Gabby the Grammar Geek Columns from Internal National Security Agency (NSA) Employee Publications, 2012-2014
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Government and Binding Theory.1 I Shall Not Dwell on This Label Here; Its Significance Will Become Clear in Later Chapters of This Book
Introduction: The Chomskian Perspective on Language Study Contents Introduction 1 Linguistics: the science of language 2 The native speaker: grammaticality and acceptability 2.1 Descriptive adequacy 2.2 Grammaticality and acceptability 2.3 The grammar as a system of principles 3 Knowledge of language 3.1 The poverty of the stimulus 3.2 Universal grammar 3.3 Parameters and universal grammar 3.4 Language learning and language acquisition 3.5 The generative linguist 4 The new comparative syntax 4.1 Principles and parameters: a recapitulation 4.2 The pro-drop properties 4.3 Relating the properties 4.4 Agreement and pro-drop 5 Purpose and organization of the book 5.1 General purpose 5.2 Organization 6 Exercises Introduction The aim of this book is to offer an introduction to the version of generative syntax usually referred to as Government and Binding Theory.1 I shall not dwell on this label here; its significance will become clear in later chapters of this book. Government-Binding Theory is a natural development of earlier versions of generative grammar, initiated by Noam Chomsky some thirty years ago. The purpose of this introductory chapter is not to provide a historical survey of the Chomskian tradition. A full discussion of the history of the generative enterprise would in itself be the basis for a book.2 What I shall do here is offer a short and informal sketch of the essential motivation for the line of enquiry to be pursued. Throughout the book the initial points will become more concrete and more precise. By means of footnotes I shall also direct the reader to further reading related to the matter at hand. -
On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish
On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish Silvia Perpiñán and Silvina Montrul University of Illinois at Urbana-Champaign 1. Introduction Ditransitive verbs can take a direct object and an indirect object. In English and many other languages, the order of these objects can be altered, giving as a result the Dative Construction on the one hand (I sent a package to my parents) and the Double Object Construction, (I sent my parents a package, hereafter DOC), on the other. However, not all ditransitive verbs can participate in this alternation. The study of the English dative alternation has been a recurrent topic in the language acquisition literature. This argument-structure alternation is widely recognized as an exemplar of the poverty of stimulus problem: from a limited set of data in the input, the language acquirer must somehow determine which verbs allow the alternating syntactic forms and which ones do not: you can give money to someone and donate money to someone; you can also give someone money but you definitely cannot *donate someone money. Since Spanish, apparently, does not allow DOC (give someone money), L2 learners of Spanish whose mother tongue is English have to become aware of this restriction in Spanish, without negative evidence. However, it has been noticed by Demonte (1995) and Cuervo (2001) that Spanish has a DOC, which is not identical, but which shares syntactic and, crucially, interpretive restrictions with the English counterpart. Moreover, within the Spanish Dative Construction, the order of the objects can also be inverted without superficial morpho-syntactic differences, (Pablo mandó una carta a la niña ‘Pablo sent a letter to the girl’ vs. -
3.1. Government 3.2 Agreement
e-Content Submission to INFLIBNET Subject name: Linguistics Paper name: Grammatical Categories Paper Coordinator name Ayesha Kidwai and contact: Module name A Framework for Grammatical Features -II Content Writer (CW) Ayesha Kidwai Name Email id [email protected] Phone 9968655009 E-Text Self Learn Self Assessment Learn More Story Board Table of Contents 1. Introduction 2. Features as Values 3. Contextual Features 3.1. Government 3.2 Agreement 4. A formal description of features and their values 5. Conclusion References 1 1. Introduction In this unit, we adopt (and adapt) the typology of features developed by Kibort (2008) (but not necessarily all her analyses of individual features) as the descriptive device we shall use to describe grammatical categories in terms of features. Sections 2 and 3 are devoted to this exercise, while Section 4 specifies the annotation schema we shall employ to denote features and values. 