Theories of Translation and Modernity's Anguished Counterpoints
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<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. -
Outline for a Truth Conditional Semantics for Tense
Outline for a Truth Conditional Semantics for Tense Ernest Lepore Center for Cognitive Science Rutgers University New Brunswick, NJ 08903 [email protected] Kirk Ludwig Department of Philosophy University of Florida Gainesville, FL 32611-8545 [email protected] Forthcoming, 2002, Tense, Time and Reference, ed. Q. Smith (MIT Press) Outline for a Truth Conditional Semantics for Tense Ernest Lepore and Kirk Ludwig 1 Introduction The use of verbs inflected or modified for tense, and temporal adverbs, indexicals, and quantifiers, pervades everyday speech. Getting clearer about their semantics promises not only to help us to understand how we understand each other, but is also a step toward clarifying the nature of time and temporally located thoughts. Our aim in the present paper is to investigate, from the standpoint of truth-theoretic semantics, English tense, temporal designators and quantifiers, and other expressions we use to relate ourselves and other things to the temporal order. Truth-theoretic semantics provides a particularly illuminating standpoint from which to discuss issues about the semantics of tense, and their relation to thoughts at, and about, times. Tense, and temporal modifiers, contribute systematically to conditions under which sentences we utter are true or false. A Tarski-style truth-theoretic semantics, by requiring explicitly represented truth conditions, helps to sharpen questions about the function of tense, and to deepen our insight into the contribution the tenses and temporal modifiers make to what we say by using them. We are interested in a semantic, rather than syntactic, phenomenon. Although tense is identified traditionally with verb inflection, our concern is with linguistic devices used for indicating a time interval, relative to, or in, which a state or activity is to be understood to occur or obtain. -
The Interna1 Structure of Absolute Small Clauses Luis Mpez Cornell University
The Interna1 Structure of Absolute Small Clauses Luis Mpez Cornell University This paper is an investigation into the functionai shucture of Absolute Small Clauses (ASCs), with data based on Spanish. ASCs are composed of a predicate and an NP and they are adjoined to a main clause without a mediating complementizer. It is shown that theu structure is not 'speciai' but a proper subset of main clause structure. ASCs have some interesting restrictions: (i) Individual Level (IL) predicates are disailowed. (ii) deep subjects are disailowed, and (iii) the order NP+predicate is disailowed. The analysis of (i)-(iii) relies on recent proposais regarding clause structure, in particular, (i) Diesing's Mapping Hypothesis and her structurai analysis of the IndividuallStage Level distinction and (ii) what Koizumi has termed the Split VP Hypothesis, according to which some functionai categories are generated between the lower and the upper VP shells. Additionaily, the question of how the case of the NP is checked is addressed, and it is suggested that the feature composition of the head Aspect in ASCs is minimaily different from that of main clauses. A discussion of Itaiian ASCs ensues and it is argued that they have the same structure as the Spanish ones. 1. Introduction The empirical scope of this paper is Spanish Absolute Small Clauses (henceforth ASCs). ASCs are adjuncts composed of a predicate -usually, but not necessarily, a past participle- and a noun phrase, which is optional in many cases. In (la) the predicate that heads the ASC is a participle, in (Ib,c) it is an adjective, in (lc,d) it is an adverb (examples from Hernanz (1991)): Catalun Working Papers in Linguistics (CatWPL) 4.1 '(1994):45-92 Universitat Autbnoma de Barcelona (1) a. -
Latin Phrases Used in Philosophy
Latin and Greek for Philosophers* James Lesher The following definitions have been prepared to help you understand the meaning of the Latin words and phrases you will encounter in your study of philosophy. But first a word of caution: it would be a mistake to suppose that in mastering these definitions you will have acquired a sufficient grounding in the Latin language to employ these terms successfully in your own work. Here H. W. Fowler offers some good advice: ‘Those who use words or phrases belonging to languages with which they have little or no acquaintance do so at their peril. Even in e.g., i.e., and et cetera, there lurk unsuspected possibilities of exhibiting ignorance’ (Modern English Usage, p. 207). Use these definitions as an aid to understanding the Latin terms and phrases you encounter, but resist the temptation to begin sprinkling them about in your own writings and conversations. Latin prepositions used in the following definitions: a or ab: ‘from’ ad: ‘to’ or ‘toward’ de: ‘from’ or ‘concerning’ ex: ‘from’ or ‘out of’ per: ‘through’ or ‘by’ in: ‘in’ or ‘on’ sub: ‘under’ post: ‘after’ pro: ‘for’ or ‘in exchange for’ propter: ‘because of’ A fortiori: preposition + the ablative neuter singular of the comparative adjective fortior/fortius (literally: ‘from the stronger thing’): arguing to a conclusion from an already established stronger statement (e.g. ‘All animals are mortal, a fortiori all human beings are mortal’). A posteriori: preposition + the ablative neuter singular of the comparative adjective posterior/posteriorus (literally: ‘from the later thing’): things known a posteriori are known on the basis of experience (e.g. -
Ablative Phrasebook: Mastering Latin’S Most Interesting Case
