DOCSLIB.ORG

A Glossary of Usage Common Usage Problems

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Glossary of Usage Common Usage Problems NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 286 CHAPTER A Glossary of Usage Common Usage Problems Diagnostic Preview Correcting Errors in Usage Each of the following sentences contains an error in the use of for- mal, standard English. Revise each sentence to correct the error. EXAMPLE 1. They did they’re best to help. 1. They did their best to help. 1. We are already for our trip to Washington, D.C. 2. They divided the crackers equally between the four toddlers. 3. Please take those packages here to me. 4. Elena had a cold, but she is feeling good now. 5. Mr. Chang he is my tai chi instructor. 6. Will you learn me how to play chess? 7. May I borrow that there collection of Cheyenne folk tales? 8. Tara might of come with us, but she had to baby-sit. 9. We use to live in Karachi, Pakistan. 10. She is the woman which owns the Great Dane. 11. I dropped the pictures, but I think they’re alright. 12. I read where Mayor Alvarez will visit our school. 13. Their the best players on the team this season. 14. The pipes busted last winter during a hard freeze. 15. We cannot go sailing without we wear life jackets. 16. Her new apartment is bigger then her last one. 286 Chapter 12 A Glossary of Usage NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 287 17. The group went everywheres together. 18. Lydia acted like she was bored. 19. Antonyms are when words are opposite in meaning. 20. I hope that you will except my apology. About the Glossary This chapter contains an alphabetical list, or glossary, of many common problems in English usage. You will notice throughout Reference Note the chapter that some examples are labeled nonstandard, standard, For a list of words often formal, or informal. Nonstandard English is language that does confused, see page 400. not follow the rules and guidelines of standard English. Standard English is language that is grammatically correct and appropriate in formal and informal situations. Formal identifies usage that is COMPUTER TIP appropriate in serious speaking and writing situations (such as in USAGE The spellchecker will help speeches and compositions for school). The label informal indi- you catch misspelled words cates standard usage common in conversation and in everyday such as anywheres. The writing such as personal letters. grammar checker may help The following are examples of formal and informal English. you catch errors such as double negatives. How- ever, in the case of words Formal Informal that are often misused, such as than and then, angry steamed you will have to check unpleasant yucky your work yourself for correct usage. agreeable cool very impressive totally awesome a, an Use a before words beginning with a consonant sound. Use an before words beginning with a vowel sound. Keep in HELP mind that the sound, not the actual letter, that a word begins In doing the with determines whether a or an should be used. exercises in this chapter, be sure to use only standard EXAMPLES They are building a hospital near our house. English. I bought a one-way ticket. [Even though o is a vowel, the word one begins with a consonant sound.] I would like an orange. We worked for an hour. [Although h is a consonant, the Avoid common usage word hour begins with a vowel sound. The h is not pro- problems. nounced.] A Glossary of Usage 287 NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 288 accept, except Accept is a verb; it means “to receive.” Except may be used as either a verb or a preposition. As a verb, it means “to leave out.”As a preposition, except means “excluding.” EXAMPLES Ann accepted the gift. [verb] No one will be excepted from writing a research paper. [verb] All my friends will be there except Jorge. [preposition] ain’t Do not use this nonstandard word in formal situations. all right Used as an adjective, all right means “satisfactory” or “unhurt.”Used as an adverb, all right means “well enough.” All right should be written as two words. EXAMPLES Your science project looks all right to me. [adjective] Judy cut her toe, but she is all right now. [adjective] USAGE I did all right in the drama club tryouts. [adverb] a lot A lot should be written as two words. EXAMPLE I have read a lot of American Indian folk tales. Many writers overuse a lot. Whenever you run across a lot as you revise your own already, all ready Already means “previously.” All ready writing, try to replace it means “completely prepared.” with a more exact word or EXAMPLES By 5:00 P.M., I had already cooked dinner. phrase. The students were all ready for the trip. ACCEPTABLE Emily Dickinson wrote a lot of poems. among See between, among. BETTER anyways, anywheres, everywheres, nowheres, Emily Dickinson wrote somewheres These words should have no final s. hundreds of poems. EXAMPLE I looked everywhere [not everywheres] for it! as See like, as. as if, as though See like, as if, as though. at Do not use at after where. NONSTANDARD Where are the Persian miniatures at? STANDARD Where are the Persian miniatures? bad, badly Bad is an adjective. It modifies nouns and pro- nouns. Badly is an adverb. It modifies verbs, adjectives, and adverbs. 