The Formation and Use of the Ablative Absolute; the Formation and Use of the Passive Periphrastic; and the Dative of Agent
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1 Introduction
1 Introduction My subject—inWxation—is at once exotic and familiar. Russell Ultan in his pioneering study of the typology of inWxation (1975) noted that inWxes are rare compared to the frequency of other aYxes. The presence of inWxes in any language implies the presence of suYxes and/or preWxes, and no languages employ inWxation exclusively (Greenberg 1966: 92). The term ‘inWxation’ is also less familiar to students of linguistics than are such terms as preWxation and suYxation. The Oxford English Dictionary goes as far as deWning inWxes as what preWxes and suYxes are not: A modifying element inserted in the body of a word, instead of being preWxed or suYxed to the stem. (May 14, 2003 Web edition) InWxes are not at all diYcult to Wnd, however. English-speaking readers will no doubt recognize some, if not all, of the following inWxation constructions: (1) Expletive inWxation (McCarthy 1982) impo´rtant im-bloody-po´rtant fanta´stic fan-fuckin-ta´stic perha´ps per-bloody-ha´ps Kalamazo´o Kalama-goddamn-zo´o Tatamago´uchee Tatama-fuckin-go´uchee (2) Homer-ic inWxation (Yu 2004b) saxophone saxomaphone telephone telemaphone violin viomalin Michaelangelo Michamalangelo (3) Hip-hop iz-inWxation (Viau 2002) house hizouse bitch bizitch soldiers sizoldiers ahead ahizead 2 Introduction Given the relative rarity of inWxes in the world’s languages, it is perhaps not surprising that inWxes are often aVorded a lesser consideration. Yet their richness and complexity have nonetheless captured the imaginations of many linguists. Hidden behind the veil of simplicity implied in the term ‘inWx’, which suggests a sense of uniformity on par with that of preWxes and suYxes, is the diversity of the positions where inWxes are found relative to the stem. -
Classifiers: a Typology of Noun Categorization Edward J
Western Washington University Western CEDAR Modern & Classical Languages Humanities 3-2002 Review of: Classifiers: A Typology of Noun Categorization Edward J. Vajda Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/mcl_facpubs Part of the Modern Languages Commons Recommended Citation Vajda, Edward J., "Review of: Classifiers: A Typology of Noun Categorization" (2002). Modern & Classical Languages. 35. https://cedar.wwu.edu/mcl_facpubs/35 This Book Review is brought to you for free and open access by the Humanities at Western CEDAR. It has been accepted for inclusion in Modern & Classical Languages by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. J. Linguistics38 (2002), I37-172. ? 2002 CambridgeUniversity Press Printedin the United Kingdom REVIEWS J. Linguistics 38 (2002). DOI: Io.IOI7/So022226702211378 ? 2002 Cambridge University Press Alexandra Y. Aikhenvald, Classifiers: a typology of noun categorization devices.Oxford: OxfordUniversity Press, 2000. Pp. xxvi+ 535. Reviewedby EDWARDJ. VAJDA,Western Washington University This book offers a multifaceted,cross-linguistic survey of all types of grammaticaldevices used to categorizenouns. It representsan ambitious expansion beyond earlier studies dealing with individual aspects of this phenomenon, notably Corbett's (I99I) landmark monograph on noun classes(genders), Dixon's importantessay (I982) distinguishingnoun classes fromclassifiers, and Greenberg's(I972) seminalpaper on numeralclassifiers. Aikhenvald'sClassifiers exceeds them all in the number of languages it examines and in its breadth of typological inquiry. The full gamut of morphologicalpatterns used to classify nouns (or, more accurately,the referentsof nouns)is consideredholistically, with an eye towardcategorizing the categorizationdevices themselvesin terms of a comprehensiveframe- work. -
Nouns, Adjectives, Verbs, and Adverbs
Unit 1: The Parts of Speech Noun—a person, place, thing, or idea Name: Person: boy Kate mom Place: house Minnesota ocean Adverbs—describe verbs, adjectives, and other Thing: car desk phone adverbs Idea: freedom prejudice sadness --------------------------------------------------------------- Answers the questions how, when, where, and to Pronoun—a word that takes the place of a noun. what extent Instead of… Kate – she car – it Many words ending in “ly” are adverbs: quickly, smoothly, truly A few other pronouns: he, they, I, you, we, them, who, everyone, anybody, that, many, both, few A few other adverbs: yesterday, ever, rather, quite, earlier --------------------------------------------------------------- --------------------------------------------------------------- Adjective—describes a noun or pronoun Prepositions—show the relationship between a noun or pronoun and another word in the sentence. Answers the questions what kind, which one, how They begin a prepositional phrase, which has a many, and how much noun or pronoun after it, called the object. Articles are a sub category of adjectives and include Think of the box (things you have do to a box). the following three words: a, an, the Some prepositions: over, under, on, from, of, at, old car (what kind) that car (which one) two cars (how many) through, in, next to, against, like --------------------------------------------------------------- Conjunctions—connecting words. --------------------------------------------------------------- Connect ideas and/or sentence parts. Verb—action, condition, or state of being FANBOYS (for, and, nor, but, or, yet, so) Action (things you can do)—think, run, jump, climb, eat, grow A few other conjunctions are found at the beginning of a sentence: however, while, since, because Linking (or helping)—am, is, are, was, were --------------------------------------------------------------- Interjections—show emotion. -
