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Basic Locative Constructions and Simple Clause Structures of English, Akan, and Safaliba
Basic Locative Constructions and Simple Clause Structures of English, Akan, and Safaliba Edward Owusu PhD Candidate, Department of Linguistics, University of Ghana, Legon, Ghana, and Lecturer, Department of Liberal and General Studies, Sunyani Polytechnic, Sunyani, Ghana. John Agor, PhD Lecturer, Department of Linguistics, University of Ghana, Legon, Ghana. AsuamahAdade-Yeboah PhD Candidate, UniveridadEmpresarial de Costa Rica (UNEM) Senior Lecturer, Department of Communication Studies, Christian Service University College, Kumasi, Ghana. Kofi Dovlo, PhD Senior Lecturer (Adjunct), Department of Linguistics, University of Ghana, Legon, Accra, Ghana Abstract This paper discusses some basic locative constructions and simple clause structures of English, Akan (a majority language in Ghana), and Safaliba (a minority language in Ghana). Specifically, the paper compares the simple clause of and the basic locative constructions in these three languages by showing clearly how native speakers of these languages produce forms to express meaning. Structures such as clause functions, relative clause, verb forms, serial verb constructions, noun phrase, negation, and locative constructions have been employed as touchstones in juxtaposing the three languages. The data used,were drawn from native speakers’ intuition and expressions about the location of entities (this has been vividly explained in section 1.3). Several obversations were made. For example, it was realised that while English and Safaliba are pre- determiner languages, Akan is post-determiner language. Again as English recognises prepositions, Akan and Safaliba use postposition. Keywords: Basic locative constructions, Simple clause, Akan, Safaliba, Adpositional phrases 1. Introduction A sign, according to Saussure (1915/1966) is a combination of a concept and a sound-image, a combination that cannot be separated. -
Who, Whom, Whoever, and Whomever
San José State University Writing Center www.sjsu.edu/writingcenter Written by Cassia Homann Who, Whom, Whoever, and Whomever People often do not know when to use the pronouns “who,” “whom,” “whoever,” and “whomever.” However, with a simple trick, they will always choose the correct pronoun. For this trick, use the following key: who = she, he, I, they whom = her, him, me, them Who In the following sentences, use the steps that are outlined to decide whether to use who or whom. Example Nicole is a girl (who/whom) likes to read. Step 1: Cover up the part of the sentence before “who/whom.” Nicole is a girl (who/whom) likes to read. Step 2: For the remaining part of the sentence, test with a pronoun using the above key. Replace “who” with “she”; replace “whom” with “her.” Who likes to read = She likes to read Whom likes to read = Her likes to read Step 3: Consider which one sounds correct. (Remember that the pronoun “she” is the subject of a sentence, and the pronoun “her” is part of the object of a sentence.) “She likes to read” is the correct wording. Step 4: Because “she” works, the correct pronoun to use is “who.” Nicole is a girl who likes to read. Who, Whom, Whoever, and Whomever, Fall 2012. Rev. Summer 2014. 1 of 4 Whom Example Elizabeth wrote a letter to someone (who/whom) she had never met. Step 1: Cover up the part of the sentence before “who/whom.” Elizabeth wrote a letter to someone (who/whom) she had never met. -
Case Management and Staff Support Across NCI States
What the 2018-19 NCI® Child Family Survey data tells us about Case Management and Staff Support Across NCI States This report tells us about: • What NCI tells us about case management and staff support • Why this is important What is NCI? Each year, NCI asks people with intellectual and developmental disabilities (IDD) and their families how they feel about their lives and the services they get. NCI uses surveys so that the same questions can be asked to people in all NCI states. Who answered questions to this survey? Questions for this survey are answered by a person who lives in the same house as a child who is getting services from the state. Most of the time, a parent answers these questions. Sometimes a sibling or someone who lives with the child and knows them well answers these questions. 2 How are data shown in this report? NCI asks questions about planning services and supports for children who get services from the state. In this report we see how family members of children getting services answered questions about planning services and supports. • In this report, when we say “you” we mean the person who is answering the question (most of the time, a parent). • In this report, when we say “child” we mean the child who is getting services from the state. 3 We use words and figures to show the number of yes and no answers we got. Some of our survey questions have more than a yes or no answer. They ask people to pick: “always,” “usually,” “sometimes,” or “seldom/never.” For this report, we count all “always” answers as yes. -