288 Chapter 12 A Glossary of Usage NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 289 EXAMPLES The fruit tastes bad. [The predicate adjective bad modifies fruit.] Don’t treat him badly. [The adverb badly modifies the verb Do treat.] The expression feel badly has become acceptable Exercise 1 Identifying Correct Usage in informal situations For each of the following sentences, choose the word or word although it is not strictly grammatical English. group in parentheses that is correct according to the rules of formal, standard usage. INFORMAL Carl felt badly about EXAMPLE 1. Navajo people came to the American Southwest from losing the race. (somewhere, somewheres) in the North. FORMAL 1. somewhere Carl felt bad about losing 1. One group of Navajos settled in the region where the Pueblo the race. people (lived, lived at). 2. The Pueblo people were (already, all ready) farming and liv- USAGE ing in permanent dwellings by the time the Navajos arrived. 3. The Navajos may have (excepted, accepted) the practice of sand painting from the Pueblos and adapted it to fit their own customs. 4. When the Navajo artists are (all ready, already) to begin a sand painting, they gather in a circle, as shown in the picture here. 5. When creating a sand painting, (a, an) artist receives directions from the singer, who leads the ceremony. 6. The painter might make a certain design when things are not (all right,allright) in the community. 7. The Navajo sand painter may also use this art to help someone who is injured or feeling (badly, bad). 8. Because sand paintings used in healing ceremonies are swept away at the end of each ceremony, the designs are recorded nowhere (accept, except) in the artist’s imagination. 9. However, the patterns used in sand painting (ain’t, aren’t) limited to this art form. 10. Variations of the sacred designs can be found almost (anywheres, anywhere) on items that the Navajos make. A Glossary of Usage 289 NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 290 beside, besides Beside is a preposition that means “by the side of” someone or something. Besides, when used as a preposition, means “in addition to.”As an adverb, besides means “moreover.” EXAMPLES That lamp should be placed beside the sofa. Besides Marcia and Tom, who was cast in the play? It’s too cold to run outside. Besides, the track is still muddy. between, among Use between when referring to two items at a time, even when they are part of a group consisting of more than two. EXAMPLES Who was standing between you and Sue? Between the season’s track meets, I trained very hard. USAGE [Although there may have been more than two meets, the training occurred between any two of them.] There isn’t much difference between these three brands of juice. [Although there are more than two brands, each one is being compared with the others separately.] Use among when referring to a group rather than individuals. EXAMPLES We divided the burritos among the five of us. There was much discussion among the governors. [The governors are thought of as a group.] bring, take Bring means “to come carrying something.” Take means “to go carrying something.”Think of bring as related to come (to), take as related to go (from). EXAMPLES Please bring that chair here. Now take this one over there. bust, busted Avoid using these words as verbs in formal English. Use a form of either burst or break or catch or arrest. EXAMPLES The pipe burst [not busted] after the storm. The Japanese raku vase broke [not busted] when it fell. Mom caught [not busted] our dog Pepper digging in Avoid common usage problems. the garden. Did the police arrest [not bust] the burglar? 290 Chapter 12 A Glossary of Usage NL_EOL_SE07_P1_C12_286-305.qxd 4/18/07 2:57 PM Page 291 can’t hardly, can’t scarcely The words hardly and Reference Note scarcely are negative words. They should not be used with another For more about double negative word. negatives, see page 273. EXAMPLES I can [not can’t] hardly wait to hear your new CD.
Load more

Recommended publications
  • AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
    AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP.
    [Show full text]
  • You and I Some Puzzles About ‘Mutual Recognition’
    You and I Some puzzles about ‘mutual recognition’ Michael Thompson University of Pittsburgh Slide 0 Predicating “ξ has a bruised nose” in speech NOMINALLY: “Hannah has a bruised nose” DEMONSTRATIVELY: “This girl has a bruised nose” FIRST PERSONALLY: “I have a bruised nose” Slide 1 Where these are made true by the same bruised nose, the first might be said by anyone, the second by anyone present, and the third by the injured party herself, Hannah. In particular, if Hannah is given to her own senses – in a mirror, for example – she herself might employ any of these three forms of predication. The inner basis of outward speech Outward Speech Hannah said “Hannah has a bruised nose” Hannah said “This girl has bruised nose” Hannah said “I have a bruised nose” Belief Knowlege Hannah believed she had a bruised nose Hannah knew that she had a bruised nose Hannah believed she had a bruised nose Hannah knew that she had a bruised nose Hannah believed she had a bruised nose Hannah knew that she had a bruised nose Slide 2 When Hannah does employ one of these sentences, she is not just saying words, but saying something,orclaiming something; she is perhaps also expressing a belief; and perhaps also manifesting knowledge and imparting knowledge to her hearers. co But whatever she says, it’s the same bruised nose that’s in question: her own, not Martha’s or Solomon’s. There is, as we might say, just one fact in question, one content available, and it pertains to her. We might thus represent the more intellectual states of affairs as follows.
