Donkey Demonstratives 1

Size: px
Start display at page:

Download "Donkey Demonstratives 1"

Transcription

1 DRAFT OF WORK IN PROGRESS; COMMENTS WELCOMED! Donkey Demonstratives 1 Barbara Abbott abbottb@msu.edu 1. Introduction. This paper considers an approach to the interpretation of donkey sentences which seems to have been undeservedly neglected, so neglected that it is not included in the list of four possible interpretation types given by Kanazawa (1994, ex ) and shown in (1): (1) a. E-type reading: Q farmer who owns a donkey beats the donkey he owns. b. Pair quantification reading: Q{<x, y> farmer(x) donkey(y) own(x, y)}{<x, y> beat(x, y)}. c. Weak reading: Q farmer who owns a donkey beats a donkey he owns. d. Strong reading: Q farmer who owns a donkey beats every donkey he owns. nor even the list of seven given by Schubert & Pelletier (1989, ex. 7.), shown in (2): (2) If Pedro owns a donkey, he will ride it to town tomorrow. a. [Deictic Reading] If Pedro owns a donkey, Pedro will ride [some otherwise specified object, not any donkey mentioned in the antecedent] to town tomorrow b. [Generic Reading] Pedro has the habitual disposition to generally ride donkeys Pedro owns to town tomorrow c. [Universal Reading] For any donkey x, if Pedro owns x, Pedro will ride x to town tomorrow. d. [Specific Existential Reading] If Pedro owns a certain donkey [e.g. the speaker might mean Annabelle], Pedro will ride it to town tomorrow e. [Non-Specific Existential Reading] There is some donkey x such that if Pedro owns x, Pedro will ride x to town tomorrow f. [Definite Lazy Reading] If Pedro owns a donkey, Pedro will ride the donkey Pedro owns to town tomorrow g. [Indefinite Lazy Reading] If Pedro owns a donkey, Pedro will ride some donkey Pedro owns to town tomorrow This is an approach which views the pronouns in question (hereinafter occasionally donkey pronouns ) as similar to demonstrative phrases. 2 For Schubert & Pelletier s example in (2) this would be (2h): 1 This paper was presented at the Annual LSA meeting Washington DC, January 2001, and I am grateful to the audience for their comments. 2 Curiously, Robin Cooper seems to have briefly considered this alternative. He remarks concerning one example of a donkey pronoun, that it is not exactly demonstrative, since it is related to an NP that occurs earlier in the discourse (1979, 72). But, as the sentence in (2h) shows, demonstratives, like personal 1

2 (2) h. [Demonstrative Reading] If Pedro owns a donkey, Pedro will ride that donkey to town tomorrow This neglected option has some intuitive support; pre-theoretically (2h) does seem to be a closer paraphrase of (2) than any of the other options suggested in (1) and (2). In the remainder of this paper I want to outline some of the advantages of the demonstrative view. 2. Uniqueness. One well-known problem with E-type approaches is that they contain a uniqueness entailment that is not always welcome. The sentence in (2f) entails that if Pedro owns a donkey he owns at most one. That does not seem faithful to (2), and the entailment runs into more serious problems in e.g. (3) (6), well known from the literature. (3) Socrates kicked a dog and it bit him and then Socrates kicked another dog and it did not bite him. (4) Socrates has a dog and he feeds it tasty morsels; Socrates has another dog but he only feeds that dog scraps. (5) Everybody who bought a sageplant here bought 8 others along with it. [= Heim 1982, ex. 12, p. 89.] (6) No father with a teenage son lends him the car on weekdays. [= Rooth 1987, ex. 48.] In each case replacing the relevant donkey pronoun with a demonstrative gives a satisfactory paraphrase: (3) a. Socrates kicked a dog and that dog bit him and then. (4) a. Socrates has a dog and he feeds that dog tasty morsels. (5) a. Everybody who bought a sageplant here bought 8 others along with that sageplant. (6) a. No father with a teenage son lends that son the car on weekdays. Although (3) - (6) indicate that (2) does not ENTAIL that if Pedro owns a donkey he owns only one, nevertheless (2) does CONVEY that assumption. The sentences in (7) also convey this idea. (7) a. Pedro owns a donkey. b. Every farmer owns a donkey. c. Most of the shoppers bought a sageplant. This suggests that the uniqueness implication is not due to the pronoun in (2), but is instead an upper-bounding scalar implicature. 3 Other examples, such as the conditional donkey sentences in (8) and (9), lack this implicature. pronouns, can be anaphoric as well as deictic. Cooper does not seem to be the only one to assume that demonstratives cannot be anaphoric; c.f. e.g. Larson & Segal 1995, 201, von Heusinger 1997, 61. Of course it may be that all of these people consider demonstratives to be, by definition, expressions keyed to the nonlinguistic context, so that that donkey in (2h) would not count as a demonstrative. In any case there are exceptions to the neglect of the perspective supported in this paper, e.g. Wilson 1991 and Slater 1997, Schubert & Pelletier (1989, 200) suggest that this implicature of at most one donkey comes from cultural assumptions about typical Latin American donkey-owners, but its presence in (7c) suggests that is not the case. This kind of upper-bounding implicature is common in a variety of contexts. 2