0Gpresentparticiples.Pdf
http://www.ToLearnEnglish.com − Resources to learn/teach English (courses, games, grammar, daily page...) Present Participles > Formation The present participle is formed by adding the ending "−−ing" to the infinitive (dropping any silent "e" at the end of the infinitive): to sing −−> singing to take −−> taking to bake −−> baking to be −−> being to have −−> having > Use A. The present participle may often function as an adjective: That's an interesting book. That tree is a weeping willow. B. The present participle can be used as a noun denoting an activity (this form is also called a gerund): Swimming is good exercise. Traveling is fun. C. The present participle can indicate an action that is taking place, although it cannot stand by itself as a verb. In these cases it generally modifies a noun (or pronoun), an adverb, or a past participle: Thinking myself lost, I gave up all hope. Washing clothes is not my idea of a job. Looking ahead is important. D. The present participle may be used with "while" or "by" to express an idea of simultaneity ("while") or causality ("by") : He finished dinner while watching television. By using a dictionary he could find all the words. While speaking on the phone, she doodled. By calling the police you saved my life! E. The present participle of the auxiliary "have" may be used with the past participle to describe a past condition resulting in another action: Having spent all his money, he returned home. Having told herself that she would be too late, she accelerated. TEST A) Find the gerund: 1. -
Conditional Tenses: -Nge-, -Ngali- and -Ki- Tenses and Their Negations
Chapter 32 Conditional Tenses: -nge-, -ngali- and -ki- Tenses and Their Negations n this chapter, we will learn how to use conditional tenses: the -nge-, I-ngali- and -ki- tenses. These tenses indicate a condition, hypothesis or an assumption. The -nge- tense shows a condition in the present tense eg: If I were to study, etc. while the -ngali- tense shows a condition in the past tense eg: If I had studied, etc. We will also discuss the -ki- tense which shows a condition in the present tense which has future implica- tions eg: If I study, etc. Also, the word kama can be used with both the affirmative and negative conditional tenses to emphasize the conditional- ity. In addition, the -ki- tense can also be used as a present participle tense which will also be discussed in this chapter. Note that in conditional clauses, past tense shows a present condi- tion, a past perfect tense shows a past condition while a present tense shows a future condition. Section A: -nge- Tense The -nge- tense is used to show a hypothesis in the present tense. Similar to other tense markers, sentences using -nge- tense markers are con- structed in the following manner. Subject Prefix + -nge- Tense Marker + Verb Copyright © 2014. UPA. All rights reserved. © 2014. UPA. All rights Copyright Example: Ningesoma vizuri, ningefaulu. If I were to study well, I would pass. Almasi, Oswald, et al. <i>Swahili Grammar for Introductory and Intermediate Levels : Sarufi ya Kiswahili cha Ngazi ya Kwanza na Kati</i>, UPA, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/hselibrary-ebooks/detail.action?docID=1810394. -
The Term Declension, the Three Basic Qualities of Latin Nouns, That
Chapter 2: First Declension Chapter 2 covers the following: the term declension, the three basic qualities of Latin nouns, that is, case, number and gender, basic sentence structure, subject, verb, direct object and so on, the six cases of Latin nouns and the uses of those cases, the formation of the different cases in Latin, and the way adjectives agree with nouns. At the end of this lesson we’ll review the vocabulary you should memorize in this chapter. Declension. As with conjugation, the term declension has two meanings in Latin. It means, first, the process of joining a case ending onto a noun base. Second, it is a term used to refer to one of the five categories of nouns distinguished by the sound ending the noun base: /a/, /ŏ/ or /ŭ/, a consonant or /ĭ/, /ū/, /ē/. First, let’s look at the three basic characteristics of every Latin noun: case, number and gender. All Latin nouns and adjectives have these three grammatical qualities. First, case: how the noun functions in a sentence, that is, is it the subject, the direct object, the object of a preposition or any of many other uses? Second, number: singular or plural. And third, gender: masculine, feminine or neuter. Every noun in Latin will have one case, one number and one gender, and only one of each of these qualities. In other words, a noun in a sentence cannot be both singular and plural, or masculine and feminine. Whenever asked ─ and I will ask ─ you should be able to give the correct answer for all three qualities. -
