior’s (1957, 1967) work on tense logic. -
Narrative Genres Narrative Text 1
Moorgate Primary School English: INTENT Grammar, Punctuation and Writing Genres Criteria for Fiction and Non-Fiction Genres This is a suggested overview for each genre, giving a list of grammar and punctuation. It is not a definitive list. It will depend on the age group as to what you will include or exclude. For each genre you will work on vocabulary such as prefixes, suffixes, antonyms, synonyms, homonyms, etc. Where possible, different sentence structures should be taught. This will be developed through the year and throughout the Key Stage. Narrative Genres Narrative text 1. Adventure and mystery stories – past tense First or third person 2. Myths and legends – past tense Inverted commas 3. Stories with historical settings – past tense Personification 4. Stories set in imaginary worlds – past or future tense Similes 5. Stories with issues and dilemmas – past tense Metaphors 6. Flashback – past and present tense Onomatopoeia 7. Traditional fairy story – past tense Noun phrases 8. Ghost story – past tense Different sentence openers (prepositions, adverbs, connectives, “- ing” words, adverbs, “-ed” words, similes) Synonyms Antonyms Specific nouns (proper) Semicolons to separate two sentences Colons to separate two sentences of equal weighting Informal and formal language Lists of three – adjectives and actions Indefinite pronouns Emotive language Non-Fiction Genres Explanation text Recount text Persuasive text Report text Play scripts Poetry text Discussion text Present tense (This includes genres Present tense Formal language Exclamation -
Diction and Syntax in Web 2.0 Text
Diction and Syntax in Web 2.0 text Narantsogt Baatarkhuu Bachelor Thesis 2009 ***scanned submission page 1*** ***scanned submission page 2*** ABSTRAKT Czech abstract Narůstající důležitost internetu v běžném životě způsobuje, že každý den je přenášeno a zpracováváno obrovské množství informací. Předložená bakalářská práce prezentuje koncepci a charakteristiku angličtiny jako lingua franca na nové World Wide Web, jmenovitě výběr lexika a strukturu vět často používaných na Web 2.0. Teoretická část zkoumá tři koncepty dikce, syntaxe a Webu 2.0; tyto koncepty jsou studovány z pohledu pozadí a vzájemných vztahů. Analytická část rozebírá několik významných webových stránek/aplikací z pohledu dikce a syntaxe. Výsledky analýzy jsou porovnány a v závěru jsou uvedeny společné rysy těchto stránek. Klíčová slova: dikce, syntax, Web 2.0, internet, webova stranky, Anglisticky stylistika. ABSTRACT English abstract As the Internet’s role in our lifestyle increases, massive amount of information is being generated, exchanged and processed every day. This paper tries to conceptualize the characteristics of English language as a lingua franca of the “new” World Wide Web, especially the choice of words and the sentence structures frequently used in the “Web 2.0”. The theoretical part explores the three concepts of diction, syntax and Web 2.0, and each concept’s background and interrelations are studied. In the analysis section, few major websites/applications are analyzed of their diction and syntax. Consequently, the analysis results are compared, and finally the common features will be found for conclusion. Keywords: diction, syntax, web 2.0, web applications, English stylistics. ACKNOWLEDGEMENTS I would like to thank Mr.Chernel and Dr.Lengalova all the things they taught me, all the times they motivated me and consulted me, even when I was irresponsible. -
Grammar for Academic Writing
GRAMMAR FOR ACADEMIC WRITING Tony Lynch and Kenneth Anderson (revised & updated by Anthony Elloway) © 2013 English Language Teaching Centre University of Edinburgh GRAMMAR FOR ACADEMIC WRITING Contents Unit 1 PACKAGING INFORMATION 1 Punctuation 1 Grammatical construction of the sentence 2 Types of clause 3 Grammar: rules and resources 4 Ways of packaging information in sentences 5 Linking markers 6 Relative clauses 8 Paragraphing 9 Extended Writing Task (Task 1.13 or 1.14) 11 Study Notes on Unit 12 Unit 2 INFORMATION SEQUENCE: Describing 16 Ordering the information 16 Describing a system 20 Describing procedures 21 A general procedure 22 Describing causal relationships 22 Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24 Study Notes on Unit 25 Unit 3 INDIRECTNESS: Making requests 27 Written requests 28 Would 30 The language of requests 33 Expressing a problem 34 Extended Writing Task (Task 3.11 or 3.12) 35 Study Notes on Unit 36 Unit 4 THE FUTURE: Predicting and proposing 40 Verb forms 40 Will and Going to in speech and writing 43 Verbs of intention 44 Non-verb forms 