r efor i resumes - eric · clauses. the derivation of directional clauses is similar, though not...
TRANSCRIPT
R EFOR I RESUMESED 015 911 24 TE 909 211
ADvERBIALS. LANGUAGE CURRICULUM V, TEACHER AND STUDENT
VERSIONS.BY- KITZHACER, ALBERT R.AEGON UNIV., EUGENEREFORT NUMBER CRP-H-149-78REFORT NUMBER BR-5-9366-78CONTRACT OEC-5-19-319ERRS PRICE MF-$9.25 HC-$2.98 50F.
DESCRIPTORS- *ADVERBS, *CURRICULUM GUIDES, *ENGLISH
CURRICULUM, *ENGLISH INSTRUCTION, *TRANSrORMATION GENERATIVE
GRAMMAR, FORM CLASSES (LANGUAGES), GRADE 11, INSTRUCTIONAL
MATERIALS, LANGUAGE, PHRASE STRUCTURE. TEACHING GUIDES,
TRANSFORMATIONS (LANGUAGE), STUDY GUIDES, SECONDARY
EDUCATION, CURRICULUM RESEARCH, EUGENE, OREGON CURRICULUM
DEVELOPMENT CENTER, PROJECT ENGLISH,
THIS 11TH -GRACE LANGUAGE UNIT ON ACVERBIALS IS DESIGNED
TO SHOW THAT THE TRANSFORMATION WHICH ACCOUNTS FOR THE
EMBEDDING OF RELATIVE CLAUSES ALSO EXPLAINS THE PRESENCE OF
ADVERBIAL CLAUSES, THEREBY REINFORCING THE PRINCIPLE THAT
THERE ARE GENERAL RULES WHICH EXPLAIN ECONOMICALLY MANY
COt4FLEX LANGUAGE STRUCTURES. THE TEACHER VERSION FOR THE UNIT
CONTAINS INTRODUCTORY MATERIAL COVERING (1) ADVERBIAL
PREPOSITIONAL PHRASES OF MANNER, INSTRUMENT, LOCATION,
DIRECTION. REASON, FREQUENCY, AND DURATION, (2) THE EMBEDDING
OF ADVERBIAL CLAUSES IN ADVERBIAL PHRASES, AND (3) THE
ABILITY OF TRANSFORMATIONAL GRAMMAR TO EXFLAIN STRUCTURAL
AMBIGUITY. THIS IS FOLLOWED BY AN ANSWER KEY TO THE EXERCISES
CONTAINED IN THE STUDENT VERSION. FOLLOWING A BRIEF
INTRODUCTORY REVIEW OF BASIC PHRASE STRUCTURE RULES FOR THE
MANNER ADVERBIAL, THE STUDENT VERSION CONTAINS MAJOR
DISCUSSIONS ON EXPANSION OF PHRASE STRUCTURE RULES, ON
ADVERBIAL PHRASES CONTAINING RELATIVE CLAUSE EMBECDINGS, AND
[ ON THE SYNTACTICAL ORDER OF ACVERBIALS. EXERCISES IN
[CONSTRUCTING BRANCHING DIAGRAMS FOR SENTENCES CONTAINING
[ VARIOUS TYPES OF ADVERBS ARE APPENDED TO THE FIRST OF THESE
DISCUSSIONS. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010
803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE
000 227 THROUGH TE 000 249. (RD)
OREGON CURRICULUM STUDY CENTER
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
MIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DU NOT NECESSARILY PEPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
ADVERBIALS
Languay. Curriculum V
Teacher Version
"PERMISSION TO REPRODUCE THIS
COPYRIGHTED MATERIAL HAS BEEN GRANTED
BY
TO ERIC AND ORGANIZATIONS OPERATING
UNDEP AGREEMENTS WITH THE U.S. OFFICE Of
EDUCATION. FURTHER REPRODUCTION OUTSIDE
THE ERIC SYSTEM REWIRES PERMISSION OF
THE COPYRIGHT OWNER."
The project reported herein was supported throughthe Cooperative Research Program of the Office ofEducation, U. 0. Department of Health, Education,and Welfare.
Teacher Version
ADVERBIALS
This unit is intended as a review of earlier material on adverbialsand as an introduction to some kinds of so-called phrasal and clausaladverbials. The review material speaks for itself, but some remarksmay be useful in regard to new material.
We have limited our explicit treatment of phrasal adverbials toprepositional phrases. Prepositions as a grammatical class can bedefined as forms which are followed b an NP which are followed bronouns in the ob'ective case onl and which are not inflected do
not change form for tense, etc. . This last particular distinguishesthe preposition from mid and transitive verbs. Some prepositionsthemselves are analyzable, for example, in front of, in back of- butwe have not analyzed them in the unit. These forms should be consideredas rewrites of prep on the same hierarchical level as of to, for, etc.
The prepositions most commonly appearing in manner phrasesare in and with (along with its negative without). With and in phrasesnominated by Manner are likely to be confused with with and in phrasesof other types, particularly irstramental phrases. Notice the followingexamples:
(1) He did it with glee.(2) He did it with mirrors.
Sentence (2) is related to the question What did he do it with?. Sentence(1) of course is not related to this question. Sentence (2) contains theinstrumental phrase.
Notice also
(3) He went to town in a hurry. Manner(4) He went to town in a train. Instrument
(4) is related to What did he o to town in? whereas (3) isn't.
By phrases, although they are often related to How? questions, arenot related to In what manner? vestions. The sentences
(5) He went by plane.(6) She reached me bopho
contain instrumental phrases. Sentences 2, 4, 5, and 6 are relatedto the question By what means?. Manner adverbials are not relatedto that question.
The locative directional adverbials can also be distinguishedby their relationship to two different questions, At what place?, Towhat plaf.te?. Notice that the questions contain distinctive prepositions.In the case of bop: the preposition is usually at; in the case of Rib it isusually to. There is another kind of directional adverbial which indicates
ondirectfrom, e. g. He departed from the station. Those which we
-2-
have symbolized as Dir are those which indicate direction toward. Acomplete grammar would of course indicate both. It might have arule of this sort:
CdirLir 111%11)0
j tO
LdirfrOM
You might want to discuss this with your students and see what theycome up with. We would suggest putting a variety of sentences onthe board and asking the students if they see any difference i-k thekinds of directional adverbials the sentences contain.