3 (8) If someone is in Athens, he is not in Rhodes. [ Heim 1982, ex. 1, p. 44; the Stoic Chrysippos is credited.] (9) If a girl is brought up in Australia, she learns to swim early. [ = S. Barker 1997, ex. 3.] In order to solve the problem presented by sageplant examples while maintaining the definite description analysis, Neale 1990 modified Evans E-type approach by suggesting a type of definite description unmarked for number (cf. Neale 1990, 228ff). (10) Every farmer who owned a donkey vaccinated it. a. Every farmer who owned a donkey vaccinated whatever donkey(s) they owned. [Neale 1990] (The approach in Lappin & Francez 1994, employing maximal i-sums, gives a similar result in these cases.) While the paraphrase in (10a) gets rid of the assumption that each farmer who owned a donkey owned at most one, it maintains another entailment of Evans E-type approach namely that all of the donkeys owned by the farmers got vaccinated. While for independent reasons that entailment may seem to hold for (10) (see the discussion below), that is not the case for other donkey examples, e.g. (11) I have to show this document to three colleagues. They are in a meeting. I have to show it to at least two other colleagues, but they have already left. [ Kadmon 1990, ex. 11.] See also examples (3) and (4) above. This issue reappears in the guise of the strong reading of donkey sentences, discussed below in Incomplete descriptions and the problem of indistinguishable participants At this point you may be wondering how the demonstrative analysis would be different from Evans E-type analysis, but employing an INCOMPLETE definite description one which does not contain sufficient descriptive material to uniquely identify a referent. Good question. Indeed (2i) (2) i. If Pedro owns a donkey, he will ride the donkey into town.. seems as good a paraphrase of (2) as (2h), with the demonstrative that donkey. Ultimately there may be no difference. It depends on whether incomplete definite descriptions are best viewed as a type of demonstrative or not. (See Larson & Segal 1995, Ch. 9, and the works cited there for discussion.) The utility in thinking in terms of demonstratives is that it makes patent the role of speaker intentions in determining the referent. Use of an explicit demonstrative phrase may include a nominal head, which may (Burge 1974) or may not (Larson & Segal 1995, 213) narrow down the choice of a referent as far as determining the truth or falsity of what the speaker said. But in any case the descriptive content does not have to apply UNIQUELY; rather the speaker s intention fixes the reference of the phrase and any descriptive material is an aid to the addressee in figuring out which entity that is. Exactly the same seems to hold of donkey pronouns. This helps with another problem for E-type approaches which Heim called the problem of indistinguishable participants. One of her examples is given in (12). (12) If a man shares an apartment with another man, he shares the housework with him. [= Heim 1990, ex. 22.] 3

4 Here we have two pronouns, each of which on the classic E-type analysis would be viewed as substituting for a phrase like the man who shares an apartment with another man. The more modern approach, following Cooper 1979, invokes a function from either situations or entities located in them to referents. The problem in either case is the same there seems to be no way to distinguish either uniquely descriptive or functional content for the two intended referents in (12). This problem is reminiscent of the problem of incomplete definite descriptions, which Blackburn 1988 and others have argued simply has no descriptive solution. The demonstrative approach reinforces the conclusion that there is no implied content sufficient to characterize the intended referent uniquely. It seems clear that the determination of the referent is supplied by the intention of the speaker, and that the speaker typically will have no uniquely identifying characteristics in mind (aside perhaps from the characteristic of being the entity he or she intends to be speaking about). This goes not only for examples like (12), but for any use of an anaphoric pronoun. Donkey pronouns are pronouns and as such, it seems misguided to regard them as encoding any descriptive content other than features of person, gender and number Weak vs. strong readings A core issue which arises in connection with donkey sentences, especially universally quantified ones, is that of weak vs. strong, or existential vs. universal, interpretations. Kanazawa s schematic paraphrases for weak and strong readings, given above in (1), are repeated here. (1) c. Weak reading: Q farmer who owns a donkey beats a donkey he owns. d. Strong reading: Q farmer who owns a donkey beats every donkey he owns. This issue only arises in cases where, contrary to the upper-bounding conversational implicature cited above, there is more than one entity satisfying the conditions of the antecedent clause. The issue then is, how many of these entities must also have the main predicate apply to them. For (10), for example, the issue is how many donkeys must have been vaccinated by a multiple-donkey-owning farmer. Neale s analysis gives the strong reading; Schubert & Pelletier s analysis of conditional donkey sentences (such as (2)) gives the weak reading. Others (e.g. Rooth 1987; Heim 1990; Chierchia 1992, 1995; Kanazawa 1994; Lappin & Francez 1994), argue that either reading is possible depending on facts about the particular example. As many have noted, following Rooth 1987, judgments are not secure on these issues. Rooth 1987 compares the sentences in (13): (13) a. Every man who owns a donkey beats it. b. Every donkey which is owned by a man is beaten by him. He remarks: 4 This position appears to be in direct opposition to Chierchia when he remarks: the linguistic and extralinguistic context can supply descriptions which can be exploited to reconstruct the intended value of a pronoun (Chierchia 1995, 113), assuming that he is speaking about the CONTENT of a pronoun, and thus about a grammatical reconstruction rather than a purely pragmatic one. Of course Chierchia would not be alone in this opinion. 4

5 suppose John owns ten donkeys and beats exactly nine of them, and that every other man beats every donkey he owns. Then is [13a] true? Informants have given me varied and guarded judgements about this case. What everyone agrees however is that [13b] is false under these circumstances. (Rooth 1987, 253f) This difference in clarity of intuitions is important, since if (13a) were assigned the strong, universal reading semantically, it would have just the same truth conditions as (13b), but that does not seem to be the case. On the other hand the weak paraphrase in (1c) has been claimed to be the only, or the dominant, reading for examples such as Schubert & Pelletier s example (2) (2) If Pedro owns a donkey, he will ride it to town tomorrow. as well as the relative clause examples in (14). (Chierchia attributes (14a) to Robin Cooper; (14b) is based on an example in Schubert & Pelletier 1989.) (14) a. Every person who has a credit card will pay his bill with it. [= Chierchia 1992, ex. 6a]. b. Every person who has a dime will put it in the meter. [= Chierchia 1992, 6b] c. Every man who has a daughter thinks she is the most beautiful girl in the world. [= Cooper 1979, ex. 60] Although it is less obvious, I believe the weak paraphrase is also not completely accurate, even for these examples. Consider (2) for example. Even if Pedro has more than one donkey it would be unlikely for him to ride more than one of them into town. Schubert & Pelletier argue that (2) would nevertheless be true under such circumstances, contrary to what the strong reading says. However they are also aware of a bit of tension in this circumstance. Note that if we imagine a context in which people who own any donkeys at all own more than one, then (2) is definitely strained. I believe the same holds for the examples in (14a) and (14b). Cooper s example (14c) is jocular, not only in attributing many beliefs at most one of which could be accurate, but also (contra Cooper as well as the weak paraphrase) in attributing contradictory beliefs to fathers with more than one daughter. I believe that the strain in these examples is obscured because our real world assumptions allow for many cases where the at most one implicature is satisfied, and where, when it is not, the plurality is often not extreme (i.e. people may have only 2 or 3 credit cards, dimes in their pocket, or daughters). However consider (15): (15)?? Everybody who has ever gone to a movie went to see it last Friday. If the weak reading paraphrase were accurate then (16) should be as natural as (16a). (15) a. Everybody who has ever gone to a movie went to see a movie they had gone to last Friday. But it isn t. Instead it is odd, because we naturally assume that anybody who has ever gone to one movie has gone to many. The demonstrative paraphrase preserves the strangeness of (15): (15) b.?? Everybody who has ever gone to a movie went to see that movie last Friday. Of the researchers in this area Kanazawa has been the one to most clearly recognize the weakness of judgements in these situations, even pointing out that one of his informants refuses to accept the weak reading of (14b) (Kanazawa 1994, 116, n. 12). Kanazawa also notes Rooth s observation that, when the at most one implicature is not satisfied, people s intuitions about donkey sentences seem to be clear only in cases where 5

