Assessing the discourse referential properties of weak definites

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Assessing the discourse referential properties of weak definites"

Transcription

1 Assessing the discourse referential properties of weak definites TIN-dag 2010 Jolien Scholten & Ana Aguilar Guevara February 6, 2010

2 NWO project Weak referentiality: bare nominals at the lexicon-syntax-semantics interface Henriëtte de Swart Martin Everaert Joost Zwarts Bert Le Bruyn Ellen-Petra Kester Min Que

3 Outline Weak definites Characterization The problem The experiments Discussion Further work 3

4 Weak definites Some uses of non-relational count singular definites do not seem to presuppose the existence of a uniquely identifiable entity (cf. Carlson & Sussman 2005; Birner & Ward 1994; Löbner 1985): 1) (Context: Lola sitting on the sofa of a waiting room reading a newspaper. There are some more newspapers lying next to her.) Lola is reading the newspaper. They allow sloppy readings in VP-ellipsis: 2) Lola went to the hospital and Alice did too. (Different hospitals are possible) They take narrow scope : 3) Every boxer was sent to the hospital. (every boxer > the hospital) They occur only with a restricted class of nouns: 4) You should see the doctor vs # the surgeon. 4

5 Weak definites They occur only with a restricted class of governors: 5) Sally checked the calendar vs read # the calendar. Modification is also limited: 6) Lola is in # the big hospital vs. the psychiatric hospital. They often show an enriched meaning: 7) Eva called the doctor = Eva called a doctor + asked for medical assistance. They don t occur in subject position, unless with a generic reading: 8) # The newspaper was stolen. vs. The newspaper brings many people their daily news. 5

6 Weak definites It is unclear whether weak definites can set up discourse referents: 9) a. I checked the calendar i when I was planning my appointments and put it i back in my desk. b. She called the doctor i immediately. He i prescribed alternative therapy. c. Sheila took the limo i to the airport. It i was a huge gaudy Hummer. At least weak definites are not as good as other definites that pick up familiar referents (10) nor as indefinites that introduce new referents (11) (cf. Heim 1982, 1983; Kamp 1981): 10) a. Yesterday I saw a unicorn i and a donkey in my garden. I beat the unicorn i because it i was eating my roses. b. Next to my house there is a hospital and a church i. This morning I walked to the hospital i but it i was closed. 11) a. Yesterday I saw a donkey i in my garden. It i was sleeping next to my roses. b. This morning I went to a hospital but it i was closed. 6

7 Weak definites It is unclear whether weak definites can set up discourse referents: 9) a. I checked the calendar i when I was planning my appointments and put it i back in my desk. b. She called the doctor i immediately. He i prescribed alternative therapy. c. Sheila took the limo i to the airport. It i was a huge gaudy Hummer. At least they are not as bad as bare singulars, which can neither introduce nor pick up any referent (cf. Farkas & de Swart 2003; Espinal & McNally 2009) : 12) a. *Lola is still at school i because today her class had to help to clean it i b. *This morning I went to town i but it i was completely empty. c. *Yesterday I couldn t watch TV i because it i broke down. 7

8 The experiments Aim To assess the capacity of weak definites, bare singulars, regular definites and indefinites to elicit Different kinds of anaphoric NPs, i.e., pronouns, demonstratives and definite NPs. Predictions Assuming the following correlation between different kinds of referential expressions and the level of accessibility of their antecedents (cf. Ariel 1990; Gundel et al. 1993; Gordon et al. 1993). highly accessible antecedents < > less accessible antecedents Pronouns Demonstratives Full definite NPs Prediction 1: Indefinites and regular definites will elicit more pronouns than bare singulars and weak definites. Prediction 2: Bare singulars and weak definites will elicit more full NPs than regular definites and indefinites. Prediction 3: Bare singulars and weak definites will distinguish from each other. Presumably, weak definites will elicit more pronouns than bare singulars. 8

9 Experiment 1 This study tested the capacity of weak definites, bare singulars and indefinites to elicit three different kinds of anaphoric NPs, i.e., pronouns (a), demonstratives (b) and definites (c, d). Weak definite 13) Guido luisterde vanochtend naar de radio. Hij zette zo hard dat de buren er wakker van werden. Guido listened to the radio this morning. He turned up volume such that it woke up the neighbors. a. m b. die c. de radio d. het apparaat Bare singular 14) Martin zette vanochtend het ontbijt op tafel. Na het ontbijt heeft hij afgeruim Martin put the breakfast on the table this morning. After breakfast he has cleared away a. m b. die c. de tafel d. het meubelstuk Indefinite 15) Nienke zocht gisteren een map. Ze heeft zojuist gevonden. Nienke searched for a folder yesterday. She has just found. a.`m b. die c. de map d. het ding 9

10 Method Materials 18 target mini-discourses (six per condition) 36 fillers with similar format to the targets. Subjects 65 native Dutch-speaking undergraduates at Utrecht University participated in this study. Design Within-subjects design. Three conditions: weak definites, bare singulars and indefinites Pen-and-pencil questionnaire. 10