[A sample of the book available at Amazon.com] Ablative Phrasebook: Mastering Latin’s Most Interesting Case Claude Pavur © 2014 Claude Pavur: this ebook which includes original material, revisions of parts of Allen and Greenough’s New Latin Grammar (1903), and some material adapted from the author’s webpages at the Latin Teaching Materials website. Partial Contents [sample] Prefatory Note for Teachers and Students ............................................................................................................................................... 4 Part I: Understanding Cases, Declensions, and Ablative Forms ............................................................................................................. 6 The Ideas of Case and Declension ...................................................................................................................................................... 6 Finding the Base to Which the Endings Are Added............................................................................................................................ 7 The Ablative Case ............................................................................................................................................................................... 9 Ablative Forms .................................................................................................................................................................................. 10 Synopsis of All Ablative Singular Forms..................................................................................................................................... -
AP® Latin How Grammar Contributes to Literal Translation and Reading Comprehension
PROFESSIONAL DEVELOPMENT AP® Latin How Grammar Contributes to Literal Translation and Reading Comprehension Special Focus The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,400 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. The College Board acknowledges all the third-party content that has been included in these materials and respects the intellectual property rights of others. If we have incorrectly attributed a source or overlooked a publisher, please contact us. © 2008 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, connect to college success, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Excel is a registered trademark of Microsoft Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com. -
Temporal Anaphora Across and Inside Sentences: the Function of Participles∗
Semantics & Pragmatics Volume 4, Article 8: 1–56, 2011 http://dx.doi.org/10.3765/sp.4.8 Temporal anaphora across and inside sentences: The function of participles∗ Corien Bary Dag Haug Radboud University Nijmegen University of Oslo Received 2011-04-22 = Decision 2011-06-30 = Revision received 2011-09-13 = Decision 2011-09-21 = Published 2011-12-20 Abstract The paper offers a formal account of the discourse behaviour of participles, which to some extent behave like main clauses in having se- mantically undetermined relations to their matrix clause, but which should nevertheless be integrated into the compositional semantics of complex sen- tences. The theory is developed on the basis of Ancient Greek participles and offers an account of their syntax, semantics and discourse behaviour (focus- ing on the temporal dimension of discourse), integrating Lexical-Functional Grammar, Compositional DRT and Segmented DRT using Glue semantics. Keywords: participles; discourse; aspect; temporal anaphora; Ancient Greek; LFG; DRT; Glue semantics 1 Introduction Compare( 1a) to( 1c): (1) a. Joseph turned around. He shot Mike. b. After Joseph had turned around, he shot Mike. c. Turning around, Joseph shot Mike. ∗ We thank Markus Egg, Bart Geurts, Mary Dalrymple, and Rob van der Sandt as well as three anonymous S&P reviewers for their useful comments on earlier drafts of this paper, and Nick Allott and Julie Hunter for their comments on the English examples. This research is sponsored by the Netherlands Organization for Scientific Research (NWO) [Rubicon grant 446-09-009, Veni grant 275-20-025], the Niels Stensen Stichting, and The Research Council of Norway [YFF grant 180632]. -
What You Need to Know About Ablatives Absolute & Passive
What you need to know about Ablatives Absolute & Passive Periphrastics but were afraid to ask I took Latin in high school, and I know from experience that when I first mentioned the names of these tricky sounding constructions, what you actually heard was, “wha-wha-wha-blah, blah, ablative-blah passive-wha- wha-blah.” I would not be doing my duty, however, if I did not at least TRY to persuade you to master these constructions right here and right now. I know for a fact that your Latin future will be very dim if you don’t. So, let’s dissect these menacing sounding constructions so that your quality of living can be good henceforth—and the blood vessel on my forehead doesn’t have to throb when I grade your translations and quizzes anymore. The Ablative Absolute This is the sad story of a grammatical construction voted off the island. This construction has everything to do with the ablative case and being all alone. Ablatives absolute always describe the general circumstances in which all the rest of the action takes place. As such, it must stand alone. Instead of a comma separating it from the rest of the sentence, you’d be better off putting a period. An ablative absolute may not refer to ANYTHING else in the rest of the sentence. Ablative, as you know, is a hard working case and by itself conveys the general meaning “by” or “with.” Let’s remember the second of those two basic translations. Write down the word “with” somewhere prominent when first confronted with an ablative absolute.