6 it is assumed that the pronominal entities are treated consistently e.g. each multipledonkey-owning farmer either vaccinates all or none of their donkeys (Rooth 1987, 256). Noting that under these circumstances the difference in truth conditions between weak and strong readings collapses, Kanazawa makes the following observation: (16) Empirical observation: People s intuitions about donkey sentences with respect to consistent donkey-beating situations accord with the truth conditions given by the weak reading and the strong reading. [= Kanazawa 1994, ex. 16] On the present approach this observation is explained as a consequence of the fact that the consistent situations are ones in which speakers are not required to exercise intuitions that go beyond the kind of case where the conversational implicature of at most one is satisfied. Kanazawa has also been the researcher most concerned with the need to account for the weakness and variability of judgments matched against inconsistent situations. In the more speculative portion of his paper Kanazawa suggests that donkey sentences may actually be indeterminate in interpretation as far as the grammar goes, and that when people are forced to make decisions they use general heuristics whose aim is to extend basic reasoning patterns which work for the quantifiers in question in ordinary sentences without donkey anaphora. The data we are considering support that conclusion. This raises the question of formal implementation of the approach backed here. There is time left only to remark that the correctness of the demonstrative paraphrase does not by itself decide among various options currently being explored. In particular, although this paraphrase may be suggestive of the E-type approach of e.g. Heim 1991 and Lappin & Francez 1994, nevertheless overt demonstrative phrases can behave like bound variable pronouns, as illustrated in (17): (17) Mary spoke in turn to every student who was waiting and gave that student a grade. This suggests that a dynamic binding approach as in e.g. Kanazawa 1994 or Chierchia 1995 is not automatically excluded. Further consideration must await another occasion. REFERENCES Barker, S.J E-type pronouns, DRT, dynamic semantics and the quantifier/variable-binding model. Linguistics and Philosophy 20, Blackburn, William K Wettstein on definite descriptions. Philosophical Studies 53, Burge, Tyler Demonstrative constructions, reference, and truth. Journal of Philosophy 71, Chierchia, Gennaro Anaphora and dynamic binding. Linguistics and Philosophy 15, Chierchia, Gennaro Dynamics of meaning: Anaphora, presupposition, and the theory of grammar. Chicago: The University of Chicago Press. Cooper, Robin The interpretation of pronouns. In Frank Heny & Helmut S. Schnelle, eds., Syntax and Semantics, vol. 10: Selections from the Third Groningen Round Table. New York: Academic Press,

7 Evans, Gareth Pronouns, quantifiers, and relative clauses. Canadian Journal of Philosophy 7, Evans, Gareth Pronouns. Linguistic Inquiry 11, Heim, Irene The semantics of definite and indefinite noun phrases. Amherst, MA: University of Massachusetts doctoral dissertation. Heim, Irene E-type pronouns and donkey anaphora. Linguistics and Philosophy 13, Kadmon, Nirit Uniqueness. Linguistics and Philosophy 13, Kanazawa, Makoto Weak vs. strong readings of donkey sentences and monotonicity inference in a dynamic setting. Linguistics and Philosophy 17, Lappin, Shalom & Nissim Francez E-type pronouns, i-sums, and donkey anaphora. Linguistics and Philosophy 17, Larson, Richard & Gabriel Segal Knowledge of meaning. Cambridge, MA: MIT Press. Neale, Stephen Descriptions. Cambridge, MA: MIT Press. Rooth, Mats Noun phrase interpretation in Montague Grammar, File Change Semantics, and Situation Semantics. In Peter Gärdenfors, ed., Generalized quantifiers: Linguistic and logical approaches. Dordrecht: D. Reidel, Schubert, Lenhart K. & Francis Jeffry Pelletier Generically speaking, or, using discourse representation theory to interpret generics. In Gennaro Chierchia, Barbara H. Partee & Raymond Turner, eds., Properties, types and meaning, Volume II: Semantic issues. Dordrecht: Kluwer,

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

Examining domain widening and NPI any 1 Ana Arregui University of Ottawa

Examining domain widening and NPI any 1 Ana Arregui University of Ottawa Examining domain widening and NPI any 1 Ana Arregui University of Ottawa 1. Introduction This squib examines domain widening (DW) as used in the analysis of NPI any. Since Kadmon and Landman s (1993) influential

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

COMPARATIVES WITHOUT DEGREES: A NEW APPROACH. FRIEDERIKE MOLTMANN IHPST, Paris fmoltmann@univ-paris1.fr