11 Results 80% 74% 70% Pronoun 60% 50% 50% 46% Full NP Demonstrative 40% 34% 33% Synonymic Definite 30% 20% 10% 0% 20% 12% 14% 4% 7% 5% Weak Definite Bare singular Indefinite 1% Type of target NP The proportion of pronouns elicited by the three kinds of NPs revealed differences (F(2,62)=53.60, p<0.001). Pairwise comparisons (with Bonferroni correction) showed: The proportions corresponding to weak definites and bare singulars were not statistically different, but that indefinites did elicit significantly higher proportions of pronouns than bare singulars (p<0.001) and than weak definites (p<0.001). 11

12 Experiment 2 This study tested the capacity of weak definites, bare singulars and indefinites to elicit pronouns (a) and anaphoric definites only (b). Weak definite 16) Guido luisterde vanochtend naar de radio. Hij zette zo hard dat de buren er wakker van werden. Guido listened to the radio this morning. He turned up volume such that it woke up the neighbors. a. m b. de radio Bare singular 17) Martin zette vanochtend het ontbijt op tafel. Na het ontbijt heeft hij afgeruim Martin put the breakfast on the table this morning. After breakfast he has cleared away a. m b. de tafel Indefinite 18) Nienke zocht gisteren een map. Ze heeft zojuist gevonden. Nienke searched for a folder yesterday. She has just found. a.`m b. de map 12

13 Method Materials 18 target mini-discourses (six per condition) 36 fillers with similar format to the targets. Subjects 65 native Dutch-speaking undergraduates at Utrecht University participated in this study. Design Within-subjects design. Three conditions: weak definites, bare singulars and indefinites Pen-and-pencil questionnaire. 13

14 Results Pronoun Full NP 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 91% 59% 59% 41% 41% 9% Weak Definite Bare singular Indefinite Type of target NP The proportion of pronouns elicited by the three kinds of NPs revealed differences (F(2,62)=88.28 p<0.001). Those corresponding to weak definites and bare singulars were not statistically different from each other but those corresponding to indefinites were significantly higher than those corresponding to bare singulars (p<0.001) and to weak definites (p<0.001). 14

15 Experiment 3 This study tested the capacity of weak definites, regular definites and indefinites to elicit pronouns (a) and anaphoric definites only (b). Weak definites 19) Guido luisterde vanochtend naar de radio. Hij zette zo hard dat de buren er wakker van werden. Guido listened to the radio this morning. He turned up volume such that it woke up the neighbors. a. m b. de radio Regular definites 20) Aniek maakte de mat uit de hal schoon. Daarna heeft ze terug gelegd. Indefinites Aniek cleaned the mat in the hal. After that she had put it back 21) Nienke zocht gisteren een map. Ze heeft zojuist gevonden. Nienke searched for a folder yesterday. She has just found. a. m b. de mat a.`m b. de map 15

16 Method Materials 18 target mini-discourses (six per condition) 36 fillers with similar format to the targets. Subjects 41 native Dutch-speaking undergraduates at Utrecht University participated in this study. Design Within-subjects design. Three conditions: weak definites, bare singulars and indefinites Pen-and-pencil questionnaire. 16

17 Results Pronoun Full NP 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 80% 70% 53% 47% 30% 20% Weak Definite Regular Definite Indefinite Type of target NP The proportion of pronouns elicited by the three kinds of NPs revealed differences (F(2,38)=30.08, p<0.001). Those corresponding to weak definites were significantly lower than those corresponding to indefinites (p<0.001) and to regulars definites (p<0.001). Those corresponding to indefinites were also significantly higher than those corresponding to regular definites (p<0.001). 17

18 Discussion Weak definites behave differently from indefinites and regular definites in their capacity to be referred back by pronouns and full NPs: Indefinites and regular definites favor pronouns over full NPs. Weak definites and bare singulars allow pronouns and full NPs almost equally. These results are compatible with the possibility that weak definites, just like bare singulars, do not set up discourse entities. But, is this the only possible explanation? The fact that weak definites favor full NPs is still surprising given the findings of reading experiments that repetitions of definites in subsequent sentences are highly penalized (cf. Gordon, Grosz & Gillion 1993). 18

19 Future Work Interpretation studies Acceptability judgment studies and self-paced reading/eye-tracking studies of sentences like Weak definite 22) I went to the store i but it i /the store i was completely empty. Indefinite 23) I went to a market i but it i /the market i was completely empty. Bare singular 24) I went to town i but it i /the town i was completely empty. 19

20 Acknowledgments We would like to thank Esther Janse, Henriëtte de Swart and Joost Zwarts for all their help, as well as the participants of the experiments and the teachers of Utrecht University who allowed us to apply the questionnaires in theirs classes. 20

Weak definites with Dutch hyponyms of restaurant.