2. Features and Values Intuitively, a feature is expressed by a set of values, and is really known only through them. For example, a statement that a language has the feature [number] can be evaluated to be true only if the language can be shown to express some of the values of that feature: SINGULAR, PLURAL, DUAL, PAUCAL, etc. In other words, recalling our definitions of distribution in Unit 2, a feature creates a set out of values that are in contrastive distribution, by employing a single parameter (meaning or grammatical function) that unifies these values. The name of the feature is the property that is used to construct the set. Let us therefore employ (1) as our first working definition of a feature: (1) A feature names the property that unifies a set of values in contrastive distribution. -
“Until That Song Is Born”: an Ethnographic Investigation of Teaching and Learning Among Collaborative Songwriters in Nashville
“UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Music Education—Doctor of Philosophy 2016 ABSTRACT “UNTIL THAT SONG IS BORN”: AN ETHNOGRAPHIC INVESTIGATION OF TEACHING AND LEARNING AMONG COLLABORATIVE SONGWRITERS IN NASHVILLE By Stuart Chapman Hill With the intent of informing the practice of music educators who teach songwriting in K– 12 and college/university classrooms, the purpose of this research is to examine how professional songwriters in Nashville, Tennessee—one of songwriting’s professional “hubs”—teach and learn from one another in the process of engaging in collaborative songwriting. This study viewed songwriting as a form of “situated learning” (Lave & Wenger, 1991) and “situated practice” (Folkestad, 2012) whose investigation requires consideration of the professional culture that surrounds creative activity in a specific context (i.e., Nashville). The following research questions guided this study: (1) How do collaborative songwriters describe the process of being inducted to, and learning within, the practice of professional songwriting in Nashville, (2) What teaching and learning behaviors can be identified in the collaborative songwriting processes of Nashville songwriters, and (3) Who are the important actors in the process of learning to be a collaborative songwriter in Nashville, and what roles do they play (e.g., gatekeeper, mentor, role model)? This study combined elements of case study and ethnography. Data sources included observation of co-writing sessions, interviews with songwriters, and participation in and observation of open mic and writers’ nights. -
Sabotage! and Other Stories
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2010 Sabotage! And Other Stories Gregory Elliott Luther The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Luther, Gregory Elliott, "Sabotage! And Other Stories" (2010). Graduate Student Theses, Dissertations, & Professional Papers. 853. https://scholarworks.umt.edu/etd/853 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. SABOTAGE! AND OTHER STORIES By GREGORY ELLIOTT LUTHER Bachelor's of University Studies, University of New Mexico, Albuquerque, NM, 2006 Thesis presented in partial fulfillment of the requirements for the degree of Master of Fine Arts in Creative Writing Fiction The University of Montana Missoula, MT December 2010 Approved by: Perry Brown, Associate Provost for Graduate Education Graduate School Chair Deirdre Mcnamer English Kevin Canty English Maria Bustos-Fernandez Modern and Classical Languages and Literatures Luther, Gregory, M.F.A, Fall 2010 Creative Writing Fiction Sabotage! And Other Stories Chairperson: Deirdre McNamer Co-Chairperson: Kevin Canty This is a collection of short fiction written between 2008-2010. ii Schooling Somehow I was the last to get the news. Eric Sullivan knew a guy in Modesto that was friends with the son of the teacher, the actual dude, Mr. -
<I>Always Coming Home</I>
Volume 17 Number 3 Article 7 Spring 3-15-1991 The Making of Always Coming Home Ursula K. Le Guin Todd Barton Margaret Chodos-Irvine George Hersh Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Le Guin, Ursula K.; Barton, Todd; Chodos-Irvine, Margaret; and Hersh, George (1991) "The Making of Always Coming Home," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 17 : No. 3 , Article 7. Available at: https://dc.swosu.edu/mythlore/vol17/iss3/7 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Transcript of panel discussion from 1988 Mythopoeic Conference. Author, illustrator, composer, and cartographer/ researcher discuss the genesis of Always Coming Home. Additional Keywords Le Guin, Ursula K. Always Coming Home; Le Guin, Ursula K. -