COMPARATIVES WITHOUT DEGREES: A NEW APPROACH. FRIEDERIKE MOLTMANN IHPST, Paris fmoltmann@univ-paris1.fr COMPARATIVES WITHOUT DEGREES: A NEW APPROACH FRIEDERIKE MOLTMANN IHPST, Paris fmoltmann@univ-paris1.fr It has become common to analyse comparatives by using degrees, so that John is happier than Mary would

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

Computing adverbial quantifier domains

Computing adverbial quantifier domains Computing adverbial quantifier domains David Ahn Computer cience University of Rochester davidahn@cs.rochester.edu January 25 2002 Abstract This paper describes a method for computing the domain of quantification

More information

Introduction: Presuppositions in Context Theoretical Issues and Experimental Perspectives

Introduction: Presuppositions in Context Theoretical Issues and Experimental Perspectives Introduction: Presuppositions in Context Theoretical Issues and Experimental Perspectives Florian Schwarz Abstract A central issue in semantics and pragmatics is to understand how various different aspects

More information

Semantics and Generative Grammar. Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1

Semantics and Generative Grammar. Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1 Quantificational DPs, Part 3: Covert Movement vs. Type Shifting 1 1. Introduction Thus far, we ve considered two competing analyses of sentences like those in (1). (1) Sentences Where a Quantificational

More information

AnInterval-Based Semantics for Degree Questions: Negative Islands and Their Obviation

AnInterval-Based Semantics for Degree Questions: Negative Islands and Their Obviation AnInterval-Based Semantics for Degree Questions: Negative Islands and Their Obviation Márta Abrusán and Benjamin Spector InstitutJean-Nicod(CNRS,Paris) and Harvard University Introduction The goal of this

More information

(2)Russell. (1) The professor was drunk.

(2)Russell. (1) The professor was drunk. 15 4 15 Russell (1) The professor was drunk. (2)Russell "On denoting", Mind 14,1905 x (professor (x) y (professor (y) x y) drunk(x) ) "There is an x who is a professor, and there is no y such that y is

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

In Defense of Kantian Moral Theory Nader Shoaibi University of California, Berkeley

In Defense of Kantian Moral Theory Nader Shoaibi University of California, Berkeley In Defense of Kantian Moral Theory University of California, Berkeley In this paper, I will argue that Kant provides us with a plausible account of morality. To show that, I will first offer a major criticism

More information

Conceptual and linguistic distinctions between singular and plural generics

Conceptual and linguistic distinctions between singular and plural generics Conceptual and linguistic distinctions between singular and plural generics Sarah-Jane Leslie 1, Sangeet Khemlani 2, Sandeep Prasada 3, and Sam Glucksberg 2 Departments of Philosophy 1 and Psychology 2,

More information

From Logic to Montague Grammar: Some Formal and Conceptual Foundations of Semantic Theory

From Logic to Montague Grammar: Some Formal and Conceptual Foundations of Semantic Theory From Logic to Montague Grammar: Some Formal and Conceptual Foundations of Semantic Theory Syllabus Linguistics 720 Tuesday, Thursday 2:30 3:45 Room: Dickinson 110 Course Instructor: Seth Cable Course Mentor:

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

Pronouns. Their different types and roles. Devised by Jo Killmister, Skills Enhancement Program, Newcastle Business School

Pronouns. Their different types and roles. Devised by Jo Killmister, Skills Enhancement Program, Newcastle Business School Pronouns Their different types and roles Definition and role of pronouns Definition of a pronoun: a pronoun is a word that replaces a noun or noun phrase. If we only used nouns to refer to people, animals

More information

PÁZMÁNY PÉTER KATOLIKUS EGYETEM BÖLCSÉSZETTUDOMÁNYI KAR

PÁZMÁNY PÉTER KATOLIKUS EGYETEM BÖLCSÉSZETTUDOMÁNYI KAR PÁZMÁNY PÉTER KATOLIKUS EGYETEM BÖLCSÉSZETTUDOMÁNYI KAR DOKTORI DISSZERTÁCIÓ HALM TAMÁS THE GRAMMAR OF FREE-CHOICE ITEMS IN HUNGARIAN THESIS BOOKLET NYELVTUDOMÁNYI DOKTORI ISKOLA ELMÉLETI NYELVÉSZET MŰHELY

More information

WRITING A CRITICAL ARTICLE REVIEW

WRITING A CRITICAL ARTICLE REVIEW WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The

More information

E-type pronouns: congressmen, sheep and paychecks

E-type pronouns: congressmen, sheep and paychecks E-type pronouns: congressmen, sheep and paychecks Rick Nouwen First draft / still work in progress. Comments welcome. Under consideration for: Lisa Matthewson, Cécile Meier, Hotze Rullmann and Ede Zimmermann

More information

Invalidity in Predicate Logic

Invalidity in Predicate Logic Invalidity in Predicate Logic So far we ve got a method for establishing that a predicate logic argument is valid: do a derivation. But we ve got no method for establishing invalidity. In propositional

More information

or conventional implicature [1]. If the implication is only pragmatic, explicating logical truth, and, thus, also consequence and inconsistency.

or conventional implicature [1]. If the implication is only pragmatic, explicating logical truth, and, thus, also consequence and inconsistency. 44 ANALYSIS explicating logical truth, and, thus, also consequence and inconsistency. Let C1 and C2 be distinct moral codes formulated in English. Let C1 contain a norm N and C2 its negation. The moral

More information

RELATIVE CLAUSE: Does it Specify Which One? Or Does it Just Describe the One and Only?

RELATIVE CLAUSE: Does it Specify Which One? Or Does it Just Describe the One and Only? 1 RELATIVE CLAUSE: Does it Specify Which One? Or Does it Just Describe the One and Only? 2 Contents INTRODUCTION...3 THEORY...4 The Concept... 4 Specifying Clauses... 4 Describing Clauses... 5 The Rule...