Weak definites with Dutch hyponyms of restaurant. Weak definites with Dutch hyponyms of restaurant. Bachelor thesis (7,5 ECTS) Cognitieve Kunstmatige Intelligentie Author: Myrthe Tielman 3345343 Supervisor: Joost Zwarts Date: 08-06-2011 1 Abstract This

More information

Introduction. 1.1 Kinds and generalizations

Introduction. 1.1 Kinds and generalizations Chapter 1 Introduction 1.1 Kinds and generalizations Over the past decades, the study of genericity has occupied a central place in natural language semantics. The joint work of the Generic Group 1, which

More information

Patient Participation Report 2013/14. Produced for the Patient Participation DES 2011/2013. Cheryl Palmer Practice Business Manager March 2014

Patient Participation Report 2013/14. Produced for the Patient Participation DES 2011/2013. Cheryl Palmer Practice Business Manager March 2014 Patient Participation Report 2013/14 Produced for the Patient Participation DES 2011/2013 Cheryl Palmer Practice Business Manager March 2014 Page 1 of 6 This report shows how the Practice has engaged with

More information

Quick and Handy Grammar Review: Adverb Clauses 2. Time words and phrases chart 2-3

Quick and Handy Grammar Review: Adverb Clauses 2. Time words and phrases chart 2-3 Table of Contents Quick and Handy Grammar Review: Adverb Clauses 2 Time words and phrases chart 2-3 Exercise 1: Error Correction. Correct the errors in the sentences. 4 Exercise 2: Insert the correct adverb

More information

Population Research Seminar Series

Population Research Seminar Series Survey and Statistical Methods Core Population Research Seminar Series Session 4: Standardized Survey Interviewing Part 1: Controlling Interviewer Related Error Jack Fowler, PhD Center for Survey Research

More information

FORM 5 ENGLISH TIME: 15 minutes Listening Comprehension. Instructions for the conduct of the Listening Comprehension Examination

FORM 5 ENGLISH TIME: 15 minutes Listening Comprehension. Instructions for the conduct of the Listening Comprehension Examination DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department for Curriculum Management and elearning Educational Assessment Unit Annual Examinations for Secondary Schools 2011 Track 1 FORM 5 ENGLISH TIME:

More information

Grammar Unit: Pronouns

Grammar Unit: Pronouns Name: Miss Phillips Period: Grammar Unit: Pronouns Unit Objectives: 1. Students will identify personal, indefinite, and possessive pronouns and recognize antecedents of pronouns. 2. Students will demonstrate

More information

The mysterious specific indefinite

The mysterious specific indefinite UCLA Working Papers in Linguistics, Theories of Everything Volume 17, Article 47: 420-426, 2012 The mysterious specific indefinite Mark de Vries Introduction * When an indefinite newly introduces or reintroduces

More information

Utrecht Linguistic Database. Computational Tools for Linguistic Data March 15, 2002. Rapid Application Development

Utrecht Linguistic Database. Computational Tools for Linguistic Data March 15, 2002. Rapid Application Development Utrecht Linguistic Database Computational Tools for Linguistic Data March 15, 2002 Maaike Schoorlemmer Lennart Herlaar Harmen van der Iest Martin Everaert Alexis Dimitriadis Peter Ackema 1 Introduction

More information

The acquisition of grammatical gender in bilingual child acquisition of Dutch (by older Moroccan and Turkish children)

The acquisition of grammatical gender in bilingual child acquisition of Dutch (by older Moroccan and Turkish children) The acquisition of grammatical gender in bilingual child acquisition of Dutch (by older Moroccan and Turkish children) The definite determiner, attributive adjective and relative pronoun Leonie Cornips,

More information

Behavior Intervention Plan. To reduce negative attention seeking behaviors such as lying, stealing, and wondering

Behavior Intervention Plan. To reduce negative attention seeking behaviors such as lying, stealing, and wondering Behavior Intervention Plan Student: Jessica Stiffler Class: 3 rd Grade- Mrs. Jay Date: April 27, 2010 Behavioral Definitions: Target Behavior: To reduce negative attention seeking behaviors such as lying,

More information

Past Simple & Past Continuous. Exercises

Past Simple & Past Continuous. Exercises Past Simple & Past Continuous Exercises The following document is a brief description and a series of exercises for practicing the past simple and the past continuous in order to improve your knowledge

More information

Self Assessment: Substance Abuse

Self Assessment: Substance Abuse Self Assessment: Substance Abuse Please respond TRUE (T) or FALSE (F) to the following items as they apply to you. Part 1 I use or have used alcohol or drugs for recreational purposes. I use alcohol despite

More information

The accidental millionaire

The accidental millionaire A A GENERAL ISSUES The accidental millionaire Lesson code: B3I6-P2E9-ELZB INTERMEDIATE + 1 Crime and punishment Study the words and put them into the correct category below. a defendant a judge a jury

More information

MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS

MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS MIGRAINE ADVICE FOR 7 TO 12 YEAR OLDS You are not alone seven out of every ten children in your school will probably have had a headache at some time What is your headache like? If you are reading this

More information

NIVEL A - ACTIVIDADES DE LECTO-COMPRENSION

NIVEL A - ACTIVIDADES DE LECTO-COMPRENSION NIVEL A - ACTIVIDADES DE LECTO-COMPRENSION A1 Read the text below: Michael Carrick is twenty-eight years old. He is from Manchester, in England. He is a football player for Manchester United. His hobbies

More information

SLEEP RIGHT SLEEP TIGHT

SLEEP RIGHT SLEEP TIGHT SLEEP RIGHT SLEEP TIGHT Natural sleep before medicines Sleep diary What is a sleep diary? A sleep diary is a daily log that can be used to record your sleep-wake pattern. It helps you monitor when you