Reason adverbials typically contain the preposition, os, thoughnot all phrases with for are reason adverbials. Adverbials of timeare related to the question When? (At what time?). We have usedTm as the symbol for this class of adverbials and have included onlythose which th.dicate at what point in time. These should not be confusedwith a different class of adverbials which seem somewhat related totime--those of frequency and duration. Frequency adverbials arerelated to the question How often?. Some typical ones are sometimes,frequently, often, ezemfaturdif- , each night. Durational adverbialsare related to the question How long a time This class includesforever, f_o______ran hour, through the evening, all month. As with the____ _______adverbials of direction, a complete grammar would indicate the dis-tinctions between these three classes.
The phrasal adverbials give rise to the clausal ones in an interestingway. It turns out that operations very similar to those which embedadjectival clauses also embed the adverbial ones. Hence the two sentences
(7) I went there at the time.(8) She was there at the time.
by already quite familiar kinds of rules, can give rise to
I went there at the time when she was there.
and then to
I went there when she was there.
The possibility of embedding, of course, depends on the presence ofidentical NPIs in consumer and source. This requirement is met by(7) and (8). The structural unit wh is added to the identical NP of thesource. And then the NP to which wh is added is pulled to the beginningof its dominating sentence. The prepcsition of the prepositional phrasecomes along too. You will recognize this as the general adjective clauseembedding.
I went there at the time.She was there at the time.
I went there at the time [she was there at wh + the time]
I went there at the time [at wh + the time she was there] ----I want there at the time [at which she was there.]
-3-
However, there is another way the derivation can go. The phrase,at wh + the time, since it is dominated by Tm. may become when.This can be demonstrated by the question related to I went there at thetime. When did I go there?. Thus
I went there at the time [at wh+ the time she was there]
I went there at the time when she was there.
These steps are merely a refinement of the adjectival clause embeddingdiscussed in an earlier unit.
A deletion transformation can delete the locative phrase of theconsumer.
I went there at the time when she was there
I went there when she was there.
The derivation of locative clauses is parallel to that of timeclauses. The derivation of directional clauses is similar, thoughnot precisely parallel. Parallel manner adverbial clauses are lacking:
*He did it how I told him.
The Reason clauses are derived in a quite different way. Noticethat they are what are traditionally called appositive noun clauses.
He went for the reason [that he was tired.]
Including these derivations in this unit would take us too far afield.
It should be noted that the Tm prepositional phrase of the consumermay be deleted only if its NP is the time. In other words
I was there when she was there
1:: a reduction of
I was there at the time when she was there
and of no other sentence.
Similarly
I found the key where she put it
is derived by deletion only from
I found the key at the place where she put it
and no other sentence.
-4-
Though we will not go into all the reasons for this, Q can be saidthat only those elements which can be reconstructed can be deletedfrom a sentence. For example if we have a sentence
I was at the spot where the accident occurred.
for which we want to reconstruct the underlying structure, we canassume that where came only from at the place. We would have noway of discovering what else it might have been. For this reasonthere is a general requirement that deletions can take place onlywhen the deleted material can be uniquely reconstructed. That is, givena result sentence and a description of the deletion transformation thatproduced it, it should be possible to reconstruct the one particularsentence that was altered by the transformation.
If we could delete items from both (A) and (B) below to produce(C), we would not be able to reconstruct uniquely.
(A) I was at the spot where the accident happened.(B) I was at the place where the accident happened.(C) I was where the accident happened.
We would not be able to say whether at the spot, was deleted or at theplace. This cannot be allowed. Hence we must choose whether itwill be (A) or (B) which can be deleted from to produce (C). Thechoice is not arbitrary. We cannot go into all the reasons for choosingplace, over sp2t1 but it should be noted the place can be compounded withsome to produce someplace. There is an indefinite quality about it.Note that time can also make part of an indefinite pronounsometime.
This unit on adverbials seems a logical place to illustrate one ofthe most interesting powers of transformational grammar, its abilityto explain structural ambiguity (also called structural homonymy).The example in the student version of this unit is a typical instanceof structural ambiguity.
(X) They questioned the man in the library.
may be (1) the result of a deletion from
(Y) They questioned the man who was in the library.
or it may be (2) a kernel sentence with the description
NP + Aux + Verb + Loc.
If (X) has derivation (1) it means what (Y) means. If (X) has derivation(2) it means that the interrogation took place in the library. Ambiguityresults when two different paths through the grammar lead to the sameresult, or when a given sentence can be given two different structuraldescriptions.
-5-
The most important idea for your students to get from thisunit is a reinforcement of the principle which has been emphasizedover and over in the grammar: that there are general rules whiche..plain in an economical way many complex structures of our language.In this unit we find that the general transformation which accounts forthe embedding of relative clauses also explains the presence of whatwere traditionally called adverbial clauses.
Key to Exercises
Note: In the key all of the diag. dms are worked out in detail.Requiring your students to construct some diagrams in this fashionwill serve as a good review of the phrase structure part of the grammar,but you may want to save time in many exercises by having them bringdown the NP without breaking it down. Uce the exercises in the waythat they will be most helpful for your classes.
Exercise la, p._ 4
1. Some players were laughing quietly.
Art
Artindef
Aaa."i'indef:1"A indef +
Some
N
,lAcnt
Nan
Nhum
Nhum
N°
plur
+ plur
play r 2urpl yers
Au/
Aux' All.72
Tns be ing
past
past + 1e+ ing
past + le + irkig +
were laughing
Verb
V1-13
Vb
Man
V Adj lyinV I + Aldj +
I I
la h + quiet +,Iy
quietly.
2.T
he a
ir f
elt w
arm
occ
asio
nally
.
T
Art
Ax4
def
Art
def
Art
aef
The
Ni
air
air
N°
sing
sing
sing
Aux
Aux
iT
ns
p7.I
st
past
+V
lnk
past
+fe
el
1e1t
Vnk
Pr Ad'
Adj war
m
war
m
+Tm
occa
sion
ally
occa
sion
ally
.