USAN Naming Guidelines for Monoclonal Antibodies |
Monoclonal Antibodies In October 2008, the International Nonproprietary Name (INN) Working Group Meeting on Nomenclature for Monoclonal Antibodies (mAb) met to review and streamline the monoclonal antibody nomenclature scheme. Based on the group's recommendations and further discussions, the INN Experts published changes to the monoclonal antibody nomenclature scheme. In 2011, the INN Experts published an updated "International Nonproprietary Names (INN) for Biological and Biotechnological Substances—A Review" (PDF) with revisions to the monoclonal antibody nomenclature scheme language. The USAN Council has modified its own scheme to facilitate international harmonization. This page outlines the updated scheme and supersedes previous schemes. It also explains policies regarding post-translational modifications and the use of 2-word names. The council has no plans to retroactively change names already coined. They believe that changing names of monoclonal antibodies would confuse physicians, other health care professionals and patients. Manufacturers should be aware that nomenclature practices are continually evolving. Consequently, further updates may occur any time the council believes changes are necessary. Changes to the monoclonal antibody nomenclature scheme, however, should be carefully considered and implemented only when necessary. Elements of a Name The suffix "-mab" is used for monoclonal antibodies, antibody fragments and radiolabeled antibodies. For polyclonal mixtures of antibodies, "-pab" is used. The -pab suffix applies to polyclonal pools of recombinant monoclonal antibodies, as opposed to polyclonal antibody preparations isolated from blood. It differentiates polyclonal antibodies from individual monoclonal antibodies named with -mab. Sequence of Stems and Infixes The order for combining the key elements of a monoclonal antibody name is as follows: 1. -
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague Or Unclear Pronoun References
Personal Pronouns, Pronoun-Antecedent Agreement, and Vague or Unclear Pronoun References PERSONAL PRONOUNS Personal pronouns are pronouns that are used to refer to specific individuals or things. Personal pronouns can be singular or plural, and can refer to someone in the first, second, or third person. First person is used when the speaker or narrator is identifying himself or herself. Second person is used when the speaker or narrator is directly addressing another person who is present. Third person is used when the speaker or narrator is referring to a person who is not present or to anything other than a person, e.g., a boat, a university, a theory. First-, second-, and third-person personal pronouns can all be singular or plural. Also, all of them can be nominative (the subject of a verb), objective (the object of a verb or preposition), or possessive. Personal pronouns tend to change form as they change number and function. Singular Plural 1st person I, me, my, mine We, us, our, ours 2nd person you, you, your, yours you, you, your, yours she, her, her, hers 3rd person he, him, his, his they, them, their, theirs it, it, its Most academic writing uses third-person personal pronouns exclusively and avoids first- and second-person personal pronouns. MORE . PRONOUN-ANTECEDENT AGREEMENT A personal pronoun takes the place of a noun. An antecedent is the word, phrase, or clause to which a pronoun refers. In all of the following examples, the antecedent is in bold and the pronoun is italicized: The teacher forgot her book. -
The Aslian Languages of Malaysia and Thailand: an Assessment
Language Documentation and Description ISSN 1740-6234 ___________________________________________ This article appears in: Language Documentation and Description, vol 11. Editors: Stuart McGill & Peter K. Austin The Aslian languages of Malaysia and Thailand: an assessment GEOFFREY BENJAMIN Cite this article: Geoffrey Benjamin (2012). The Aslian languages of Malaysia and Thailand: an assessment. In Stuart McGill & Peter K. Austin (eds) Language Documentation and Description, vol 11. London: SOAS. pp. 136-230 Link to this article: http://www.elpublishing.org/PID/131 This electronic version first published: July 2014 __________________________________________________ This article is published under a Creative Commons License CC-BY-NC (Attribution-NonCommercial). The licence permits users to use, reproduce, disseminate or display the article provided that the author is attributed as the original creator and that the reuse is restricted to non-commercial purposes i.e. research or educational use. See http://creativecommons.org/licenses/by-nc/4.0/ ______________________________________________________ EL Publishing For more EL Publishing articles and services: Website: http://www.elpublishing.org Terms of use: http://www.elpublishing.org/terms Submissions: http://www.elpublishing.org/submissions The Aslian languages of Malaysia and Thailand: an assessment Geoffrey Benjamin Nanyang Technological University and Institute of Southeast Asian Studies, Singapore 1. Introduction1 The term ‘Aslian’ refers to a distinctive group of approximately 20 Mon- Khmer languages spoken in Peninsular Malaysia and the isthmian parts of southern Thailand.2 All the Aslian-speakers belong to the tribal or formerly- 1 This paper has undergone several transformations. The earliest version was presented at the Workshop on Endangered Languages and Literatures of Southeast Asia, Royal Institute of Linguistics and Anthropology, Leiden, in December 1996. -