More information

UNIVERSITY MEDICAL CENTRE PATIENT PARTICIPATION GROUP ANNUAL REPORT & ACTION PLAN 2012-13

UNIVERSITY MEDICAL CENTRE PATIENT PARTICIPATION GROUP ANNUAL REPORT & ACTION PLAN 2012-13 UNIVERSITY MEDICAL CENTRE PATIENT PARTICIPATION GROUP ANNUAL REPORT & ACTION PLAN 2012-13 Introduction & Recruitment of the Patient Participation Group Review on how and why the Patient group was established:

More information

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence

More information

Daily Routines Multilevel Lesson Plan

Daily Routines Multilevel Lesson Plan Daily Routines Multilevel Lesson Plan by Paula Burger, Reston Bible Church Lesson Basics Class level: Beginner (Multilevel Low and High) Topic: Daily Routines Length: 1 ½ hours Objective(s): Learners will

More information

Compound Sentence Construction (Coordination)

Compound Sentence Construction (Coordination) Compound Sentence Construction (Coordination) A compound sentence contains two or more independent clauses. Independent clauses can stand on their own as complete sentences. They contain a subject (noun

More information

The Story of Ruby Bridges

The Story of Ruby Bridges The Story of Ruby Bridges Our Ruby taught us all a lot. She became someone who helped change our country. She was part of history, just like generals and presidents are part of history. They re leaders,

More information

Scope or Pseudoscope? Are there Wide-Scope Indefinites? 1

Scope or Pseudoscope? Are there Wide-Scope Indefinites? 1 1 Scope or Pseudoscope? Are there Wide-Scope Indefinites? 1 Angelika Kratzer, University of Massachusetts at Amherst March 1997 1. The starting point: Fodor and Sag My story begins with a famous example

More information

UNBOUND ANAPHORIC PRONOUNS: E-TYPE, DYNAMIC, AND STRUCTURED-PROPOSITIONS APPROACHES

UNBOUND ANAPHORIC PRONOUNS: E-TYPE, DYNAMIC, AND STRUCTURED-PROPOSITIONS APPROACHES FRIEDERIKE MOLTMANN UNBOUND ANAPHORIC PRONOUNS: E-TYPE, DYNAMIC, AND STRUCTURED-PROPOSITIONS APPROACHES ABSTRACT. Unbound anaphoric pronouns or E-type pronouns have presented notorious problems for semantic

More information

The compositional semantics of same

The compositional semantics of same The compositional semantics of same Mike Solomon Amherst College Abstract Barker (2007) proposes the first strictly compositional semantic analysis of internal same. I show that Barker s analysis fails

More information

ENGLISH DIAGNOSTIC TEST

ENGLISH DIAGNOSTIC TEST ENGLISH DIAGNOSTIC TEST Please answer the following questions without spending too long considering your answers. The test multiple choice based and is there for diagnostic purposes to assess your present

More information

Finding Balance in Your Grieving. Dr. Jo Christner, Psy.D. The death of your spouse most likely turned your whole world upside down

Finding Balance in Your Grieving. Dr. Jo Christner, Psy.D. The death of your spouse most likely turned your whole world upside down Finding Balance in Your Grieving Dr. Jo Christner, Psy.D. The death of your spouse most likely turned your whole world upside down out of balance. Everything seemed to change in your life especially you.

More information

Summary, Discussion and Conclusions

Summary, Discussion and Conclusions 7 Summary, Discussion and Conclusions 7.1 Introduction In the past four decades, children s non-adult-like understanding of quantified sentences has been explained in syntactic, semantic or pragmatic terms

More information

IN A SMALL PART OF THE CITY WEST OF

IN A SMALL PART OF THE CITY WEST OF p T h e L a s t L e a f IN A SMALL PART OF THE CITY WEST OF Washington Square, the streets have gone wild. They turn in different directions. They are broken into small pieces called places. One street

More information

Effects of cognitive load on the choice of referential form

Effects of cognitive load on the choice of referential form Effects of cognitive load on the choice of referential form Jorrig Vogels (j.vogels@uvt.nl) Emiel Krahmer (e.j.krahmer@uvt.nl) Alfons Maes (maes@uvt.nl) Tilburg center for Cognition and Communication,

More information

Adult Ed ESL Standards

Adult Ed ESL Standards Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the

More information

ESL Health Unit Unit Three Managing Illness. Lesson Two High Blood Pressure

ESL Health Unit Unit Three Managing Illness. Lesson Two High Blood Pressure ESL Health Unit Unit Three Managing Illness Lesson Two High Blood Pressure Reading and Writing Practice Advanced Beginning Goals for this lesson: Below are some of the goals of this lesson. Which ones

More information

The Electoral Process STEP BY STEP. the worksheet activity to the class. the answers with the class. (The PowerPoint works well for this.

The Electoral Process STEP BY STEP. the worksheet activity to the class. the answers with the class. (The PowerPoint works well for this. Teacher s Guide Time Needed: One class period Materials Needed: Student worksheets Projector Copy Instructions: Reading (2 pages; class set) Activity (3 pages; class set) The Electoral Process Learning

More information

This guide lists. suggested questions. to ask when. interviewing a potential. service provider.