3. T
he o
ffic
ials
rea
ched
us*
with
out d
elay
.
T'
iA
rt
Art
ief
Art
def
Art
ef 1T
he
NN
°i
Ncn
tpl
ur
1\1,
nI
Nh
Um
1 1 I
++
+of
fici
al +
p\ V
offi
cial
splur
-7-
S
Auk
Ver
bI
Aux
iV
rb:
!
Tin
sV
b
past
I
Vtr
1 I 1+
past
+Vtr
II
+pi
st +
reac
hN
N .7
reac
hed
Man
NP
prep
NP
iT
NN
°
II
1
!N
cnt
\ sing
I
!
IN
irn
I
I I+
NP
+ p
rep
+ T
+ N
in +
sin
gI
I/
iI
tI
+u'
s +
with
out +
0 +
del
ay+
sin
gI
uLw
ithou
tdl
a-y.
*Not
e th
at w
e do
not
pre
sent
ly h
ave
rule
s de
velo
ping
NPs
whi
char
e pr
onou
ns.
4. T
he b
egga
r w
orke
d w
ith a
will
.
T I
Art
Art
def
Art
def
Art
def
I
The
cnt
NI
n
Nhu
m
+N
hum
begg
ar
N° sing sing
sing
begg
ar
AU
AU
X,
FIns
pJst
past
past
V
V.I in
Vin
wor
k/
wor
ked
Ver
b
Vrb Vk.
N
Man
prep
JN
P,-
---
I'
TA-1
,-N
°\
Art
Nm
sin
g\
i1
A r
tirid
ef\
\
Ii
+pr
ep+
Art
. nid
ef +
Nm
+ s
ing
+ w
ith +
Art
i+
I
,nde
f
I
will
+ s
ing
with
aw
ill.
5, A
n ac
cide
nt c
an h
appe
n fa
st.
VP
I,
......
____
TA
ux..
- Ver
b
Art
sing
Aux
iV
rb1
cnt
Niz
iA
rtin
def
Tns
MV
b
Art
i1 1
+ N
prei
sV
iiin
v.,-
-
\A:aa!
n \1
1
\\
presi
1 inde
f1
in 1
+
sirc
g
++
M+
VI.
ni+
Adj
+ ly
I\
Art
in'd
ef+
acc
iden
t +s
g+
prJ.
+ca
n+
happ
en+
fast
+ 0
An
acci
dent
\..ca
n1
happ
enfa
st.
7. M
any*
Am
eric
ans
live
in p
over
ty.
T T
Man
y
Man
y
Nc
plur
Nan
NhtI
tm
+N
+pl
ur \+
Am
eric
an +
plur
\ Am
eric
ans
-S
Aux
Aul
x,
Tns
pres
V
in
Ver
b
SJrb
N)1
3
XM
an
prep
1\7'
TN 14
msi
ngrr
pres
V.
pr p
+ T
+N
I+
sin
gin
m
pies
+liv
e+
in Iliv
ein
*Not
e th
at w
e do
not
pre
sent
ly h
ave
rule
s w
hich
spe
cify
det
erm
iner
s lik
em
any.
+ G
+ p
over
ty + s
ing
pove
rty.
Exe
rcis
e
1.T
he Art
Art
def2,
p. 5
tool
s sh
ould
T
Ncn
t
Nin
be in
the
gara
ge.
0
plur
p
S
-12- Tns
.
past
Aur
A11
41
Art
def
+.
Nui
+pl
ur
Art
def+
tool
+pl
gr
The
tool
s
Tst
past
+
shou
ld
Ver
b
Loc
prep
NP
IV
I \
Art
N
TN
No
cim
.sin
g
Art
def
Nin
be +
prep
-1.1
1I
def
wsi
ng
be +
in +
Art
def +
IIg
arag
e
bein
the
gara
ge.
2.A
rob
ber
has
hidd
en in
side
the
free
zer.
T I Art
Art
in*d
ef
P,-
- \
N'
If1
Ncn
tsi
ng
Nan
Nhu
m1
A+
N\
+si
ngrt
inde
fhu
mI
def
Art
+ro
b(be
r+
sing
Aro
bZr
----
---d
----
-"--
'
43..
......
..."'"
'"''""
Nr...
......
.'....
..A
m...
--V
P
,,...-
---Aug
----
'V
ert
.---
-
Auf
1A
ux2
Vrb 1
Tna
have
enV
bI
Vpr
esV
II
\V
I in l+
pres
+ha
ve +
en
+V
in
I\
i+
pr s
+hE
p.e
+en
+hi
de/
Nha
shi
dden
Loc /,
prep
--
NP
T/ \ N
No
/I
1
Air
t Nnt
sin
gA
clef
inx4
NI
i+
Art
def+
14in
+s
ngpr
ep I 1
riin
si e
+ A
def+
frez
eing
iin
side
the
free
zer.
-14-
3. S
omeo
ne w
ill p
ut th
e ca
ke in
the
pack
age.
_S
NP-
---'-
----
----
----
- --
----
----
----
---"
----
----
----
'VF'
P
Som
eone
I
Som
eone
Aux
---
--
Tns les
+pr
es+
M1
+pr
es+
will
\ will
Ver
b1
Vrb
:;
Loc
/ NN
Vb
prep
NP
I\.4
%.-
nV
TN
N-
V-"
'"-
NN
PA
litN
Itr
I
cnt
.---
/N
'I'
il*,
Art
Ncn
t sun
gA
rtide
f N
inA
rt fief
lin1
+V
+ A
rt+
rt
+ s
in+
pep
+ A
rt+
Nin
+si
ng
1
trde
flin
def
g
+pu
t+A
rida
+ca
e+
s ng
+in
+ A
def+
pack
aI
ge+
sin
g
Ipu
tth
eca
kein
the
pacC
ge.
4. T
he a
ttend
ant b
ecam
e ill
on
the
ship
.
T Art t
Art
def
Art
rf+
Art
ef+
The
NP-
----
----
----
----
-
NN
o
Nit
sing
l
14au Ni
Nin
+si
ng
att e
idgn
t +\_
,.....
atte
uuta
nt
-.--
----
s
-15-
VP \ V
er Vrb
\rin
k'P
r/
IA
djpr
epi i
1
Ar
iT
nsI
P1St
I 1
part
+ +
past
,,....