    [Show full text]
  • I Acknowledge That I Have Read, and Do Hereby Accept the Terms And
    I acknowledge that I have read, and do hereby accept the terms and conditions contained in this Online/Mobile Branch Disclosure and the Electronic Statement (eStatement) Consent Agreement. Winnebago Community Credit Union Online/Mobile Branch Disclosure The first time that you enter the Winnebago Community Credit Union’s Online or Mobile Branch using your Personal Identification Number(PIN), will indicate that you have accepted and agreed to electronically receive and comply with Winnebago Community Credit Union’s Online/Mobile Branch Disclosure, which appears below, as amended from time to time. Also at that time you will automatically be enrolled in eStatements and enotices. All terms and conditions applicable to Winnebago Community Credit Union’s Online Branch apply to Mobile Branch services. Web access is required to use our Mobile Branch. Mobile service provider download and usage charges may apply. See service provider’s terms and conditions. This agreement between you and Winnebago Community Credit Union ("we" or "us" or "WCCU") contains the terms, conditions and disclosures for your Online/Mobile Branch. Your Online/Mobile Branch allows you to access your deposit accounts, loans, and lines of credit, and you are subject to the rules and regulations governing the general use of those accounts. You will need to use certain types of computers or personal devices, obtain an internet account, and use compliant browser software to use your Online/Mobile Branch. The installation, maintenance, and operation of those items are your responsibility. We are not responsible for any errors or failures of your computer equipment or internet connection software. Your Online/Mobile Branch can be used at any time, 24 hours a day; however, certain system maintenance or malfunctions may make it unavailable at times.
    [Show full text]
  • Beginning Old English / Carole Hough and John Corbett
    © Carole Hough and John Corbett 2007 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Beginning Old Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. English Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this Carole Hough and John Corbett work in accordance with the Copyright, Designs and Patents Act 1988. First published 2007 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N.Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN-13: 978–1–4039–9349–6 hardback ISBN-10: 1–4039–9349–1 hardback ISBN-13: 978–1–4039–9350–2 paperback ISBN-10: 1–4039–9350–5 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. A catalogue record for this book is available from the British Library.
    [Show full text]
  • An Analysis of I-Umlaut in Old English
    An Analysis of I-Umlaut in Old English Meizi Piao (Seoul National University) Meizi Piao. 2012. An Analysis of I-Umlaut in Old English. SNU Working Papers in English Linguistics and Language X, XX-XX Lass (1994) calls the period from Proto-Germanic to historical Old English ‘The Age of Harmony’. Among the harmony processes in this period, i-umlaut has been considered as ‘one of the most far-reaching and important sound changes’ (Hogg 1992, Lass 1994) or as ‘one of the least controversial sound changes’ (Colman 2005). This paper tries to analyze i-umlaut in Old English within the framework of the Autosegmental theory and the Optimality theory, and explain how suffix i or j in the unstressed syllable cause the stem vowels in the stressed syllable to be fronted or raised. (Seoul National University) Keywords: I-umlaut, Old English, Autosegmental theory, vowel harmony Optimality theory 1. Introduction Old English is an early form of the English language that was spoken and written by the Anglo-Saxons and their descendants in the area now known as England between at least the mid-5th century to the mid-12th century. It is a West Germanic language closely related to Old Frisian. During the period of Old English, one of the most important phonological processes is umlaut, which especially affects vowels, and become the reason for the superficially irregular and unrelated Modern English phenomenon. I-Umlaut is the conditioned sound change that the vowel either moves directly forward in the mouth [u>y, o>e, A>&] or forward and up [A>&>e].
    [Show full text]
  • Enhancing Autonomy-Supportive I–Thou Dialogue in Schools: Conceptualization and Socio-Emotional Effects of an Intervention Program
    Soc Psychol Educ DOI 10.1007/s11218-012-9178-2 Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program Haya Kaplan · Avi Assor Received: 16 August 2010 / Accepted: 14 February 2012 © Springer Science+Business Media B.V. 2012 Abstract We present a conceptualization and a 2 year program of autonomy-sup- portive I–Thou dialogue among teachers and students that is based on self-determina- tion theory (Deci and Ryan in Psychol Inq 11(4):227–268, 2000) and Buber’s (1960) philosophy. The program was applied in 18 seventh grade classes (420 students). Findings showed: (a) increases in positive emotions and in perceptions of teachers as conducting more dialogue on the relevance of studies to students’ lives, and (b) decreases in negative emotions and in classroom violence. The findings highlight the importance of autonomy-supportive I–Thou dialogue and suggest that such dialogue might help adolescents to experience studying and school as more pleasant and secure. Keywords Autonomy support · I–Thou dialogue · Intervention program · School violence · Students’ feelings · Choice · Relevance The educational approach and intervention program described in this study originate from the recognition that student–teacher dialogue may be ubiquitous in schools but is often frustrating to either party. On the one hand, teachers question: How should we talk to students? About what? How can we establish the best atmosphere for such conversations? Students, on the other hand, claim that teachers do not listen. Although speech is one of teachers’ primary tools, they do not always succeed in using this tool to promote students’ interest and positive feelings while learning.