Episode 308: JOHNNYSWIM That Sounds Fun with Annie F. Downs
Episode 308: JOHNNYSWIM That Sounds Fun with Annie F. Downs [00:00:00] <Music> Annie: Hi friends, welcome to another episode of That Sounds Fun. I'm your host Annie F. Downs, I'm really happy to be here with you today. We've got a great show in store, one y'all have been requesting for always. So I'm thrilled about today's show. And before we get started, I want to tell you about one of our incredible partners, CRU. It probably goes without saying, but here I am saying it anyways, reading the Bible is so important to me. If you've been following me through 2021, you know, I've been doing the Bible in a Year, and I'm always blown away by the new things I learn, even in passages I feel like I've read 100 times. But imagine for a second that you couldn't get a Bible, like you couldn't afford one or couldn't just hop on Amazon and have one sent to your house. Take it one step further, and imagine that you aren't even allowed to have one. Honestly, sometimes we forget that there are so many people all around the world, who simply can't get a Bible. And that's why we're thrilled to partner with Cru. Cru is one of the largest evangelical organizations in the world, with over 25,000 missionaries in almost every country. Cru has given Bibles to people in their own heart language, and sharing the hope of Jesus all around the globe. -
A PROLOG Implementation of Government-Binding Theory
A PROLOG Implementation of Government-Binding Theory Robert J. Kuhns Artificial Intelligence Center Arthur D. Little, Inc. Cambridge, MA 02140 USA Abstrae_~t For the purposes (and space limitations) of A parser which is founded on Chomskyts this paper we only briefly describe the theories Government-Binding Theory and implemented in of X-bar, Theta, Control, and Binding. We also PROLOG is described. By focussing on systems of will present three principles, viz., Theta- constraints as proposed by this theory, the Criterion, Projection Principle, and Binding system is capable of parsing without an Conditions. elaborate rule set and subcategorization features on lexical items. In addition to the 2.1 X-Bar Theory parse, theta, binding, and control relations are determined simultaneously. X-bar theory is one part of GB-theory which captures eross-categorial relations and 1. Introduction specifies the constraints on underlying structures. The two general schemata of X-bar A number of recent research efforts have theory are: explicitly grounded parser design on linguistic theory (e.g., Bayer et al. (1985), Berwick and Weinberg (1984), Marcus (1980), Reyle and Frey (1)a. X~Specifier (1983), and Wehrli (1983)). Although many of these parsers are based on generative grammar, b. X-------~X Complement and transformational grammar in particular, with few exceptions (Wehrli (1983)) the modular The types of categories that may precede or approach as suggested by this theory has been follow a head are similar and Specifier and lagging (Barton (1984)). Moreover, Chomsky Complement represent this commonality of the (1986) has recently suggested that rule-based pre-head and post-head categories, respectively. -
A Blank Space Extended: on the Poetics of Osvaldo Lamborghini
Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 A Blank Space Extended: On the Poetics of Osvaldo Lamborghini Kevin Paul Soto Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the Latin American Languages and Societies Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Soto, Kevin Paul, "A Blank Space Extended: On the Poetics of Osvaldo Lamborghini" (2016). Senior Projects Spring 2016. 105. https://digitalcommons.bard.edu/senproj_s2016/105 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. 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. For more information, please contact [email protected]. A Blank Space Extended: On the Poetics of Osvaldo Lamborghini Senior Project submitted to The Division of Languages and Literature of Bard College by Kevin P. Soto Annandale-on-Hudson, New York May 2016 Acknowledgements If I were to list every single person who has helped me out in some way, either by directly having a hand in this project or even just keeping me sane and well, I would run up an innumerable amount of pages, and we would have a “Library of Babel” type of situation on our hands. -