....,
Loc
Vln
k+
I
beco
me
+
beca
me
*Not
e th
at it
ta c
ould
als
o be
cla
ssif
ied
as 1
1Tno
n-hu
man
.
i
N
irN
Aft
Ncn
t
Art
def
Nlin
+j
1
++
A+
N
Porl
eP+
Art
rled
fe+
f
shiii
i
Ad
np+
+sy
in:
illon
tile
ship
.
lig
-16-
5. S
ome
sold
iers
sta
yed
ther
e in
the
dark
ness
.
S
NP-
---'-
----
----
----
----
----
----
--V
P
i
Art
Art
irde
f
/ \ NN
°
NI
plur
cnt
Nan
NI hu
m
1
Art
iref
+ N
11/1
1 +
pl r
+
Art
'lide
f+ s
oldi
er +
p
Som
eso
ldie
rs
Pux
II
Aux
1V
rb
I
V .1
.)r
Tns
Vin
k
Past
Ver
b--
----
--L
oc
/L
ocP
ePN
rrT
N.-
14°
11si
ngm
1
Art
def
\1
past
+V
ink
+th
ere
+ p
rep
+A
rtde
f+
Nm
+ s
ing
i 1I
+pa
st+
stay
+th
e e
+ in
+ A
rtde
f +
dar
knes
s +
sin
g
stay
edth
ere
inth
eda
rkne
ss.
-17-
Exe
rcis
e 3,
p. 7
Part
A: A
nsw
ers
will
var
y.
Part
B:
1. W
orke
rs n
otif
ied
the
empl
oyer
s at
mid
nigh
t.
TN
I
TI
Nat
plur
anN
h
TN
hum
plur
wor
ker
+ p
lur
Wor
kers
Aux
Aux
i
past
Past
pa
Ver
b
Vrb
vib k V
p ep
NP
\--
1
/A
rtila
Ari
\\
T-/
NN
o
Npl
ur
NP
TN
NI
sing
Nc int
def
NA
nin\
\11
1.
+V
tr +
Art
+ N
ium
+ P
lur+
pre
rriT
+N
in+
sin
g1
1+
noilf
y+A
rtlu
r +
at+
CM
'1
mid
nigh
t+ s
ing
atm
igh
t.no
tifie
dth
eem
ploy
ers
2. S
ome
nurs
es g
ot jo
bs y
este
rday
.
T
Art
Art
. xnde
f
Art
Art
ndef
Som
e
NP
NN
°
Nc
1 rt
VP
Ver
b
Aux
irb
Nan
Tns
Vb I
pat
Nhu
mV
IVtr
. NP
.,./ l
'
11
'N
'N°
i
N9 i
nt
i
Iin
I
Nhu
m+
plu
r1
I
+pa
st I
+V
tr +
T+
).n/
+p
ur +
yes
terd
ay1
nurs
e +
plur
+pa
st+
glt+
0 +
,orb
+p
ur +
nurs
esgo
tjo
bsye
ster
day.
-19-
3. A
sto
rm m
oved
into
the
area
* at
daw
n.
S
NPR
'VP
,..--
----
--7
'----
--..,
..tir
"--"
Ve
A
T--
----
---"
".."
----
Irft
iT
---N
oA
rt'li
mit
sing
Aux
iV
rbi
I
Ii
Art
inde
fN
inT
ni3
Vb,
1tI
pasI
tV 1
V.
V"'
''.b
i x:..,
,,,...
id
prep
NP
--*"
../\
ITN
N
o
Art
eef
Nin
l
Art
Nci
ltsi
ng1
I\
1I
Art
inde
fA
rti in
def
A
JN
+si
ngst
orm
+si
ng
sor
*Are
a ca
n al
so b
eN
mas
s.
prep
NP
N IN
cat
N.-
past
+V
1d
+pr
ep+
A/4
det N
in+
sir
+pr
rp+
+ s
i
past
+m
ove
+ in
to +
Arl
idef
+ a
rea+
sing
+at
++
daw
n+si
ngve
din
the
area
atda
wn.
4. T
he p
riso
ner*
live
d qu
ietly
then
.
Ar
Art
t 7A
rtle
fA
rtde
fI
The
of
*Pri
sone
r
----
---'-
-N
p....
--,
1---
----
--,_
NN
oI
%
1
Ncn
t
Nan
sing
Nk
hum
k
him
+si
ng
I
pris
oner
+si
ng\ V pris
oner
coul
d al
so b
eN
non-
hum
an.
-20-
Aux I
Aux 1
1
Tns I
past
past \
past
----
----
VP
...--
-...
......
.."'"
-.
Ver
bI
V'b
Vb '
V''\
man
IV
lri
1+
Vin
+
1+
ve+
......
----
lived
Ali A
+th
en
\I
I
quie
t+ 1
+th
en
qui
lyth
en.
5. A
n in
mat
e m
ay e
njoy
com
pany
som
etim
es.
it 1
Art
Ax\
iInd
ef
I
I
-21-
____
----
----
----
-,,.
..,__
P---
----
--
Ncr
tN
a iN
h um
i
N° \ sing
Art
,+
N 1
+si
ngin
(tef
irm
1
A .".r
tnde
f+
/.in
mat
e +
sin
g
An
inm
ate
Tns i
pres
"....
......
..V
p...
......
..'".
.."...
\."S<
S..1
.A
x--
----
----
-V
erb
'----
Freq
uenc
y*I
Aux
i,,,
,,---
-,\
M \
+pr
es+
M
+pr
es+
may
may ,
+ +
/V
tr+
enjo
y
enjo
y
Vfb Vb 4
V
4 N'm
sing
11+
Nm
/+
i\
silig
+
freq
\ienc
y+
0 +
com
pany
+si
ng+
som
etim
es
/\
com
pany
som
etim
es.
*Not
e th
at w
e do
not
hav
e a
rule
acco
untin
g fo
r ad
verb
s of
fre
quen
cy.