The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience. -
Complementiser and Relativiser in the English Subordinate Clauses
COMPLEMENTISER AND RELATIVISER IN THE ENGLISH SUBORDINATE CLAUSES Ni Luh Ketut Mas Indrawati English Department, Faculty of Arts, Udayana University [email protected] Abstract Words combine to form larger units; phrases, clauses, and sentences. The study of the structure of phrases, clauses, and sentences is referred to as syntax. Quirk, et, all (1985:47) distinguishes sentences into two types they are; simple sentences and multiple sentences which cover compound sentences and complex sentences. A simple sentence consists of one independent clause, a multiple clause contains more than one clauses, a compound sentence consists of two or more independent clauses, while a complex sentence consists of insubordinate and subordinate clauses. Subordinate clause, in embedding the element of the insubordinate clause use either complementiser or relativiser. For example: (1) john said that he did not come to the party. That in (1) is considered to be complimentiser since it introduces the subordinate clause. (2) John met the teacher that teaches you English. That in (2) is classified as relativiser because it is used to introduce the modifying clause. This paper attempts to discuss complementiser and relativiser in the English subordinate clauses and describe the constituent structure in a tree diagram using the approach proposed by Kroeger (2005). The data were taken from a novel entitled Saved by The Bride by Fiona Lowe (2013). Keywords: complex sentences, subordinate clauses, complementiser or relativiser I INTRODUCTION A sentence is mainly a group of words linking together and expressing an idea, event or description. The words in an English sentence have a certain order and rule regarding ways to either expand or shorten it. -
Mandative Subjunctive in Arabic Syntax: a Minimalist Study
البلقاء للبحوث Al-Balqa Journal for Research and Studies والدراسات Volume 16 Issue 1 Article 6 2013 Mandative Subjunctive in Arabic Syntax: A Minimalist Study Atef Jalabneh King Khalid University, [email protected] Follow this and additional works at: https://digitalcommons.aaru.edu.jo/albalqa Recommended Citation Jalabneh, Atef (2013) "Mandative Subjunctive in Arabic Syntax: A Minimalist Study," Al-Balqa Journal for .Vol. 16 : Iss. 1 , Article 6 :البلقاء للبحوث والدراسات Research and Studies Available at: https://digitalcommons.aaru.edu.jo/albalqa/vol16/iss1/6 This Article is brought to you for free and open access by Arab Journals Platform. It has been accepted for by an authorized editor. The journal البلقاء للبحوث والدراسات inclusion in Al-Balqa Journal for Research and Studies is hosted on Digital Commons, an Elsevier platform. For more information, please contact [email protected], [email protected], [email protected]. Mandative Subjunctive in Arabic Syntax: A Minimalist Study Dr. Atef Jalabneh Faculty of Languages and Translation-King Khalid University Abha- Saudi Arabia Abstract An Arabic sentence is dealt with in this article as SVO at spell-out and VSO at the logical form (LF). Thus, the objective of this study is to check the grammaticality of the mandative subjunctive structure in the absence of a case assignor for the nominative case. It also checks the relevant syntactic and semantic formal and informal features that support the grammaticality of mandative subjunctive at LF. To achieve the objectives, the researcher refers to Chomsky’ s (1981, 1986a, 1986b and 1995) Minimalist Views and Radford’s (1988) Empty Tense Theory. -
Define an Independent Clause . . . Big Kid Comma Rules
Jestice/English 2 Name: ________________________________________ Period: __________________ Date: ___________________ Grammar for Sophomores—40 points I. Commas Define an independent clause . __________________________________________________________ Big Kid Comma Rules . Rule #1: Use commas to separate items in a series. This independent clause forms a simple sentence. Examples: I love reading, writing, and hiking. I wrote a book, went hiking, and cooked dinner. Write two sentences, using the rule. 1. 2. Jestice/English 2 Rule #2: Use a comma after an introductory word group, which is called a dependent clause. This forms a complex sentence. Examples: After the school year finishes, I am going on vacation. Inside the cave, the mountain lion watches intruders. Write two sentences, using the rule. 3. 4. Rule #3: Use a comma to combine independent clauses BEFORE a coordinating conjunction (FANBOYS). This forms a compound sentence. Examples: The spaceship landed, and the alien opened the door. I liked the cake, but the icing was too sweet. Write two sentences, using the rule. 5. 