The Willow Pattern Characters
THE WILLOW PATTERN [Transcribed from the libretto in the British Library by Vincent Daniels] CHARACTERS AH-MEE (a Chinese Maiden ) MISS AGNES FRASER HI-HO ( her Lover ) MR POWIS PINDER SO-HI ( her Father ) MR REGINALD CROMPTON SO-LO ( his Friend ) MR R. ROUS WEE-PING ( a Rich Lady ) MISS ROSINA BRANDRAM PING-PONG ( her Lover ) MR WALTER PASSMORE TEE-THING ( his Grandmother ) MISS JESSIE POUNDS FEE-FI ( a Poor Girl ) MISS BLANCHE GASTON MURRAY FO-FUM ( her Lover ) MR W. H. LEON CHORUS OF PAIRS OF LOVERS SCENE: A CHINESE GARDEN, AS IN THE WELL-KNOWN WILLOW PATTERN Libretto SCENE. - A Chinese garden, House L.C., Willow tree L of House, Bridge R, It is late afternoon. Enter CHORUS, CHINESE MEN and GIRLS CHORUS. Comes a merry throng With wreaths and garlands laden Sound the joyous gong, China man and maiden. Beat it loud and long, Bing! Bang! Sound the gladsome gong, Cling! Clang! In praise of the god Choo-Chow Tow! Kow! In praise of the god Choo-Chow. FO-FUM. For today is the Feast of Lovers When every youth discovers His heart is laid At the feet of a maid With toddling tootsicums! FEE-FI. And every maid that toddles 1 Is dressed in her best, and swaddles Her figure petite In a costume neat – So rattle the Chinese drum, And beat Every Chinese gong ALL. Clang! Clang! FEE-FI. Beat them loud and long. ALL. Bang! Bing! FEE-FI. And join in the joyful song I sing In praise of the god Choo-Chow. ALL. -
Syntax-Semantics Interface
: Syntax-Semantics Interface http://cognet.mit.edu/library/erefs/mitecs/chierchia.html Subscriber : California Digital Library » LOG IN Home Library What's New Departments For Librarians space GO REGISTER Advanced Search The CogNet Library : References Collection : Table of Contents : Syntax-Semantics Interface «« Previous Next »» A commonplace observation about language is that it consists of the systematic association of sound patterns with meaning. SYNTAX studies the structure of well-formed phrases (spelled out as sound sequences); SEMANTICS deals with the way syntactic structures are interpreted. However, how to exactly slice the pie between these two disciplines and how to map one into the other is the subject of controversy. In fact, understanding how syntax and semantics interact (i.e., their interface) constitutes one of the most interesting and central questions in linguistics. Traditionally, phenomena like word order, case marking, agreement, and the like are viewed as part of syntax, whereas things like the meaningfulness of a well-formed string are seen as part of semantics. Thus, for example, "I loves Lee" is ungrammatical because of lack of agreement between the subject and the verb, a phenomenon that pertains to syntax, whereas Chomky's famous "colorless green ideas sleep furiously" is held to be syntactically well-formed but semantically deviant. In fact, there are two aspects of the picture just sketched that one ought to keep apart. The first pertains to data, the second to theoretical explanation. We may be able on pretheoretical grounds to classify some linguistic data (i.e., some native speakers' intuitions) as "syntactic" and others as "semantic." But we cannot determine a priori whether a certain phenomenon is best explained in syntactic or semantics terms. -
Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto De Lima, Elena Smirnova, Dejan Stosic
Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic To cite this version: Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic. Introduction: Complex Adpo- sitions and Complex Nominal Relators. Benjamin Fagard, José Pinto de Lima, Dejan Stosic, Elena Smirnova. Complex Adpositions in European Languages : A Micro-Typological Approach to Com- plex Nominal Relators, 65, De Gruyter Mouton, pp.1-30, 2020, Empirical Approaches to Language Typology, 978-3-11-068664-7. 10.1515/9783110686647-001. halshs-03087872 HAL Id: halshs-03087872 https://halshs.archives-ouvertes.fr/halshs-03087872 Submitted on 24 Dec 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Public Domain Benjamin Fagard, José Pinto de Lima, Elena Smirnova & Dejan Stosic Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard CNRS, ENS & Paris Sorbonne Nouvelle; PSL Lattice laboratory, Ecole Normale Supérieure, 1 rue Maurice Arnoux, 92120 Montrouge, France [email protected]