Exe
rcis
e 4,
p. 9
1.T
he r
unaw
ay g
lanc
ed to
war
d th
e do
ort
NP<
----
----
----
-_,
----
----
---;
>N
0
I
Art
Art
\ def
Art
,def
+
Art
!+
1
The
Ncn
tsi
ngI
Na n I
"hum
Nhu
m +
sing
\ru
naw
ay +
sin
g
runa
way
--S
+ +
-22- A
rc
AT
-1
Tns
pai.s
t
past
I
----
---V
P
Ver Vrb I
Vb i V
V.1
Vo
,---
-D
ir__
__--
----
prep
NP
TN
`N°
Art
Ncn
tsi
ngI
1
Nin
+V
+ p
rep
II
+ A
- -r
tdef
4.
Nit,
past
+gl
anct
, + to
war
d +
Art
Ide
f+ d
oor
+ m
g/'
1/
glan
ced
tow
ard
the
door
.*G
lanc
e to
war
d m
ight
als
o be
con
side
red
a V
tpre
p +
pre
p (a
tran
sitiv
e ve
rb w
hich
incl
udes
a pr
epos
ition
. )
2. S
ome
visi
tors
* m
arch
ed in
to th
e cl
assr
oom
.
----
----
--, 1
3---
-T
.---
----
NN
N°
AA
NI
pliu
r/ I
Art
inde
f
Art
irde
f
Art
inde
fSo
me
an
Nhu
m
Nht
im +
plur
visi
tors
*Vis
itors
cou
ld a
lso
be N
norv
.hur
nan.
-23-
...--
Aux
.---
Ver
b
Aux
'V
rbI
I
Trs
Vb I
past
V 1
V.n
.....-
----
- --
\T
T--
----
----
----
-v
idbi
----
-pr
ep-
P1
o
1
Ar
Ncn
itsi
ng
Art
laN
.In
/+
Art
oef
+ t
.in +
sin
g1
.7
ix?
+A
rtoe
ff+
cla
ssro
om+
sin
\ ,,,-
--'
into
thb
clas
sioo
m.
+pa
st+
Vid
+i
+pa
st+
mar
ch +
,,.,.,
.,---
-
mar
ched
3.A
car
was
rac
ing
dow
n th
e st
reet
.
T
Art
'rtin
def
Ali
Art A
-24-
N Ncp
t
No sing
+N
in+
sing 1
+ca
r+
sing
car
Aux
A. /
Atu
rT
12
Tin
spa
st
P5.
b
1
\Par
+ b
e +
lug
+
past
+be
t +in
g+
/\
w is
raci
ng
Ver
b
Vrb
Vb
V
V./ en
.---
-...
...s.
v---
----
----
-. i
dD
ir NP
re 0
NP
T/ \
\NI
N°
/Ar4
Nt
sins
,el
-A...
Art
iN
.1de
fin
/1
r
V+
rep
+ A
rt+
N. 1
+s
gi,
p1
def
in
race
+do
wn
+ th
e +
stre
et+
sing
1\/
dow
nth
est
re(o
t.
4. T
he in
spec
tor
had
flow
n th
e pl
ane
to T
acom
a.
NP
----
----
T -
----
----
--N
N°
Art
Ncn
tsi
n/ gA
rtI
I
def
Nan
Nhu
m
Art
+ N
hum \
Art
fief
+ in
spec
tor
+
*T
hein
spec
tor
dr+
The
Aux
l.A
ux2
iT
ns-
///pa
st.V
/ha
ve
+pa
t+
have
+
+pa
st4'
liave
+\id
VP.
--,_
Ver
b
Vrb
../''
VV
b
V
VZ
tr--
----
----
----
NP
Vtd
iri
i
IC
/ X;-
_,.N
0/
tit\t
Ipr
epP
Art
Nci
iA
rtde
fN
iner
i + V
dir
+ p
rep
+A
rtle
f+Is
)i
in +
0.y
+to
+T
acom
a+ A
rtI
+ p
lane
te+
ngcl
ef
flow
nto
Tac
oth
epl
e.i
insp
ecto
r ha
d fl
own
the
plan
e to
Tac
oma.
*Not
e th
at th
e se
nten
ce d
eriv
ed b
y th
e ph
rase
str
uctu
re r
ules
mus
t be
tran
sfor
med
in o
rder
to b
e gr
amm
atic
al.
5. T
he c
apta
in g
azed
sea
war
d th
ough
tful
ly.
Art
Art
dlef
Art
def
I
Art
dief
The
NP
----
°
Ncl
otsi
ng
Nan
Nhu
I m
+N
htir
+
;irg
+ c
apta
in +
sing
\.ca
ptai
n
-26-
Exe
rcis
e 5,
p. 1
0.
Ans
wer
s w
ill v
ary.
Aux
----
----
Aux
i,-
----
----
--
Tr
past
yin
past
+yi
di
I
past
+A
aze
---.
., gaze
d
,,,V
P
1:)i
ri
+se
awar
dI
+se
awar
d
seaw
ard
Vrb /
Vb
V7
' Man
ner
i \A
liili
+A
dji
+1
+th
ough
tful
+ \l
y
thou
tful
ly.
-27-
Exercise 6, p. 15.
Part A:
1. He travels at the time.The weather is bad at the time.
2. The visitors came at the time.She was busy at the time.
3. I left the tools at the place.The view is best at the place.
4. The pirate stood on the place.The treasure lay at the place.
5. The fool had gone to the place.The danger was at the place.
6. A pupil had protested at the time.I made the assignment at the time.
7. Some weeds were growing at the place.I had buried it at the place.
8. The workers remained at the place.I had left them at the place.
9. The accident occurred at the time.I was driving carefully at the time.
10. The boy left yesterday.The boy was here.
Part B:
The underlying sentences have very simple structure. Eachone (except the consumer sentence in No. 10) has a time or placeadverbial. The trees ..or sentence No. 1 follow:
la. He travels at the time.
NP
He
He
He
S
AuxI
Aux
Tns
pries
pispr es
-28-
VP-
Veirb
Vyb
Vb
V
Vin +
travel +
Tm
prep/1T N
/Art
Artclef Nre
priep +Artief+ Nin+ sir
at + Art/ clef+ tire+1
travels at the time.
lb' The weather is bad at the time.