More information

Rethinking the relationship between transitive and intransitive verbs

Rethinking the relationship between transitive and intransitive verbs Rethinking the relationship between transitive and intransitive verbs Students with whom I have studied grammar will remember my frustration at the idea that linking verbs can be intransitive. Nonsense!

More information

CS4025: Pragmatics. Resolving referring Expressions Interpreting intention in dialogue Conversational Implicature

CS4025: Pragmatics. Resolving referring Expressions Interpreting intention in dialogue Conversational Implicature CS4025: Pragmatics Resolving referring Expressions Interpreting intention in dialogue Conversational Implicature For more info: J&M, chap 18,19 in 1 st ed; 21,24 in 2 nd Computing Science, University of

More information

Syntactic and Semantic Differences between Nominal Relative Clauses and Dependent wh-interrogative Clauses

Syntactic and Semantic Differences between Nominal Relative Clauses and Dependent wh-interrogative Clauses Theory and Practice in English Studies 3 (2005): Proceedings from the Eighth Conference of British, American and Canadian Studies. Brno: Masarykova univerzita Syntactic and Semantic Differences between

More information

Philosophical argument

Philosophical argument Michael Lacewing Philosophical argument At the heart of philosophy is philosophical argument. Arguments are different from assertions. Assertions are simply stated; arguments always involve giving reasons.

More information

Discourse Markers in English Writing

Discourse Markers in English Writing Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses

More information

Pragmatic Meaning (Ch. 4 from Chierchia & McConnell-Ginet)

Pragmatic Meaning (Ch. 4 from Chierchia & McConnell-Ginet) Ling216: Pragmatics II Maribel Romero April 20, 2010 Pragmatic Meaning (Ch. 4 from Chierchia & McConnell-Ginet) 1. Literal meaning vs. utterance meaning. (1) UTTERANCE MEANING What the utterer meant by

More information

2 Winter (2001b): Extending the SMH to other cases of plural predication

2 Winter (2001b): Extending the SMH to other cases of plural predication Reciprocals, Lexical Semantics of Predicates, and the Strongest Meaning Hypothesis Yoad Winter Technion/UiL OTS winter@cs.technion.ac.il (joint work with Sivan Sabato) November 29, 2004 Talk presented

More information

THERE ARE SEVERAL KINDS OF PRONOUNS:

THERE ARE SEVERAL KINDS OF PRONOUNS: PRONOUNS WHAT IS A PRONOUN? A Pronoun is a word used in place of a noun or of more than one noun. Example: The high school graduate accepted the diploma proudly. She had worked hard for it. The pronoun

More information

Paraphrasing controlled English texts

Paraphrasing controlled English texts Paraphrasing controlled English texts Kaarel Kaljurand Institute of Computational Linguistics, University of Zurich kaljurand@gmail.com Abstract. We discuss paraphrasing controlled English texts, by defining

More information

The Refutation of Relativism

The Refutation of Relativism The Refutation of Relativism There are many different versions of relativism: ethical relativism conceptual relativism, and epistemic relativism are three. In this paper, I will be concerned with only

More information

Parts of Speech. Skills Team, University of Hull

Parts of Speech. Skills Team, University of Hull Parts of Speech Skills Team, University of Hull Language comes before grammar, which is only an attempt to describe a language. Knowing the grammar of a language does not mean you can speak or write it

More information

Semantics versus Pragmatics

Semantics versus Pragmatics Linguistics 103: Language Structure and Verbal Art Pragmatics and Speech Act Theory Semantics versus Pragmatics semantics: branch of linguistics concerned with the meanings of propositions pragmatics:

More information

Intending, Intention, Intent, Intentional Action, and Acting Intentionally: Comments on Knobe and Burra

Intending, Intention, Intent, Intentional Action, and Acting Intentionally: Comments on Knobe and Burra Intending, Intention, Intent, Intentional Action, and Acting Intentionally: Comments on Knobe and Burra Gilbert Harman Department of Philosophy Princeton University November 30, 2005 It is tempting to

More information

Sentence Structure/Sentence Types HANDOUT

Sentence Structure/Sentence Types HANDOUT Sentence Structure/Sentence Types HANDOUT This handout is designed to give you a very brief (and, of necessity, incomplete) overview of the different types of sentence structure and how the elements of

More information

Arguments and Dialogues

Arguments and Dialogues ONE Arguments and Dialogues The three goals of critical argumentation are to identify, analyze, and evaluate arguments. The term argument is used in a special sense, referring to the giving of reasons

More information

Online Tutoring System For Essay Writing

Online Tutoring System For Essay Writing Online Tutoring System For Essay Writing 2 Online Tutoring System for Essay Writing Unit 4 Infinitive Phrases Review Units 1 and 2 introduced some of the building blocks of sentences, including noun phrases

More information

How does the problem of relativity relate to Thomas Kuhn s concept of paradigm?

How does the problem of relativity relate to Thomas Kuhn s concept of paradigm? How does the problem of relativity relate to Thomas Kuhn s concept of paradigm? Eli Bjørhusdal After having published The Structure of Scientific Revolutions in 1962, Kuhn was much criticised for the use

More information

A Few Basics of Probability

A Few Basics of Probability A Few Basics of Probability Philosophy 57 Spring, 2004 1 Introduction This handout distinguishes between inductive and deductive logic, and then introduces probability, a concept essential to the study

More information

A Beautiful Four Days in Berlin Takafumi Maekawa (Ryukoku University) maekawa@soc.ryukoku.ac.jp

A Beautiful Four Days in Berlin Takafumi Maekawa (Ryukoku University) maekawa@soc.ryukoku.ac.jp A Beautiful Four Days in Berlin Takafumi Maekawa (Ryukoku University) maekawa@soc.ryukoku.ac.jp 1. The Data This paper presents an analysis of such noun phrases as in (1) within the framework of Head-driven

More information

Definition of terms. English tests. Writing. Guide to technical terms used in the writing mark scheme for the internally marked test

Definition of terms. English tests. Writing. Guide to technical terms used in the writing mark scheme for the internally marked test En KEY STAGE 2 LEVELS 3 5 English tests Definition of terms Writing Guide to technical terms used in the writing mark scheme for the internally marked test 2012 National curriculum assessments Crown copyright

More information

The theory of the six stages of learning with integers (Published in Mathematics in Schools, Volume 29, Number 2, March 2000) Stage 1

The theory of the six stages of learning with integers (Published in Mathematics in Schools, Volume 29, Number 2, March 2000) Stage 1 The theory of the six stages of learning with integers (Published in Mathematics in Schools, Volume 29, Number 2, March 2000) Stage 1 Free interaction In the case of the study of integers, this first stage

More information

Critical Analysis So what does that REALLY mean?