This guide lists. suggested questions. to ask when. interviewing a potential. service provider. 30 E. Broad St., Floor 12 Columbus, OH 43215 (877) 464-6733 www.dodd.ohio.gov This guide lists suggested questions to ask when interviewing a potential service provider. Revised May 2012 Introduction T

More information

Context, Complex Sentences, and Propositional Content

Context, Complex Sentences, and Propositional Content 1 Context, Complex Sentences, and Propositional Content Friederike Moltmann Department of Philosophy University of Stirling December 2003 Abstract In some recent developments of semantic theory, in particular

More information

Metra Prediction Survey

Metra Prediction Survey Metra Prediction Survey We would like you to imagine that you are participating in a study about commuting on the Metra. Imagine that, as you walk to the platform to catch your train in the morning, you

More information

Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face

Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face Estudios de Asia y Africa Idiomas Modernas I What you should have learnt from Face2Face 1A Question Forms 1.1 Yes-No Questions 1. If the first verb is an auxiliary verb, just move it in front of the Subject:

More information

Going to School and Being Effective

Going to School and Being Effective Going to School and Being Effective Doreen Granpeesheh, Ph.D., B.C.B.A. Center for Autism and Related Disorders, Inc. Today s Presentation What is Applied Behavior Analysis? How does it apply to Autism?

More information

PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST

PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST BEFORE YOU START TO STUDY: - Read the announcement. Somewhere on it will be the topics or items

More information

1 Grammar in the Real World

1 Grammar in the Real World U NIT 31 Adjectives and Adverbs Making a Good Impression 1 Grammar in the Real World A Do you know how to give a presentation? What do you do to prepare? Read the article How many of your ideas are in

More information

The tins of beans were on such a high shelf that had to ask someone to help.

The tins of beans were on such a high shelf that had to ask someone to help. www.compare4kids.co.uk Question Sheet 1 Tick one box to show the pair of pronouns that completes the sentence below. Past Paper 2013 Level 3-5 Question 6 The tins of beans were on such a high shelf that

More information

Working the Direct Response Lead

Working the Direct Response Lead TARGETLEADS A Division of Senior Direct, Inc. 959 Ralph Hall Pkwy Ste 101 Rockwall, TX 75032 972-722-8356/800-723-5254 Fax # 972-722-2187 Working the Direct Response Lead How (and why) to work a direct

More information

Verbal Communication II

Verbal Communication II Verbal Communication II Course Health Science Unit II Communication Essential Question How does the communication process affect health care delivery? TEKS 130.204 (c) 2A, 2B, 3B, 3C Prior Student Learning

More information

Level 1 Song Lyrics. Well-Ordered Language. Eight Parts of Speech (1 1) Sentence (1 2) Principal Elements (1 3)

Level 1 Song Lyrics. Well-Ordered Language. Eight Parts of Speech (1 1) Sentence (1 2) Principal Elements (1 3) Well-Ordered Language Level 1 Song Lyrics Note: This document contains the lyrics for all of the songs in WOL1A and 1B. Eight Parts of Speech (1 1) The eight parts of speech are classes of words with the

More information

Syntactic Theory on Swedish

Syntactic Theory on Swedish Syntactic Theory on Swedish Mats Uddenfeldt Pernilla Näsfors June 13, 2003 Report for Introductory course in NLP Department of Linguistics Uppsala University Sweden Abstract Using the grammar presented

More information

Medicare Prescription Drug Coverage: How to File a Complaint, Coverage Determination, or Appeal

Medicare Prescription Drug Coverage: How to File a Complaint, Coverage Determination, or Appeal CENTERS FOR MEDICARE & MEDICAID SERVICES Medicare Prescription Drug Coverage: How to File a Complaint, Coverage Determination, or Appeal Medicare offers insurance coverage for prescription drugs through

More information

Cambridge English: ESOL Skills for Life

Cambridge English: ESOL Skills for Life Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases

More information

The meaning of structure: the wat voor construction revisited

The meaning of structure: the wat voor construction revisited The meaning of structure: the wat voor construction revisited Hans Bennis 0. Introduction The internal structure of the Dutch wat voor-construction has been the subject of much debate in the past fifteen

More information

Subject: Spanish I Expresáte! Spanish I

Subject: Spanish I Expresáte! Spanish I Subject: Spanish I Expresáte! Spanish I Calendar : 2008-2009 School Year Timeframe: 1 st 9 weeks Level/Grade: Secondary The student will be doing the following: Chapter 1 Vocabulary Asking someone s name

More information

Acquiring grammatical gender in northern and southern Dutch. Jan Klom, Gunther De Vogelaer

Acquiring grammatical gender in northern and southern Dutch. Jan Klom, Gunther De Vogelaer Acquiring grammatical gender in northern and southern Acquring grammatical gender in southern and northern 2 Research questions How does variation relate to change? (transmission in Labov 2007 variation

More information

Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8.

Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8. Activity #17 (Part 1 of 6) Building Bridges with Transitions A Writing Activity a four-part writing activity designed for intermediate level (4.0-8.9) learners Introduction: Transitions are words or phrases

More information

Putnoe Medical Centre Patient Survey Report and Action Plan

Putnoe Medical Centre Patient Survey Report and Action Plan Putnoe Medical Centre Patient Survey Report and Action Plan 2013/2014 This report summarises the Results and Action Plan for this year s Patient Satisfaction Survey. Patient Representation Group The Patient

More information

Sentences: Types, and Common Mistakes

Sentences: Types, and Common Mistakes Sentences: Types, and Common Mistakes Sentences are classified as simple, compound, complex, and compound-complex. This designation is based on the clauses used to create the sentence. Clauses: Every clause

More information

Sentence Parts. Abbreviations

Sentence Parts. Abbreviations Sentence Parts Daily Grammar Practice Day 2 Tuesday what do I do with all those labels from Monday? First, don t ignore what you did yesterday. Use Monday s labels as a guide. 1. Label any prepositional

More information

Sounds Like Like. Peter Lasersohn. University of Rochester. Abstract: It is argued that the verb sound is ambiguous between

Sounds Like Like. Peter Lasersohn. University of Rochester. Abstract: It is argued that the verb sound is ambiguous between Sounds Like Like Peter Lasersohn University of Rochester Abstract: It is argued that the verb sound is ambiguous between one reading where it denotes a two-place relation between individuals and properties,

More information

Bound and referential pronouns

Bound and referential pronouns Bound and referential pronouns *with thanks to Birgit Bärnreuther, Christina Bergmann, Dominique Goltz, Stefan Hinterwimmer, MaikeKleemeyer, Peter König, Florian Krause, Marlene Meyer Peter Bosch Institute

More information

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others

Expressive Objective: Realize the importance of using polite expressions in showing respect when communicating with others QUARTER 4 - WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: Realize the importance of using polite expressions in showing

More information

Preparing for the GED Essay

Preparing for the GED Essay CHAPTER 8 Preparing for the GED Essay This section of the book presents a simple strategy for writing a passing GED essay. Gathering Ideas Organizing Writing Revising The GED Language Arts, Writing Test

More information

2. SEMANTIC RELATIONS

2. SEMANTIC RELATIONS 2. SEMANTIC RELATIONS 2.0 Review: meaning, sense, reference A word has meaning by having both sense and reference. Sense: Word meaning: = concept Sentence meaning: = proposition (1) a. The man kissed the

More information

Met wie moet je als erasmusstudent het eerst contact opnemen als je aankomt?

Met wie moet je als erasmusstudent het eerst contact opnemen als je aankomt? Erasmusbestemming: University of Edinburgh, Edinburgh, UK Academiejaar: 2011-2012 Één/twee semester(s) Universiteit Waar is de universiteit ergens gelegen (in het centrum/ ver uit het centrum)? For law

More information

In this introductory lesson to Alice s Adventures in Wonderland, students will use all four skills. They will work individually and with partners.

In this introductory lesson to Alice s Adventures in Wonderland, students will use all four skills. They will work individually and with partners. In this introductory lesson to, students will use all four skills. They will work individually and with partners. Activity 1: 5 7 minutes (including discussion) Activity 2: 5 minutes Activity 3: 5 7 minutes

More information

Grammar Academic Review

Grammar Academic Review Name Grammar Academic Review s Hour s are used in place of nouns. s can be singular or plural. I you he she it they we me him her them us Isaac is in the bad. He is in the band. Connor and Brook like to

More information

Ellipsis and Anaphora

Ellipsis and Anaphora Ellipsis and Anaphora I. Relevant phenomena 1 The question assigned for Option C centers on anaphora [ anaphore au sens de relation anaphorique ], understood as the relation that holds between an anaphor

More information

The cleanliness of the surgery scored highly with over 95% of respondents rating it as either very good or good.

The cleanliness of the surgery scored highly with over 95% of respondents rating it as either very good or good. The Manor Surgery Patient Satisfaction Survey 2013-2014 There were 372 respondents to the Patient Survey questionnaire. The gender of the respondents to the questionnaire was 64.25% female and 35.75% male.

More information

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English Using Language Stage Research** and CCEE ELA Language Domain, Standard, to Develop Conventions of Standard English Language Stage CCSS* Supporting Speaking and Writing for Students with Complex Communication

More information

Activity Underline the preposition in each sentence. Tell if it describes time, location, direction, or detail.