NP
N\°Art Nm sing
Artdef
Artdef
Artclef
The
+ N +
+ weather + sing +\weather
S
Aux "V;;;/1
be/ \PrAuf
Tns Adj
prs
pres
pres
Tm
rep' NPV./
T 11.-
Nm sing
Artdefbe + Adj + prep + AlIdef+Nm+ sing
+ be + bad + at + Artdef + time
k.
is bad at the time.
-29-
Part C:
1. He travels at the time.The weather is bad at the time. -------)
*He travels at the time at wh + the time the weather is bad
He travels at the time when the weather is bad. :...-:.
which can becomeHe travels when the weather is b.14-dz
:->
2. The visitors came at theShe was busy at the time. ._...,
*The visitors came at the time at wh + the time she was busy z---->
The visitors came at the time when she was busy. -4-which can becomeThe visitors came when she was busy.
3. I left the tools at the place. ) ....,,The view is best at the place. J ---'
*1 left the tools at the place at wh + the place, the view is best
I left the tools at the place where the view is best. ----}which can becomeI left the tools where the view is best.
4. The pirate stood on the place.The treasure lay at the place. .c -----1
*The pirate stood on the place at + wh + the place the treasure lay ==-)
The pirate stood on the place at which the treasure lay ------->
which can becomeThe pirate stood where the treasure lay.
5. The foo) had gone to the place.The danger was at the place. j ,
*The fool had gone to the place at + wh + the place the danger was
The fool had gone to the place where the danger was _.-7.--s7which can becomeThe fool had gone where the danger was.
6. A pupil had protested at the time . I.
I made the assignment at the time. j 1
*A pupil had protested at the time at + wh + the time I made theassignment .-..:_-
A pupil had protested at the time when I made the assignment --z---
A pupil had protested when I made the assignment.
-30-
7. Some weeds were growing at the place.I had buried it at the place.
*Some weeds were growing at the place at + wh +itLe21ace I hadburied it
Some weeds were growing at the place where I had buried it
Some weeds were growing where I had buried it.
8. The workers remained at the place.I :iad left them at the place.
*The workers remained at the place at wh + tijeplace I had left them
The workers remained at the place where I had left them
The workers remained where I had left them.
9. The accident occurred at the time.I was driving carefully at the time.
.."'.......-.......
*The accident occurred at the timecarefully
The accident occurred at the time when I was driving carefully
The accident occurred when I was driving carefully.
10. The boy left yesterday.The boy was here.
*The boy wh + the boy was here left yesterday
The boy who was here left yesterday.
at wh + the time I was driving
Exercise 7, p. 18Answers will vary. The kinds of sentences that students will suggest
need not be explained completely, The intent of the exercise is to getthem to examine a very interesting feature of languageambiguity.
i
i
OREGON CURRICULUM STUDY CENTER
U.S. DEPARTMEET OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCAbOil
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
ADVERBIALS
Language Curriculum V
Student Version
The project reported herein was supported throughthe Cooperative Research Program of the Office ofEducation, U. S. Department or Health, Education,and Welfare.
A DVER BIA LS
Language Curriculum V
Student Version
I. Introduction
Can you remember the exact place in our study of grammar where theword adverbial was first introduced? In your study of phrase structurerules, you discovered that one of the distinguishing features of a mid verb(Vmid) is that it does not usually take a manner adverbial (Man) but thatmanner adverbials can occur with transitive verbs (Vtr) and intransitiveverbs (Vitt). Manner adverbials are often defined as words (or groups ofwords) tat are related to the question "How?" meaning "In what manner?"Pick out any manner adverbials you can identify in the following sentences:
(1) The boys looked over the equipment gleefully.(2) Some packages arrived quickly.(3) The doctor visited him frequently.(4) He finished the work reluctantly.(5) His team hits hard.
Which sentence does not contain a manner adverbial? What question is theword frequently related to? Certainly it is not "How did the doctor visithim? or "in what manner did the doctor visit him?" Therefore, sentence(3) does not contain a manner adverbial; the other sentences do, of course.
The phrase structure rules analyze the manner adverbial still further.Many manner adverbials for instance can be described as consisting of anad active + y. An adjective, of course, is a word that can occur imme-diately after the verbs Be or Vink and can usually be placed in front ofthe noun in the subject NP. F'ortskample, "The boy is quick" can becomeThe quick boy is In the sentence "The boy answered the question
quickly, 1he manner adverbial is mighty, which in turn can be analyzed asthe adjective ick + y. Do all manner adverbials need to have the y? Lookagain at sentenCe(5). What is the manner adverbial? The word herd isrelated to the question "In what manner?" but it does not end in jy. Doyou know of other words like this one? How about well. and fast? Of course,
lynot all adjectives can join with to form manner acv rbials: ti 1gLtly andneatly but not * ellx_pvl or nay* Can the adjective opjity take another .Lyy
You have undoubtedly encountered still other adverbials that are relatedto the question "In what manner?" but do not consist of ad'ective + y. Lookat the following sentences:
(6) The delegates traveled in comfort*(7) The workmen lifted it with difim0;(8) A caliph lives in luxury,(9) The rescuers probed with caution.(10) The committee resigned without a complaint.
-2-
In each of the sentences above, the underlined group of words is related tothe question "In what manner?" It seems, then, that our rules need furtherrevision to account for manner adverbials other than the type described asadlective + y.
It is not just the rules covering the manner adverbial that need furtherattention. What other adverbials have you encountered in your study ofgrammar? Try to name them and give examples of each of them. Whichadverbials are present in the following sentences ?
(11) The policeman looked in the chest.(12) Someone had looked there.(13) A necklace had disappeared yesterday.(14) The butler called the police before noon.(15) A thief sneaked toward the house.(16) The boys had done it for fun.