Critical Analysis So what does that REALLY mean? Critical Analysis So what does that REALLY mean? 1 The words critically analyse can cause panic in students when they first turn over their examination paper or are handed their assignment questions. Why?

More information

POLITE ENGLISH. Giving advice FREE ON-LINE COURSE. Lesson 2: version without a key SZKOLENIA JĘZYKOWE DLA FIRM ZREALIZUJEMY TWÓJ CEL!

POLITE ENGLISH. Giving advice FREE ON-LINE COURSE. Lesson 2: version without a key SZKOLENIA JĘZYKOWE DLA FIRM ZREALIZUJEMY TWÓJ CEL! POLITE ENGLISH FREE ON-LINE COURSE Lesson 2: Giving advice version without a key WARM UP THINK Do you like giving advice? Do you often ask for advice? WATCH OUT! Do you know the difference between: ADVICE

More information

Read this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once.

Read this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once. LOGIC AND CRITICAL THINKING PHIL 2020 Maymester Term, 2010 Daily, 9:30-12:15 Peabody Hall, room 105 Text: LOGIC AND RATIONAL THOUGHT by Frank R. Harrison, III Professor: Frank R. Harrison, III Office:

More information

Actuality and fake tense in conditionals *

Actuality and fake tense in conditionals * Semantics & Pragmatics Volume 8, Article 12: 1 12, 2015 http://dx.doi.org/10.3765/sp.8.12 Actuality and fake tense in conditionals * John Mackay University of Wisconsin-Madison Submitted 2014-08-02 / First

More information

Sentence Types. Simple Compound Complex Compound-Complex

Sentence Types. Simple Compound Complex Compound-Complex Sentence Types Simple Compound Complex Compound-Complex Simple Sentence - has one independent clause consisting of one subject and one predicate, either of which may be compound. Compound Sentence has

More information

Predicate Logic. For example, consider the following argument:

Predicate Logic. For example, consider the following argument: Predicate Logic The analysis of compound statements covers key aspects of human reasoning but does not capture many important, and common, instances of reasoning that are also logically valid. For example,

More information

If an English sentence is ambiguous, it may allow for more than one adequate transcription.

If an English sentence is ambiguous, it may allow for more than one adequate transcription. Transcription from English to Predicate Logic General Principles of Transcription In transcribing an English sentence into Predicate Logic, some general principles apply. A transcription guide must be

More information

DEFINITION OF CLAUSE AND PHRASE:

DEFINITION OF CLAUSE AND PHRASE: 1 PHRASE vs. CLAUSE In order to punctuate sentences correctly and avoid fragments, we need to know the difference between two kinds of word groups: phrases and clauses. We can see the difference in the

More information

Writing Thesis Defense Papers

Writing Thesis Defense Papers Writing Thesis Defense Papers The point of these papers is for you to explain and defend a thesis of your own critically analyzing the reasoning offered in support of a claim made by one of the philosophers

More information

THEME: Jesus sent the Holy Spirit to indwell and empower us.

THEME: Jesus sent the Holy Spirit to indwell and empower us. Devotion NT285 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Day of Pentecost THEME: Jesus sent the Holy Spirit to indwell and empower us. Dear Parents SCRIPTURE: Acts 2:1-41 Dear Parents, Welcome

More information

Mathematical Induction

Mathematical Induction Mathematical Induction In logic, we often want to prove that every member of an infinite set has some feature. E.g., we would like to show: N 1 : is a number 1 : has the feature Φ ( x)(n 1 x! 1 x) How

More information

Meaning and communication, swearing and silence

Meaning and communication, swearing and silence or pragmatics? Two case studies Meaning and communication, swearing and silence Gary Thoms 2/12/14 or pragmatics? Two case studies Outline communication and linguistic meaning semantics and pragmatics

More information

Language Meaning and Use

Language Meaning and Use Language Meaning and Use Raymond Hickey, English Linguistics Website: www.uni-due.de/ele Types of meaning There are four recognisable types of meaning: lexical meaning, grammatical meaning, sentence meaning

More information

The dynamics of subjectivity

The dynamics of subjectivity Proceedings of SALT 23: 276 294, 2013 The dynamics of subjectivity Nicholas Fleisher University of Wisconsin Milwaukee Abstract I adapt the dynamic framework for vagueness of Barker 2002 to the analysis

More information

Is Justified True Belief Knowledge?

Is Justified True Belief Knowledge? Is Justified True Belief Knowledge? EDMUND GETTIER Edmund Gettier is Professor Emeritus at the University of Massachusetts, Amherst. This short piece, published in 1963, seemed to many decisively to refute

More information

THE SEMANTICS OF ASPECTUALIZERS IN ENGLISH. Tünde Nagy Debrecen University

THE SEMANTICS OF ASPECTUALIZERS IN ENGLISH. Tünde Nagy Debrecen University THE SEMANTICS OF ASPECTUALIZERS IN ENGLISH Tünde Nagy Debrecen University 1. Introduction The paper gives an analysis of the semantic value of aspectualizers within the presupposition and consequences

More information

You will by now not be surprised that a version of the teleological argument can be found in the writings of Thomas Aquinas.