    [Show full text]
  • Fundamentals of the Gestalt Approach to Counselling
    2 Fundamentals of the Gestalt Approach to Counselling The therapeutic relationship Gestalt practitioners affirm the primary values of the living existential encounter between two real human beings, both of whom are risking themselves in the dialogue of the healing process. The central focus is the moment-by-moment process of the relationship between the client and the counsellor. In this encounter, the goal is a full and complete authen- tic meeting between these two people. (Naturally such a meeting may include each experiencing existential separation and essential aloneness.) The development of the capacity for genuine relationship forms the core of the healing process and has been described by Hycner (1985) as a rela- tionship basically characterised by dialogue – a dialogic relationship. As they work through the many stage-posts of their journey, the client gains emotional resources, security and freedom, and the counsellor comes to be seen more and more as a ‘real’ person. No longer is the counsellor experienced merely as a projective substitute for figures from the past, and no longer are past patterns habitually used in the present. Laura Perls has mentioned ‘that she was profoundly influenced by a personal meeting with Martin Buber, and that the true essence of Gestalt therapy was the relationship formed between therapist and client’ (Hycner, 1985: 27). Buber described this ‘I–Thou’ (‘Ich und Du’ in German) relationship as a genuine meeting between two unique people in which both openly respect the essential humanity of the other. Buber (1958/1984) 02-Clarkson with Cavicchia_Ch-02.indd 19 9/18/2013 11:58:42 AM 20 Gestalt Counselling in Action writes that there are two primary human attitudes, the ‘I–Thou’ relation- ship and the ‘I–It’ relationship.
    [Show full text]
  • Opening Paragraphs of Martin Buber's I and Thou (1923)
    Opening paragraphs of Martin Buber’s A Paraphrase of Buber’s opening paragraphs I and Thou (1923) of I and Thou To man the world is twofold, in accordance with To humans, the world is divided into two parts according his twofold attitude. to the two attitudes that we have toward it. The attitude of man is twofold, in accordance with Our two possible attitudes toward the world emerge from the twofold nature of the primary words which he the two corresponding “primary words” behind each of these speaks. attitudes. The primary words are not isolated words, but These “primary words” are not individual words, but made combined words. of two sets of inseparable combined words. The one primary word is the combination I-Thou. One “primary word” is the combination I-You. The other primary word is the combination I-It; The other “primary word” is the combination I-It; the I-It wherein, without a change in the primary word, one of primary word can change the It to either He or She and still be the words He and She can replace It. part of an I-It relationship. Hence the I of man is twofold. As a result, there are two ways to be an I in this world. For the I of the primary word I-Thou is a different The I of the “primary word” I-You is not the same I as the I from that of the primary word I-It. one in the “primary word” I-It. Primary words do not signify things, but they These two “primary words” do not name some external intimate relations.
    [Show full text]
  • 100 Common English Usage Problems
    Knowledge/Growth Support 100 Common English Usage Problems A Guide from www.kgsupport.com KGSupport Email: [email protected] English language document review and editing specialists. 100 Common English Usage Problems Introduction English is today’s lingua franca; its evolution is driven by the current demands for information and the need for global communication. English serves as the native language for nearly 400 million people, a second language for another 400 million people, and a foreign language to 800 million people across the globe. It has unarguably become an important academic and professional tool. It is recognized as the most important language through which the increasingly mobile international community interacts and learns. However, despite its worldwide use, English is still considered the most difficult European language to learn and read, primarily because its unique characteristics hinder non-native English speakers from obtaining a strong command of it. English syntax, with its strict subject-verb-object structure, is particularly difficult to grasp. English is also unique in its uses of articles. When combined with the fact that English is an unphonetic language and possesses other small peculiarities, it is a daunting challenge to learn and master. Below, we have compiled a list of common English usage problems that can cause confusion in both writing and speaking. We also provide corresponding examples to illustrate these problems and demonstrate proper usage. Read each item carefully, and note what you feel requires special attention. As you become more familiar with the contents of our booklet and master them, you may refer to individual items from time to time as needed.