Each of the above sentences contains an adverbial (either a single word ora group of words): Loc (adverbial of place) in (11) and (12), Tm (adverbialof time) in (13) and TIT), Dir (adverbial of direction) in (15), and Reason(adverbial of reason) in (Itt But nowhere in our phrase structure rtgires dowe have rules specifying exactly what Loc. 7r. 1:Lo or Reason can be. Allyou have been give a are tests to identify these structures and lists of wordsand phrases that can oreur as Loc, Oo or Reason, What are the testsfor these adverbials ?
Loc is related to the question "Where?" or "At what place?"Tm is related to the question "When?" or "At what time?"
is related to the question "To what place?"Reason is related to the question "For what reason?"
In this unit we will add some phrase structure rules which will expandeach of these adverbials. You will also learn how entire sentences canbecome embedded in adverbials by means of a transformation rule that youalready know. Finally, you will consider the problem of the relative p witionof adverbials when several occur together in the same sentence.
II. Expansion of the nlrase Structure Rules
A. The manner adverbial
Since we already have a phrase structure rule dealing specificallywith the manner adverbial (Man), let us begin with it.
Rule (12) Man -4 Adj + ly
Look again at sentences (6) -- (10) in the introduction. Each one contains anadverbial which converts to the question "In what manner?" What are theparts that make up this kind of manner adverbial? Examine them moreclosely: in comfort, with difficulty in luxury, with caution, and without a.comnlaint. What is the second element in each one? It is, of course, an
-3-
NP, One of these has a determiner (a), whereas the others have the emptyset of determiners (0). The first word in each group is called a preposition,You have encountered prepositions in previous units (e. g., indirect object,Verb + preposition, etc. ), but you have never before specified the preposi-tions that introduce adverbials. What are the prepositions found in sentences(6)(10) ? Can you think of other prepositions that introduce manner ad-verbials ?
Our new rule must account not only for Adj + ly but also for this otherpossible rewrite of Ra2,2 What symbol do we use to indicate that a structurecan be rewritten as one of two or more things? Let us revise the rule inthis way:
..
{ Adj + 4Man - prep + NP
Can you think of other structures besides these two that can function asmanner adverbials? If not, this rule is probably complete and needs nofurther revision at this time.
How would you construct a branching diagram for aeutence (8) "The,-'e` :gates traveled in comfort"? In what way does the addition to rule (12)at; --Ict the diagram?
TArt
Aridefi
1
V.*"------
\i\T11c) Aux --------------.i
Vrrb
Aux1 Vrb
*cnt
1
Nan
Nairnur
TnsI
Pia V
i VII
Man
prep II)
/'II N N°
/4 NI Xmass siPgPr p + 0 + Nm iss + filig
ort + sirig
Art + Nhatn + pluf + past + Vin +
Art 'def
f + delegate + Plur + pat + travel + in + v + co\% ' Idelegates traveledved iniTle comfort.
Notice that we have rewritten the manner adverbial as ma + NP. Thisadditional NP must in turn be expanded by the same rules that are used toexpand any NP (e. g. the delegates). How would Man be rewritten if thesentence was "1 he delegates traveled slowly"?
-4-
\,;k'',,
V an
V Add lyI I
travel slow + ly
Exercise 1
Construct branching diagrams for only those sentences which containmanner adverbials. If a senteace contains some other adverbial than Marlasimply label it as Loc, Two Rib or Reason,
1, Some players were laughing quietly,2, The air felt warm occasionally.3. The officials reached us without delay.4. The beggar worked with a will.5. An accident can happen fast.6. The yard is bare in the winter.7. Many Americans live in poverty.
B. The place adverbial
Where in the English sentence does the adverb e[ place (Loc) occur?In the phrase structure rules you learned that adverbials of place or locationmay occur as predicates (Pr) after the verb Be or after a linking verb(V). For exat pie, both of these sentences are grammatical:
(1) He is there.(2) He remained there.
In such cases the Loc is essential. However, adverbials of place (Loc) canalso occur after all classes of verbs, even those that already have a placeadverbial as a predicate. Are the following sentences grammatical?
(3) The weapon is there in the box.(4) He remained there in the shade.(5) The doctor had a pain in his head.(6) Some tramps made a camp in the meadow.(7) A ribbon lay on the floor.
Each of these sentences contains a place adverbial at the end of the VP.Are they optional or obligatory? To account for such adverbials Loc isincluded as an optional element after the verb in the rule which breaksdown VP:
VP --) Aux + Verb (Loc)
There is no rule, however, that specifies exactly what Loc can be. Lookat sentences (1)--(7) again. What kinds of adverbs of location do you recog-nize? There are single words like there and phrases such as in the box andon the floor. Can you think of other items that can occur as adverbs of
location? Notice that the phrases are exactly like those which act as manneradverbials. That is, words like in and on are also prepositions, and thebox and the floor are also NP's.
One form of the place adverbial, then, is preposition + NP. It is pos-sible, therefore, to write a rule which shows that Loc may take severalforms. Since we know that words like there, outside, and here also functionas adverbials of place, we can list a few of these in our new rule and indicate(by three dots) that there are other examples of this type of Loc. Our newrule, can indicate at least this much.
Lec ..) {prep + NPthere, outside, here, . .
How does this new rule affect our branching diagrams? For example, howwould sentence (7) be diagramed?
A ribbon lay on the floor.
Art/Artindef
Art
Art.1uidefA
Ncnt sing
+ + +
+ ribbon + sing +
rlbon
S
..'°-.-.-P__Aux'-'-- er).'------- .:Loc
I / /prep :LIPP
/ Ti LNo)Tns
past 'f Ar(N I Incnt g
IAn Aldo Nilpas t + V. + pr p +AA +\N +s g
past + lie,n / / / in /+ + Art' + s g
N clef
lay on the floor.
Notice that the new rule instructed us to rewrite Loc as Prep + NP. Wealready have rules (13)--(13) which develop this new NP just as theywould any NP found in the sentence.
How would our new rule work if two Loc's appeared in the same sentence,as in sentence (4), "He remained thereEhe shade. "? The first Loc(there) would be a rewrite of the Pr produced by rule (7); the second Loc(in the shade) is the optional Loc which is provided for in Rule 2(VP . Aux + Verb (LM))
Exercise 2
Construct branching diagrams for the following sentences:
1. The tools should be in the garage.
2. A robber has hidden inside the freezer.3. Someone will put the cake in the package.4. The attendant became ill on the ship.5. Some soldiers stayed there in the darkness.