45 Extended Writing Task (Task 4.10 or 4.11) 46 Study Notes on Unit 47 ii GRAMMAR FOR ACADEMIC WRITING Unit 5 THE PAST: Reporting 49 Past versus Present 50 Past versus Present Perfect 51 Past versus Past Perfect 54 Reported speech 56 Extended Writing Task (Task 5.11 or 5.12) 59 Study Notes on Unit 60 Unit 6 BEING CONCISE: Using nouns and adverbs 64 Packaging ideas: clauses and noun phrases 65 Compressing noun phrases 68 ‘Summarising’ nouns 71 Extended Writing Task (Task 6.13) 73 Study Notes on Unit 74 Unit 7 SPECULATING: Conditionals and modals 77 Drawing conclusions 77 Modal verbs 78 Would 79 Alternative conditionals 80 Speculating about the past 81 Would have 83 Making recommendations 84 Extended Writing Task (Task 7.13) 86 Study Notes on Unit 87 iii GRAMMAR FOR ACADEMIC WRITING Introduction Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing. -
An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar
AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE IN NARRATIVE TEXT MADE BY THE THIRD SEMESTER OF ENGLISH DEPARTMENT STUDENTS AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR (A Descriptive Research) A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Education in English Department WAHYUNI AMALIYYAH SETTI 10535609514 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2018 SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama : WAHYUNI AMALIYYAH SETTI Stambuk : 10535 6095 14 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar Dengan ini menyatakan bahwa: Skripsi yang saya ajukan di depan Tim Penguji adalah asli hasil karya saya, bukan jiplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar. Makassar, Januari 2019 Yang Membuat Pernyataan, Wahyuni Amaliyyah Setti SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : WAHYUNI AMALIYYAH SETTI NIM : 10535 6095 14 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar Dengan ini menyatakan bahwa: 1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akanmenyusun sendiri skripsi saya (tidak dibuat oleh siapapun). 2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan Fakultas. -
The Aureate Terms Ln the Post-Chaucerian Period
_J 1 The Aureate Terms ln the Post-Chaucerian Period :I Ayako Kobayashi ( 'l'=~* -~-~ ) I The first use·of the term 11 aureate tongis11 applied to literary style is found in the poem of William Dunbar who is one o.f the representatives of the Scottish Chaucerians ~1 The adject-ive naureate" had been used by John. Lydgate in his TPoy Book ( c .1420 MED) and py Oswald Gabelkhover in The Boock of Physieke (1599 OED), but it was used as an attribute to a tlrlng "lycoure" and "water11 respectively. Dunbar, on the other , hand, used it not only to denote the brilliancy or splendid- . ness of literary skill in poetry but was completely aware of the importance of it as his poem in which he invokes Homer and ~~ Cicero to help his pen shows: ~ I Discrive I wald, bot quho coud wele endyte ~ . I Noucht ·thou, Orner, ·als fair as thou coud wryte, ·For· ail ·.thine ornate stilis so perfyte; Nor yit thou, Tullius, quhois lippis suete Off rethorike did in to termes flete: Your aureate tongis both bene all to lyte, For to compile that paradise complete. The Go ldyn Ta:Pge 11. 64-72 Important though it was for Dunbar in the early fif teenth century, •.the concept! of aureation is difficult to define. There were many ways to express the lexical ornamentation of that age. Vere L. Rubel gives twelve different modifiers equivalent to 11 aureate" language: ornate,· laureate, high and curious, silver, garnished, pullysh~d, artamalit~ embellished, fructuous, facundyous, sugurit and mellifluate.~ William Geddie complains that the phrase "ornate style," 11 flood of "' eloquence" and the like are applied·quite indiscriminately. -
Variation and Change in Past Tense Negation in African American English
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2018 Variation And Change In Past Tense Negation In African American English Sabriya Fisher University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Linguistics Commons Recommended Citation Fisher, Sabriya, "Variation And Change In Past Tense Negation In African American English" (2018). Publicly Accessible Penn Dissertations. 