You will by now not be surprised that a version of the teleological argument can be found in the writings of Thomas Aquinas. The design argument The different versions of the cosmological argument we discussed over the last few weeks were arguments for the existence of God based on extremely abstract and general features of

More information

In Mr. Donnellan and Humpty Dumpty on Referring, Alfred MacKay

In Mr. Donnellan and Humpty Dumpty on Referring, Alfred MacKay Aporia vol. 25 no. 1 2015 The Thing that is Wrong with MacKay s Characterization H. Brendon Fraga I. Introduction In Mr. Donnellan and Humpty Dumpty on Referring, Alfred MacKay gives his own characterization

More information

CHAPTER 2. Logic. 1. Logic Definitions. Notation: Variables are used to represent propositions. The most common variables used are p, q, and r.

CHAPTER 2. Logic. 1. Logic Definitions. Notation: Variables are used to represent propositions. The most common variables used are p, q, and r. CHAPTER 2 Logic 1. Logic Definitions 1.1. Propositions. Definition 1.1.1. A proposition is a declarative sentence that is either true (denoted either T or 1) or false (denoted either F or 0). Notation:

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

A. Schedule: Reading, problem set #2, midterm. B. Problem set #1: Aim to have this for you by Thursday (but it could be Tuesday)

A. Schedule: Reading, problem set #2, midterm. B. Problem set #1: Aim to have this for you by Thursday (but it could be Tuesday) Lecture 5: Fallacies of Clarity Vagueness and Ambiguity Philosophy 130 September 23, 25 & 30, 2014 O Rourke I. Administrative A. Schedule: Reading, problem set #2, midterm B. Problem set #1: Aim to have

More information

Sentences, Statements and Arguments

Sentences, Statements and Arguments Sentences, Statements and Arguments As you learned from studying the uses of language, sentences can be used to express a variety of things. We will now center our attention on one use of language, the

More information

How should we think about the testimony of others? Is it reducible to other kinds of evidence?

How should we think about the testimony of others? Is it reducible to other kinds of evidence? Subject: Title: Word count: Epistemology How should we think about the testimony of others? Is it reducible to other kinds of evidence? 2,707 1 How should we think about the testimony of others? Is it

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

Outline. Written Communication Conveying Scientific Information Effectively. Objective of (Scientific) Writing

Outline. Written Communication Conveying Scientific Information Effectively. Objective of (Scientific) Writing Written Communication Conveying Scientific Information Effectively Marie Davidian davidian@stat.ncsu.edu http://www.stat.ncsu.edu/ davidian. Outline Objectives of (scientific) writing Important issues

More information

3. Mathematical Induction

3. Mathematical Induction 3. MATHEMATICAL INDUCTION 83 3. Mathematical Induction 3.1. First Principle of Mathematical Induction. Let P (n) be a predicate with domain of discourse (over) the natural numbers N = {0, 1,,...}. If (1)

More information

1/9. Locke 1: Critique of Innate Ideas

1/9. Locke 1: Critique of Innate Ideas 1/9 Locke 1: Critique of Innate Ideas This week we are going to begin looking at a new area by turning our attention to the work of John Locke, who is probably the most famous English philosopher of all

More information

Kant s deontological ethics

Kant s deontological ethics Michael Lacewing Kant s deontological ethics DEONTOLOGY Deontologists believe that morality is a matter of duty. We have moral duties to do things which it is right to do and moral duties not to do things

More information

This handout will help you understand what relative clauses are and how they work, and will especially help you decide when to use that or which.

This handout will help you understand what relative clauses are and how they work, and will especially help you decide when to use that or which. The Writing Center Relative Clauses Like 3 people like this. Relative Clauses This handout will help you understand what relative clauses are and how they work, and will especially help you decide when

More information

HOW TO WRITE A CRITICAL ARGUMENTATIVE ESSAY. John Hubert School of Health Sciences Dalhousie University

HOW TO WRITE A CRITICAL ARGUMENTATIVE ESSAY. John Hubert School of Health Sciences Dalhousie University HOW TO WRITE A CRITICAL ARGUMENTATIVE ESSAY John Hubert School of Health Sciences Dalhousie University This handout is a compilation of material from a wide variety of sources on the topic of writing a

More information

Constraints in Phrase Structure Grammar

Constraints in Phrase Structure Grammar Constraints in Phrase Structure Grammar Phrase Structure Grammar no movement, no transformations, context-free rules X/Y = X is a category which dominates a missing category Y Let G be the set of basic

More information

Helping People with Mental Illness

Helping People with Mental Illness Helping People with Mental Illness A Mental Health Training Programme for Community Health Workers Module E Helping Families Cope with Mental Health Problems Page 1 About this course Helping People with

More information

Writing an essay. This seems obvious - but it is surprising how many people don't really do this.

Writing an essay. This seems obvious - but it is surprising how many people don't really do this. Writing an essay Look back If this is not your first essay, take a look at your previous one. Did your tutor make any suggestions that you need to bear in mind for this essay? Did you learn anything else

More information

IRENE HElM 0. INTRODUCTION

IRENE HElM 0. INTRODUCTION IRENE HElM E-TYPE PRONOUNS AND DONKEY ANAPHORA 0. INTRODUCTION Kamp and Heim intended this proposal to compete with and replace us earlier treatments of the same phenomena, including a family of related

More information

P1. All of the students will understand validity P2. You are one of the students -------------------- C. You will understand validity

P1. All of the students will understand validity P2. You are one of the students -------------------- C. You will understand validity Validity Philosophy 130 O Rourke I. The Data A. Here are examples of arguments that are valid: P1. If I am in my office, my lights are on P2. I am in my office C. My lights are on P1. He is either in class

More information

1) To take a picture is fun. It is fun to take a picture. it To master English grammar is difficult. It is difficult to master English grammar.