Activity Underline the preposition in each sentence. Tell if it describes time, location, direction, or detail. Prepositions : Prepositions and A preposition is a word that shows the connection between other words in the sentence. Some prepositions are used to show time, location, and direction. Other prepositions,

More information

Nee, ze heeft er twee: acquisition of the Dutch quantitative er

Nee, ze heeft er twee: acquisition of the Dutch quantitative er Nee, ze heeft er twee: acquisition of the Dutch quantitative er Sanne Berends 1, Alma Veenstra 1,2, 3, and Angeliek van Hout 1 1 University of Groningen 2Max Planck Institute for Psycholinguistics, Nijmegen

More information

MIDDLETOWN FAMILY FINDS ITS NICHE IN NURSING FIELD

MIDDLETOWN FAMILY FINDS ITS NICHE IN NURSING FIELD MIDDLETOWN FAMILY FINDS ITS NICHE IN NURSING FIELD Posted: April 25, 2015 By SALLY VOTH The Winchester Star The McNeely family (from left) Linda, Jennifer, Kyle and Keith, are shown at Winchester Medical

More information

How to Write IEPs By Michael L. Remus

How to Write IEPs By Michael L. Remus How to Write IEPs By Michael L. Remus Another successful IEP meeting IEP 2 What do you mean 1 of my 25 students needs 1 on 1 help with 16 goals? IEP 3 10 days notice of IEP meeting Parents must be told

More information

Handouts for Conversation Partners: Grammar

Handouts for Conversation Partners: Grammar Handouts for Conversation Partners: Grammar Contents A Cheat Sheet on the Tenses in English... 2 Conditionals... 3 Past Participles... 5 Present Perfect Tense... 6 Present Perfect Continuous... 6 Past

More information

1. The landlord just rented the apartment when I got there.

1. The landlord just rented the apartment when I got there. 1. Mehmet already left when you arrived. a. be b. had c. just d was 1. I working until you came. a. am b. will be c. had been d. won t 1. The landlord just rented the apartment when I got there. a. almost

More information

Prepositions and Prepositional Phrases

Prepositions and Prepositional Phrases Prepositions and Prepositional Phrases A Visual Peer Workshopping Approach With Active Learning Exercises for Colorcoding and Layering Sentences Example: I went to the store at the mall. At the mall, I

More information

Connectedness and the Emotional Bank Account

Connectedness and the Emotional Bank Account Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.

More information

GRS LX 865 Topics in Linguistics

GRS LX 865 Topics in Linguistics GRS LX 865 Topics in Linguistics Week 3. Experimental design and the responsible use of numbers (I) Why we do experiments In this context, we re generally interested in the state and developmental course

More information

VERBS (2) Modal Verbs (03)

VERBS (2) Modal Verbs (03) VERBS (2) Modal Verbs (03) Modal Verbs: in context 2 min What are modal verbs? She can swim. He should go to the doctor. Modal verbs are a small group of verbs, which are very different from normal verbs.

More information

Kind reference. 3.1 Introduction

Kind reference. 3.1 Introduction Chapter 3 Kind reference 3.1 Introduction The previous chapter was devoted to the semantics and some aspects of the syntax of characterizing sentences. Another phenomenon commonly associated with genericity

More information

Kangourou Italia - British Institutes Gara del 2 marzo 2010 Categoria Wallaby Per studenti della classe terza della Scuola Secondaria di Primo Grado

Kangourou Italia - British Institutes Gara del 2 marzo 2010 Categoria Wallaby Per studenti della classe terza della Scuola Secondaria di Primo Grado Testi_Kang_10ENG.qxp 8-01-2010 22:38 Pagina 10 Kangourou Italia - British Institutes Gara del 2 marzo 2010 Categoria Per studenti della classe terza della Scuola Secondaria di Primo Grado Choose the correct

More information

Presents: The Dirty Dozen. Workshop Series

Presents: The Dirty Dozen. Workshop Series Presents: The Dirty Dozen Workshop Series Workshop Four: Pronoun-Antecedent Agreement Errors & Vague or Unclear Pronoun References Part One: Pronoun-Antecedent Agreement Errors Which sentence is correct?

More information

Date Problem Goal Interventions Discipline Review 12/30/ Worried and scared since readmission Crying more frequently

Date Problem Goal Interventions Discipline Review 12/30/ Worried and scared since readmission Crying more frequently Mrs. M. Care Plan (Post Significant Change) Mrs. Cynthia M is a 90-year-old, Caucasian female, born June 22, 1920 in Germany and immigrated to the United States when she was seven years old. Mrs. M speaks

More information

Example-Based Treebank Querying. Liesbeth Augustinus Vincent Vandeghinste Frank Van Eynde

Example-Based Treebank Querying. Liesbeth Augustinus Vincent Vandeghinste Frank Van Eynde Example-Based Treebank Querying Liesbeth Augustinus Vincent Vandeghinste Frank Van Eynde LREC 2012, Istanbul May 25, 2012 NEDERBOOMS Exploitation of Dutch treebanks for research in linguistics September

More information

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE

Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding

More information

Instructional Rounds in Education

Instructional Rounds in Education Instructional Rounds in Education By Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel Chapter 1: The Instructional Core In its simplest terms, the instructional core is composed of

More information

WHEN IT COMES TO YOUR blood pressure, DON T MISS A BEAT.