2925. https://repository.upenn.edu/edissertations/2925 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2925 For more information, please contact [email protected]. Variation And Change In Past Tense Negation In African American English Abstract This dissertation investigates the use of ain’t for negation in past tense contexts in Philadelphia African American English [PhAAE]. This use of ain’t, which varies with didn’t, is a unique feature of AAE (Labov et al. 1968) and has implications for the expression of tense/aspect in the language. First, it further levels tense/aspect cues from auxiliaries in negative contexts. Second, whereas verbal complements of didn’t are uninflected (1a), complements of ain’t may either be uninflected or in preterit form (1b). This asymmetry indicates potential structural differences between ain’t and didn’t. (1) a. They didn’t play yesterday. b. They ain’t play(ed) yesterday. Consequently, this dissertation joins a quantitative study of the social and linguistic factors conditioning use of ain’t with a distributional investigation of its syntax and interaction with tense morphology. Toward that end, I analyze naturalistic speech data from 42 speakers in a corpus of casual conversations collected in the early 1980s from African American Philadelphians. -
Tenses and Conjugation (Pdf)
Created by the Evergreen Writing Center Library 3407 867-6420 Tenses and Conjugation Using correct verb forms is crucial to communicating coherently. Understanding how to apply different tenses and properly conjugate verbs will give you the tools with which to craft clear, effective sentences. Conjugations A conjugation is a list of verb forms. It catalogues the person, number, tense, voice, and mood of a verb. Knowing how to conjugate verbs correctly will help you match verbs with their subjects, and give you a firmer grasp on how verbs function in different sentences. Here is a sample conjugation table: Present Tense, Active Voice, Indicative Mood: Jump Person Singular Plural 1st Person I jump we jump 2nd Person you jump you jump 3rd Person he/she/it jumps they jump Person: Person is divided into three categories (first, second, and third person), and tells the reader whether the subject is speaking, is spoken to, or is spoken about. Each person is expressed using different subjects: first person uses I or we; second person uses you; and third person uses he/she/it or they. Keep in mind that these words are not the only indicators of person; for example in the sentence “Shakespeare uses images of the divine in his sonnets to represent his own delusions of grandeur”, the verb uses is in the third person because Shakespeare could be replaced by he, an indicator of the third person. Number: Number refers to whether the verb is singular or plural. Tense: Tense tells the reader when the action of a verb takes place. -
In Formal Contexts: the Paratextual Features of Historiographic Metafiction
In Formal Contexts: The Paratextual Features of Historiographic Metafiction By Keith Kirouac, B.A. A Thesis submitted to the Department of English California State University Bakersfield In Partial Fulfillment for the Degree of Masters of English Fall 2015 Copyright By Keith Laurien Kirouac 2015 In Formal Contexts: The Paratextual Features of Historiographic Metafiction By Keith Kirouac This thesis or project has been accepted on behalf of the Department of English by their supervisory committee: D~:*~~Commt ee Chair 16(~~ Dr. Carol Dell'Amico Acknowledgements Upon the completion of this thesis project (my death as an author if for no cause other than exhaustion) I would like to thank my readers, Dr. Monica Ayuso and Dr. Carol Dell'Amico, for taking time out of their busy schedules to examine this relatively insignificant work. I am also grateful to Dr. Kim Flachmann, Dr. Charles MacQuarrie, Dr. Susan Stafinbil, Dr. Andrew Troup, and Christy Gavin for helping to guide me through the research which led to this paper. Abstract The Introduction to this thesis defines a number of key terms and concepts related to the study of paratexts in historiographic metafiction. The chapters that follow describe how paratextual forms operate within specific historiographic metafictional novels. The first of these chapters covers the footnotes in The Brief Wondrous Life of Oscar Wao, painting the novel's narrator as a fairly typical historiographer. The second chapter delves into the metafictional elements tied to the appendices which conclude The Lord of the Rings and argues that J.R.R. Tolkien's reputation as an author and scholar may have influenced the development of that novel. -
The Concise Oxford Dictionary of Literary Terms