    [Show full text]
  • A. Write I Or Me to Complete Each Sentence. 1. Am Working with Tyler
    Grammar: Pronouns I and Me, We and Us Name • The pronouns I and we can be subjects in a sentence. I like to work in a group. We are meeting today. • The pronouns me and us can be used in the predicate part of the sentence. Jake works with me. He asked us to help. • Name yourself last when talking about yourself and another person. Molly and I are writing the report. • The pronoun I is always a capital letter. A. Write I or me to complete each sentence. 1. am working with Tyler, Jake, and Robin. 2. Tyler asked to help him. 3. Robin and found the pictures. Inc. Companies, The McGraw-Hill © Copyright 4. She wanted to cut them out. B. Write we or us to complete each sentence. 5. Liam is working with , too. 6. like his artwork. 7. think the poster will look good. 8. Mrs. Simpson asked about the poster. 106 Practice • Grade 2 • Unit 5 • Week 2 Grammar: Pronouns I and Me, We and Us Name • Some pronouns in the predicate tell about an action that a subject does for or to itself. • The ending -self is used for singular pronouns. I helped myself to some mashed potatoes. Mom made them herself. • The ending -selves is used for plural pronouns. Fred and Dave served themselves. We cleaned the kitchen ourselves. On the line, write a pronoun that fits in the sentence. The pronoun should end with -self or -selves. 1. He typed the report . 2. My brother and I make snacks after school. 3.
    [Show full text]
  • Me, Myself, and I
    Summer 2015 Me, Myself, and I Me, myself and I are all first person singular pronouns that refer to the same person (you), but which word you choose depends on the context of the sentence. Remember, the basic design of a sentence is subject + verb + direct object. Subject: When you are the subject performing the action, use “I.” Example: I made cupcakes for the entire class. Note: Even when there is someone with you performing the action, “I” is still correct: Jane and I drove to the mall for lunch. If you’re not sure, write the sentence without “Jane,” and you’ll see that “I” is the right choice. “I” isn’t always “acting.” Sometimes, you’re expressing feeling or receiving the action. Examples: I became bored watching you play World of Warcraft, because I wanted to play. I was given a coupon for a free iPod. Predicate Nominative: Admittedly, this one is rarely used correctly. In conversational English, the use of “I” following a linking verb sounds stilted. But if you aspire to proper, eloquent grammar, follow this rule: The correct pronoun to follow a linking verb is “I,” or a predicate nominative. Examples: It was I who called you. Who’s there? It is I. Direct Object: The direct object is generally what “receives” the action of the verb. Nouns that receive the verb’s action are considered to be in “objective case.” The objective form of “I” is “me.” Example: Hank beat me in the race, but just wait until next time! Need more help? Schedule an appointment with the Writing Studio in 2420, 25 Park Place at http://gsu.mywconline.net/ Summer 2015 Me, Myself, and I (Continued) Object of the preposition: Nouns that follow prepositions are also considered to be in the objective cases.
    [Show full text]
  • Case, Person, and Linear Ordering in English Coordinated Pronouns
    “Me and her” meets “he and I”: Case, person, and linear ordering in English coordinated pronouns by Thomas Grano Honors Thesis Submitted to the Linguistics Department Honors Program Stanford University, School of Humanities and Sciences May 15, 2006 Acknowledgements This thesis would not have been possible without the help, encouragement, and resources of a number of people. First, I would like to thank my parents for their love and support, not only throughout my college career, but also throughout the years leading up to it, and for their always encouraging me to pursue my interests. For help on earlier stages of the project, I would like to thank Eve Clark, who gave me feedback on my original thesis proposal; Ivan Sag, who gave me valuable insight into the syntax of case and coordination; and Peter Sells, who gave me presentational advice and LATEX-related help on an earlier draft of this thesis. I would like to thank Lev Blumenfeld, Ashwini Deo, and Judith Tonhauser for help thinking about coordinated pronoun ordering tendencies in languages other than English. I would also like to thank Bruno Estigarribia and Jean-Philippe Marcotte for invaluable guidance on collecting data on pronoun case in language acquisition; I only regret that I did not seek their guidance early enough to be able to make full use of it for this thesis. Thanks go to Liz Coppock, Florian Jaeger, and Neal Snider for early help and advice on corpus searching. Thanks also go to Laura Staum for valuable discussion during summer 2005, when I was collecting the bulk of the corpus data and beginning to design my acceptability experiment.
    [Show full text]