6. Jestice/English 2 If you join independent clauses with only a comma, that is called a COMMA SPLICE!!!!!!!!! If you join independent clauses with only a conjunction, that is called a RUN-ON SENTENCE!!!!!!!! Rule #4: Use a comma between coordinating adjectives. Examples: Fitness instruction is a rewarding, fascinating career. The hot, sweet chocolate tasted delicious. Write two sentences, using the rule. 7. 8. Rule #5: Use a comma for extraneous or parenthetical information—an appositive. Examples: The new wafflespogger, a machine that spogs waffles, burned my finger. Mrs. Jestice, who enjoys silly verbiage, writes ridiculous sentences whenever possible. -
Formal Grammar, Usage Probabilities, and English Tensed Auxiliary Contraction (Revised June 15, 2020)
Formal grammar, usage probabilities, and English tensed auxiliary contraction (revised June 15, 2020) Joan Bresnan 1 At first sight, formal theories of grammar and usage-based linguistics ap- pear completely opposed in their fundamental assumptions. As Diessel (2007) describes it, formal theories adhere to a rigid division between grammar and language use: grammatical structures are independent of their use, grammar is a closed and stable system, and is not affected by pragmatic and psycholinguis- tic principles involved in language use. Usage-based theories, in contrast, view grammatical structures as emerging from language use and constantly changing through psychological processing. Yet there are hybrid models of the mental lexicon that combine formal representational and usage-based features, thereby accounting for properties unexplained by either component of the model alone (e.g. Pierrehumbert 2001, 2002, 2006) at the level of word phonetics. Such hybrid models may associate a set of ‘labels’ (for example levels of representation from formal grammar) with memory traces of language use, providing detailed probability distributions learned from experience and constantly updated through life. The present study presents evidence for a hybrid model at the syntactic level for English tensed auxiliary contractions, using lfg with lexical sharing (Wescoat 2002, 2005) as the representational basis for the syntax and a dynamic exemplar model of the mental lexicon similar to the hybrid model proposals at the phonetic word level. However, the aim of this study is not to present a formalization of a particular hybrid model or to argue for a specific formal grammar. The aim is to show the empirical and theoretical value of combining formal and usage-based data and methods into a shared framework—a theory of lexical syntax and a dynamic usage-based lexicon that includes multi-word sequences. -
Independent Clauses Are Strong a Single Independent Clause Is the Same As a Simple Sentence
Xu°ba lJll ege Writing& Language Development Center Clauses: Independent & Dependent A clause is a word group containing a subject and verb pair. If a clause can stand alone, it is independent. If a clause cannot stand alone, it is dependent. Independent clauses are strong A single independent clause is the same as a simple sentence. An independent clause contains at least one subject-verb pair, expresses a complete thought, and can be ended with a period: Bob and Marcie love Thai food. They eat there often and bring all their friends. Bowling is fun. Bowling shoes are stinky and sweaty. A single independent clause may have compound subjects (Bob and Marcie), compound verbs (eat and bring), compound adjectives (stinky and sweaty) or other compound elements. Joining independent clauses Coordinating conjunctions join independent clauses. They are preceded by a comma when they join independent clauses (but not necessarily when they join other compound elements). Here are the coordinating conjunctions: ,for ,or ,and ,yet ,nor ,so ,but You may combine independent clauses with a semicolon or with a comma plus coordinating conjunction: Bob and Marcie love Thai food; they eat there often and bring all their friends. Bowling is fun, but bowling shoes are stinky and sweaty. You may join more than two independent clauses using the same methods: Bowling is fun, but bowling shoes are stinky and sweaty, so we always bring thick socks. When you combine independent clauses, you create a compound sentence. You may NOT try to join independent clauses with only a comma. This is an error called a comma splice. -
Syntactic Category: Noun Phrase