The Concise Oxford Dictionary of Literary Terms CHRIS BALDICK OXFORD UNIVERSITY PRESS OXFORD PAPERBACK REFERENCE The Concise Oxford Dictionary of Literary Terms Chris Baldick is Professor of English at Goldsmiths' College, University of London. He edited The Oxford Book of Gothic Tales (1992), and is the author of In Frankenstein's Shadow (1987), Criticism and Literary Theory 1890 to the Present (1996), and other works of literary history. He has edited, with Rob Morrison, Tales of Terror from Blackwood's Magazine, and The Vampyre and Other Tales of the Macabre, and has written an introduction to Charles Maturin's Melmoth the Wanderer (all available in the Oxford World's Classics series). The most authoritative and up-to-date reference books for both students and the general reader. Abbreviations Literary Terms Oxford ABC of Music Local and Family History Paperback Accounting London Place Names* Archaeology* Mathematics Reference Architecture Medical Art and Artists Medicines Art Terms* Modern Design* Astronomy Modern Quotations Better Wordpower Modern Slang Bible Music Biology Nursing Buddhism* Opera Business Paperback Encyclopedia Card Games Philosophy Chemistry Physics Christian Church Plant-Lore Classical Literature Plant Sciences Classical Mythology* Political Biography Colour Medical Political Quotations Computing Politics Dance* Popes Dates Proverbs Earth Sciences Psychology* Ecology Quotations Economics Sailing Terms Engineering* Saints English Etymology Science English Folklore* Scientists English Grammar Shakespeare English -
29 02 16 Leahy on Douglas.03
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of East Anglia digital repository 1 Dreamscape into Landscape in Gavin Douglas CONOR LEAHY More than any other poet of the late Middle Ages Gavin Douglas knew how to describe the wind. It could have a ‘lowde quhissilling’ or a ‘softe piping’; could blow in ‘bubbys thik’ or ‘brethfull blastis’. Its rumbling ‘ventositeis’ could be ‘busteous’ or ‘swyft’ or ‘swouchand’. On the open water, it could ‘dyng’ or ‘swak’ or ‘quhirl’ around a ship; could come ‘thuddand doun’ or ‘brayand’ or ‘wysnand’. At times it could have a ‘confortabill inspiratioun’, and nourish the fields, but more typically it could serve as a harsh leveller, ‘Dasyng the blude in euery creatur’.1 Such winds are whipped up across the landscapes and dreamscapes of Douglas’s surviving poetry, and attest to the extraordinary copiousness of his naturalism. The alliterative tradition was alive and well in sixteenth century Scotland, but as Douglas himself explained, he could also call upon ‘Sum bastard Latyn, French or Inglys’ usages to further enrich ‘the langage of Scottis natioun’.2 Douglas’s translation of Virgil’s Aeneid (1513) has itself occasioned a few blasts of hot air. John Ruskin described it as ‘one of the most glorious books ever written by any nation in any language’ and would often mention Douglas in the same breath as Dante.3 Ezra Pound breezily declared that the Eneados was ‘better than the original, as Douglas had heard the sea’,4 while T.S. -
UC Berkeley UC Berkeley Electronic Theses and Dissertations
UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Reading "Martyred Signs": Reformation Hermeneutics and Literature Permalink https://escholarship.org/uc/item/40d4d7x2 Author Bahr, Stephanie Meredith Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Reading “Martyred Signs”: Reformation Hermeneutics and Literature By Stephanie Meredith Bahr A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English in the Graduate Division of the University of California, Berkeley Committee in charge: Professor David Landreth, Chair Professor Maura Nolan Professor Ethan Shagan Summer 2016 Abstract Reading “Martyred Signs”: Reformation Hermeneutics and Literature by Stephanie Meredith Bahr Doctor of Philosophy in English University of California, Berkeley Professor David Landreth, Chair This dissertation—Reading “Martyred Signs”: Reformation Hermeneutics and Literature— contends that Reformation struggles over Biblical interpretation generated a violently unstable hermeneutic environment and exerted a defining influence on Renaissance literature. Although the Reformation hinged on the most fundamental question of literary study—how to interpret texts— most literary scholars encounter these Biblical hermeneutics only indirectly, reduced to doctrinal bullet points. Such a distillation misrepresents as stable product an unstable process fraught with violence, in which the stakes of interpretation were torture, execution, and damnation. Through close analysis of Catholic Thomas More’s and Protestant William Tyndale’s theological polemics, my first chapter shows that the very hermeneutic distinctions often reified by current scholarship—that Catholics embraced myriad allegorical senses, whereas Protestants insisted on a solitary literal sense—were actually in perpetual collapse. Although More’s and Tyndale’s interpretive theories are wildly different, their interpretive practices become nearly indistinguishable.