WHEN IT COMES TO YOUR blood pressure, DON T MISS A BEAT. WHEN IT COMES TO YOUR blood pressure, DON T MISS A BEAT. 1 Managing high blood pressure is vital. Learn how you can better your heart with simple changes to your lifestyle. TAKE YOUR HEART TO HEART. It

More information

2. YL6 MOCK EXAMINATION

2. YL6 MOCK EXAMINATION 2. YL6 MOCK EXAMINATION YL6 MOCK EXAMINATION Young Learner Diploma TIME ALLOWED 60 MINUTES DATE: NAME:.. PLACE AND DATE OF BIRTH:... BRITISH INSTITUTES YL6 Mock Examination: Written Paper 2006 Section

More information

Living With Congestive Heart Failure

Living With Congestive Heart Failure Living With Congestive Heart Failure Information for patients and their families Patient information developed by EPICORE Centre, Division of Cardiology, University of Alberta The REACT study: supported

More information

Ling 201 Syntax 1. Jirka Hana April 10, 2006

Ling 201 Syntax 1. Jirka Hana April 10, 2006 Overview of topics What is Syntax? Word Classes What to remember and understand: Ling 201 Syntax 1 Jirka Hana April 10, 2006 Syntax, difference between syntax and semantics, open/closed class words, all

More information

Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs

Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs Jessica's English Sentences Dolch K-3 Sentences 1-218 Vocabulary and Grammar By Jessica E. Riggs Students should master at least ten of the sentences per day, ideally, and be able to write them at once

More information

Reflections of a First Year Teacher. Sherry Schexnayder

Reflections of a First Year Teacher. Sherry Schexnayder Reflections of a First Year Teacher Sherry Schexnayder Course: Education 654 Instructor: Dr. Cynthia Elliott Assignment: Reflection Teaching is the one thing I have always wanted to do. Even when I was

More information

The Complete List of English Verb Tenses

The Complete List of English Verb Tenses The Complete List of English Verb Tenses Do you find English verbs confusing? Take a look at this chart of English verb tenses to help you understand when to use each one: Simple Continuous Perfect Perfect

More information

STARTING A PROJECT. Sergey V. Nesterov MD, PhD, PMP

STARTING A PROJECT. Sergey V. Nesterov MD, PhD, PMP STARTING A PROJECT Sergey V. Nesterov MD, PhD, PMP QUESTIONS to ask at the start 1. What is the situation? 2. What do you need to do? 3. Why do you need to do it? 4. What will you do? 5. How will you do

More information

WIND INSTRUCTION MANUAL

WIND INSTRUCTION MANUAL VOLUNTEER COUNCIL WESTSIDE COMMUNITY SCHOOLS WIND INSTRUCTION MANUAL KINDERGARTEN STUDENT ENRICHMENT PROGRAM The following program is designed to be presented by volunteers, in all the Westside Community

More information

My Mum is a Marie Curie Nurse

My Mum is a Marie Curie Nurse My Mum is a Marie Curie Nurse EARLY YEARS FOUNDATION STAGE (UP TO 5 YEARS OLD) To care means to look after. Some of the most important people who work for Marie Curie are the nurses. Nadine is a Marie

More information

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB Making AAC Work in the Classroom ANNE KUHLMEIER, M.A., CCC/SLP, ATP ST LUKES ELKS CHILDREN S REHAB AKUHLMEIER@ELKSREHAB.ORG What words do children and adults really use to communicate? 78% of the words

More information

2.1d engage an audience, using a range of techniques to explore, enrich and explain their ideas

2.1d engage an audience, using a range of techniques to explore, enrich and explain their ideas LCHS ENGLISH DEPT. KS3 SoW Medium Term Planning Module Title: Raising Money for Charity PLTS explicitly covered: Team Working, creative, effective participators Key Concepts (Four Cs): Creative, competence,

More information

Nombre: I am not playing. You are not (you aren t) eating. He is not (He isn t) reading. She is not (She isn t) sleeping.

Nombre: I am not playing. You are not (you aren t) eating. He is not (He isn t) reading. She is not (She isn t) sleeping. Inglés. 5Primaria PRESENT CONTINUOUS Affirmative Negative Interrogative I am (I m) playing. You are (you re) eating He is (He s) reading. She is (She s) sleeping. It is (It s) running. We are (we re) speaking.

More information

Grammar Workshop Verb Tenses*

Grammar Workshop Verb Tenses* Grammar Workshop Verb Tenses* J O S E P H I N E B O Y L E J E N N I F E R R A M P U L L A A C A D E M I C S U P P O R T A N D A C C E S S C E N T E R A M E R I C A N U N I V E R S I T Y F E B R U A R Y

More information

How to form the Present Perfect

How to form the Present Perfect The present perfect verb tense is a little difficult in English it is used in several different ways, and there are lots of rules to remember. This lesson will teach you everything you ever wanted to know

More information

MODEL JURY SELECTION QUESTIONS

MODEL JURY SELECTION QUESTIONS MODEL JURY SELECTION QUESTIONS Standard Jury Voir Dire Civil [] 1. In order to be qualified under New Jersey law to serve on a jury, a person must have certain qualifying characteristics. A juror must

More information

PP EXTRAPOSITION FROM NP IN DUTCH. C. Jan-Wouter Zwart. 0. Summary*

PP EXTRAPOSITION FROM NP IN DUTCH. C. Jan-Wouter Zwart. 0. Summary* PP EXTRAPOSITION FROM NP IN DUTCH C. Jan-Wouter Zwart 1990 0. Summary* Movement to the right is very different from movement to the left. Whereas Wh-movement (extraction) of NP internal PPs is severely

More information