1) To take a picture is fun. It is fun to take a picture. it To master English grammar is difficult. It is difficult to master English grammar. 3 1) To take a picture is fun. It is fun to take a picture. it To master English grammar is difficult. It is difficult to master English grammar. English grammar is diffcult to master. 2) My dream is to

More information

Neutrality s Much Needed Place In Dewey s Two-Part Criterion For Democratic Education

Neutrality s Much Needed Place In Dewey s Two-Part Criterion For Democratic Education Neutrality s Much Needed Place In Dewey s Two-Part Criterion For Democratic Education Taylor Wisneski, Kansas State University Abstract This paper examines methods provided by both John Dewey and Amy Gutmann.

More information

Writing Essays. SAS 25 W11 Karen Kostan, Margaret Swisher

Writing Essays. SAS 25 W11 Karen Kostan, Margaret Swisher Writing Essays A GOOD ESSAY CONTAINS: 1. An introductory paragraph 2. A clear thesis statement 3. A body consisting of supporting paragraphs 4. A concluding paragraph Step 1: Review Assignment Read the

More information

The New Grammar of PowerPoint Preserving clarity in a bullet-point age

The New Grammar of PowerPoint Preserving clarity in a bullet-point age The New Grammar of PowerPoint Preserving clarity in a bullet-point age The bullet-point construction has become ubiquitous in recent years, thanks at least in part to the PowerPoint communication revolution.

More information

Chapter 10 Paraphrasing and Plagiarism

Chapter 10 Paraphrasing and Plagiarism Source: Wallwork, Adrian. English for Writing Research Papers. New York: Springer, 2011. http://bit.ly/11frtfk Chapter 10 Paraphrasing and Plagiarism Why is this chapter important? Conventions regarding

More information

Three Ways to Clarify Your Writing

Three Ways to Clarify Your Writing GENERAL WRITING ADVICE Three Ways to Clarify Your Writing Write as if your reader were lazy, stupid, and mean. Lazy: He or she will not take the trouble to figure out what you mean if it is not blazingly

More information

The Syntax of Predicate Logic

The Syntax of Predicate Logic The Syntax of Predicate Logic LX 502 Semantics I October 11, 2008 1. Below the Sentence-Level In Propositional Logic, atomic propositions correspond to simple sentences in the object language. Since atomic

More information

Archival of Digital Assets.

Archival of Digital Assets. Archival of Digital Assets. John Burns, Archive Analytics Summary: We discuss the principles of archiving, best practice in both preserving the raw bits and the utility of those bits, and assert that bit-

More information

The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal

The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal The Relationship between the Fundamental Attribution Bias, Relationship Quality, and Performance Appraisal Executive Summary Abstract The ability to make quality decisions that influence people to exemplary

More information

Critical thinking: what it is and how it can be improved

Critical thinking: what it is and how it can be improved 1 Critical thinking: what it is and how it can be improved In recent years critical thinking has become something of a buzz word in educational circles. For many reasons, educators have become very interested

More information

Things That Might Not Have Been Michael Nelson University of California at Riverside mnelson@ucr.edu

Things That Might Not Have Been Michael Nelson University of California at Riverside mnelson@ucr.edu Things That Might Not Have Been Michael Nelson University of California at Riverside mnelson@ucr.edu Quantified Modal Logic (QML), to echo Arthur Prior, is haunted by the myth of necessary existence. Features

More information

Refer to: Present & future If-clause Main clause. ZERO Present + Present. If you can meet me at the car, that s easiest for me.

Refer to: Present & future If-clause Main clause. ZERO Present + Present. If you can meet me at the car, that s easiest for me. 1 CONDITIONALS Refer to: Present & future If-clause Main clause ZERO Present + Present If you press this button, the engine stops. If you can meet me at the car, that s easiest for me. Present + If you

More information

TO HELL WITH SPEECH ACT THEORY

TO HELL WITH SPEECH ACT THEORY In: Marcelo Dascal (Ed.), Dialogue: An Interdisciplinary Approach, Amsterdam / Philadelphia (Benjamins), 1985, S. 205-211. Georg Meggle TO HELL WITH SPEECH ACT THEORY 0. During the last few years semantics,

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

Movement and Binding

Movement and Binding Movement and Binding Gereon Müller Institut für Linguistik Universität Leipzig SoSe 2008 www.uni-leipzig.de/ muellerg Gereon Müller (Institut für Linguistik) Constraints in Syntax 4 SoSe 2008 1 / 35 Principles

More information

Peeling Back the Layers Sister Grade Seven

Peeling Back the Layers Sister Grade Seven 2-7th pages 68-231.15 8/3/04 9:58 AM Page 178 Peeling Back the Layers Sister Grade Seven Skill Focus Grammar Composition Reading Strategies Annotation Determining Main Idea Generalization Inference Paraphrase

More information

Section 11. Giving and Receiving Feedback

Section 11. Giving and Receiving Feedback Section 11 Giving and Receiving Feedback Introduction This section is about describing what is meant by feedback and will focus on situations where you will be given, and where you will give, feedback.

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

THE U.S. VERSUS EUROPEAN TRADEMARK REGISTRATION SYSTEMS: Could Either Learn From The Other? Cynthia C. Weber Sughrue Mion, PLLC

THE U.S. VERSUS EUROPEAN TRADEMARK REGISTRATION SYSTEMS: Could Either Learn From The Other? Cynthia C. Weber Sughrue Mion, PLLC THE U.S. VERSUS EUROPEAN TRADEMARK REGISTRATION SYSTEMS: Could Either Learn From The Other? Cynthia C. Weber Sughrue Mion, PLLC The question I was asked to address is whether there are any aspects of the

More information

Verbal Phrases to Algebraic Expressions

Verbal Phrases to Algebraic Expressions Student Name: Date: Contact Person Name: Phone Number: Lesson 13 Verbal Phrases to s Objectives Translate verbal phrases into algebraic expressions Solve word problems by translating sentences into equations

More information

TERMS. Parts of Speech

TERMS. Parts of Speech TERMS Parts of Speech Noun: a word that names a person, place, thing, quality, or idea (examples: Maggie, Alabama, clarinet, satisfaction, socialism). Pronoun: a word used in place of a noun (examples:

More information