Verbals: Participle Or Gerund? | Verbals Worksheets
Name: ___________________________Key VErbals: Participle or Gerund? A participle is a verb form that functions as an adjective in a sentence. A gerund is a verb form that functions as a noun in a sentence. Below are sentences using either a participle or a gerund. Read each sentence carefully. Write which verbal form appears in the sentence in the blank. 1. The jumping frog landed in her lap. _______________________________________________________________________________ 2. Lucinda had a calling to help other people. _______________________________________________________________________________ 3. The mother barely caught the crawling baby before he went into the street. _______________________________________________________________________________ 4. The house was filled with a haunting spector. _______________________________________________________________________________ 5. Running in the halls is strictly forbidden. _______________________________________________________________________________ 6. They won the award for caring for sick animals. _______________________________________________________________________________ 7. Paul bought new climbing gear. _______________________________________________________________________________ 8. Escaping was the only thought he had. _______________________________________________________________________________ Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com Name: ___________________________Key VErbals: Participle -
Names a Person, Place, Thing, Or an Idea. A. Common Noun – Names Any One of a Group of Persons, Places, Things, Or Ideas
Name: __________________________________________ Block: ______ English II: Price 1. Noun – names a person, place, thing, or an idea. a. Common noun – names any one of a group of persons, places, things, or ideas. b. Proper noun – names a particular person, place, thing, or idea. c. Compound noun – consists of two or more words that together name a person, place, thing, or idea. d. Concrete noun – names a person, place, thing that can be perceived by one or more of the senses. e. Abstract noun – names an idea, a feeling, a quality, or a characteristic. f. Collective noun – names a group of people, animals, or things. 2. Pronoun – takes the place of one or more nouns or pronouns. a. Antecedent – the word or word group that a pronoun stands for. b. Personal pronouns – refers to the one(s) speaking (first person), the one(s) spoken to (second person), or the one(s) spoken about (third person). Singular Plural First person I, me, my, mine We, us, our, ours Second person You, your, yours You, your, yours Third person He, him, his, she, her, hers, it, its They, them, their, theirs c. Case Forms of Personal Pronouns – form that a pronoun takes to show its relationship to other words in a sentence. Case Forms of Personal Pronouns Nominative Case Objective Case Possessive Case Singular Plural Singular Plural Singular Plural First Person I We Me Us My, mine Our, ours Second Person You You You You Your, yours Your, yours Third Person He, she, it they Him her it them His, her, hers, its Their, theirs d. -
Claire-Latinate English Treasure Hunt-2
Claire Blood-Cheney Latinate English Treasure Hunt Is Globalization Good for Women? By Alison M. Jaggar The term "globalization" is currently used to refer to the rapidly accelerating integration of many local and national economies into a single global market, regulated by the World Trade Organization, and to the political and cultural corollaries of this process. These developments, taken together, raise profound new questions for the humanities in general and for political philosophy in particular. Globalization in the broadest sense is nothing new. Intercontinental travel and trade, and the mixing of cultures and populations are as old as humankind; after all, the foremothers and forefathers of everyone of us walked originally out of Africa. Rather than being an unprecedented phenomenon, contemporary globalization may be seen as the culmination of long- term developments that have shaped the modern world. Specifically, for the last half millennium intercontinental trade and population migrations have mostly been connected with the pursuit of new resources and markets for the emerging capitalist economies of Western Europe and North America. European colonization and expansion may be taken as beginning with the onslaught on the Americas in 1492 and as continuing with the colonization of India, Africa, Australasia, Oceania and much of Asia. History tells of the rise and fall of many great empires, but the greatest empires of all came to exist only in the nineteenth and twentieth centuries. It was primarily in consequence of European and U.S. expansion that the world became––and remains– –a single interconnected system. European and U.S. colonialism profoundly shaped the world we inhabit today.