A CODING SYSTEM FOR EVALUATING STUDENTS' PRODUCTIVE ENGLISH Gerald P. Berent, Ph.D. Department of Research Paula M. Brown, Ph.D. Chairperson, Department of Speech and Language Brenda H. Whitehead, M.A., CCC-SP Department of Speech and Language National Technical Institute for the Deaf Rochester Institute of Technology Rochester, New York, U.S.A. Copyright © 2002 Rochester Institute of Technology, All Rights Reserved G. P. Berent, P. M. Brown, & B. H. Whitehead 2 CODING SYSTEM CATEGORIES PRODUCTION TYPE SYNTACTIC CATEGORY: COMPLEMENTIZER PHRASE INFLECTIONAL PHRASE VERB PHRASE DETERMINER PHRASE NOUN PHRASE ADJECTIVE PHRASE QUANTIFIER PHRASE PREPOSITIONAL PHRASE CONJUNCTION GRAMMATICAL RELATIONS MORPHOLOGICAL PROPERTIES SENTENCE AND VERB TYPES SEMANTIC RELATIONS INFORMATION STRUCTURE DISCOURSE PROCESSES: ORGANIZATION COHESION PERSPECTIVE RHETORICAL DEVICES MECHANICS AND PUNCTUATION Copyright © 2002 Rochester Institute of Technology, All Rights Reserved G. P. Berent, P. M. Brown, & B. H. Whitehead 3 PRODUCTION TYPE Symbol Description Form/Structure/Explanation S(UCC) Success Successful production E Error Unsuccessful production A Addition Superfluous addition O Omission Erroneous omission REP Repair Repaired production REV Revision Revised production AMB Ambiguous Ambiguous formation VAG Vague Vague expression FRAG Fragment Sentence fragment UGR Ungrammatical Ungrammatical formation U Utterance Turn taken (spoken/signed) or sentence (written) W Word Lexical item PHR Phrase Syntactic phrase CLS Clause Finite or nonfinite clause WO Word order Order of words in a sentence INV Inversion Inversion of two constituents WC Word choice Appropriate lexical item MOR Morphology Morphological form STX Syntax Syntactic structure SEM Semantics Word meaning or sentence interpretation DISC Discourse Discourse function Copyright © 2002 Rochester Institute of Technology, All Rights Reserved G. -
Conditional Clause Definition Pdf Gadgets
Conditional Clause Definition Pdf Betraying and whapping Stevie interplant her adamant solder or snoods sycophantically. Hard-bitten and dustier Wolfy repapers her mangle attenuated or soused subordinately. Walt articulates acutely if eleventh Cortese wash-up or build-up. Jane is talking about actions that a clause that include: what is a clause in the above. Argument with the main types of an adjective clause? Continuous in both clauses in place of israel to complete a zero conditionals. Computer in the main clause now opens the ideas are other hand of simple! Specified subject plus a condition had worked harder. Name for the color of subordinate clause when we rely on the time. Polite order of english, you could have a future situations: les bahasa inggris online exercises. Varying depending on a law of these sentences are various ways of conditional clauses are still important in. Things happen or the definition of the action in this is not be rush at an adverbial clause is a verb, the indicative example of occurring. Canal he was the conditional clause modifies how the examples and writing skills in new york, or not been a house. Agnostic about the clauses for beginner to a combination of conditional sentences are the english. Parallel those used in independent clause seemed to a difference. chase secured credit card requirements harlem Declined even conditional sentences are also offered conditional support to do? Numerous hurdles required to individual slots on the if i will hunt you take a condition had made to one. Ask that are used to a particular result, you confirm your dry cleaning. -
Adverb Phrases and Clauses Function in Specific Sentences
MS CCRS L.7.1a: Explain the function of Lesson 3 phrases and clauses in general and their Adverb Phrases and Clauses function in specific sentences. Introduction Phrases and clauses are groups of words that give specific information in a sentence. A clause has both a subject and a predicate, while a phrase does not. Some phrases and clauses function like adverbs, which means they modify a verb, an adjective, or another adverb in a sentence. • An adverb phrase tells “how,” “when,” “where,” or “why.” It is often a prepositional phrase. Soccer players wear protective gear on the field. (tells where; modifies verb wear) Soccer gloves are thick with padding. (tells how; modifies adjective thick) • An adverb clause can also tell “how,” “when,” “where,” or “why.” It is always a dependent clause. Gloves protect goalies when they catch the ball. (tells when; modifies verb protect) Goalies need gloves because the ball can hurt. (tells why; modifies verb need) Guided Practice Circle the word in each sentence that the underlined phrase or clause modifies. Write how, when, where, or why to explain what the phrase or clause tells. Hint 1 Goalies are the only players who touch the ball with their hands. Often an adverb phrase or clause immediately follows 2 As the ball comes toward the goal, the goalie moves quickly. the word it modifies, but sometimes other words separate the 3 If necessary, the goalie dives onto the ground. two. The phrase or clause may also come at the beginning of a 4 Sometimes the other team scores because the ball gets past sentence, before the the goalie.