C. The time adverbial
In a previous unit, you were introduced to the adverbial of time (Tm).This adverbial, you discovered, could follow any kind of verb. Are thefollowing sentences grammatical?
(8) The leaves are beautiful in the f..(9) A woman became presidia last gear.(10) The administration had troubre then(11) Demonstrators broke the windows yesterday.(12) The sun had risen at noon.
How do you determine if a word or group of words is an adverbial of time ?What is the test? Adverbials of time are related to the question "When?"or "At what time?" Are each of the underlined items in sentences (8)--(12)related to these questions? Notice that the verb in each sentence is of adifferent class. The revised rule which accounts for the time adverbialwas written: VP ---a) Aux + Verb (Loc) (Tm)
There are other kinds of adverbials, however, which seem closely re-lated to the question of time, but which do not convert to the question"When?" or "At what time?" Look at the following sentences:
(13) My mother visits me at times.(14) The telephone had rung agar tonally.(15) The situation may confuse me sometimes,(16) The boy has become ill every Leis.
In each of these sentences there is a single worder phrase (certainly relatedto the question of time) which seems to be related to the question "Howoften?''
There are other adverbials which seem closely related to the qutation oftime, but which do not convert to either "When? or "How often'?"
(17) The doctor stayed awake all atikt,(18) Some pupils were walking around for several minutes,(19) I worked ht.,rd for six years,(20) The lecture lasted for an hour,
What question do these sentences seem most closely related to? Is thequestion "How long?" or "For what duration?" Although at this time wewill not refine our rules to account for the last two types of adverbialsillustrated above, some of you might like to try to write a rule to accountfor them. Let us call those adverbials which convert to the question"How often?" frequency adverbials; then let us call those time adverbials
-7-
related to the question "How long?" or "For what duration?" durationaladverbials. The important thing to remember about them is that they arenot the same as the time adverbials (Tm) which are related to the questionWhen?" or "At what time
Like the adverbials of manner and place, the time adverbial (Tm) canconsist of single words like then_ later, or yesterday. Can you think ofother things it might consist of? Groups of words such as in the evening,at do, or by gaz also answer the question "When?" They are, therefore,time adverbs. They consist of a preposition + NP. Our newest rule(24) accounts for these facts:
prep + NPTm --) then, yesterday, later,
The branching diagrams will reflect the new rule in the following way:
T-1
Art
Artdef
ArtdefArtif
T _e
The boys slept after lunch.
S
Verb Tm
NPVrb prep
V
Neat
Nan pliir
Nhum
+ N + Dhum -
+ bok + }i13ur
li(rs
Ar
AuxI 1TT
past
V.),n
+ past + V. +ui+ plat + slep +
Nslept
prep +
aftler
after
inN + sing
lunch + sing
h14,The time adverbial enters the diagram with the verb because it can occurwith any class of verbs.
Exercise 3
Part A: Write five sentences which contain an adverbial of frequency.Then write five which contain adverbials of duration. Try to include single-word adverbials as well as those consisting of preposition + NP. Make surethat these adverbials meet the tests mentioned on pages 6-7,
Part B. Draw branching diagrams for the following sentences;
1, Workers notified the employers at midnight.2. Some nurses got jobs yesterday.3. A storm moved into the area at dawn,
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4. The prisoner lived quietly then.5. An inmate may enjoy company sometimes.
D. Adverbials of direction
Certain verbs are very often fcllowed by a particular kind of adverbial.In a previous unit you found that a group of intransitive verbs could befollowed by adverbials which converted to the question "To what place?"Rule (10) was revised to set this class of verbs off from other intransitiveverbs on the basis of this characteristic:
V......),ini (Dir) 1Vd
1/4.... ....01
A certain group of transitive verbs are also followed by directional adverbials.He _at the lisex into the lock is an example. This kind of verb is a rewriteof Vtr*
Vtr ---) .vtdir 'lli IYou may recall that when a directional adverbial enters the sentence witha transitive verb the underlying sentence is ungrammatical because thedirection adverbial is out of place. A transformation is necessary to re-position it.
rput into the lock the key
put the key into the lojk.
Nowhere in our rules, however, have we specified what the adverbial ofdirection (Dir) consists of. What are the directional adverbials in thesesentences?
(21) The gang had gone inside(22) A mob pushed the speaker toward the door.(23) A mouse had been sneaking into the house.(24) Joe drove the cattle into the barn.(25) A stream of water was flowing onto the field.
Which words or groups of words in the above sentences convert to thequestion "To what place?" There are, as you can see, both single wordsand phrases which function as adverbials of direction: "inside, " "towardthe door, " "into the house, " "into the barn" and "onto the field. " Ournew rule, then, will specify the form that Dir can take:
Dir
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prep + NP
outside, upwards, seawards,
How will the new rule affect the construction of branching diagrams?For example, how would the directional adverbial in sentence (22) bederived? Dir appears first as a rewrite of yin,
Vet
Vid ""------.----*- Dir
Ipep< NP
I
toward the doorrush
(25)
The rule we just wrote further specifies Dir as prep 4- NP. NP can befarther developed by the early rulf3s (13)=718). Also, notice that theverbs which take directional adverbs are those verbs which denote motionor movement.
Exercise 4
Construct branching diagrams for the following sentences:
1. The runaway glanced toward the door.2. Some visitors marched into the classroom.3, A car was racing down the street.4. The inspector had flown the plane to Tacoma.5. The captain gazed seaward thoughtfUlly.
E, Adverbials of reason
The last type of adverbial we will deal with is Reason. Like placeand time adverbials, Reason is an optional item in sentences. What is thetest used in identifying reason adverbials? It is accounted for in rule (2),because it can occur with all classes of verbs.
Rule (2) VP Aux + Verb (Loc) (Tm) (Reason)
Try to identify the reason adverbials in the following sentences:
(26) The man had murdered for revenge.(27) The teacher punished him for misbehavior.(28) The quarterback retreated for a pass.
The phrases at the end of each 'sentence are related to the question "Forwhat reason?" As you can see, the reason adverbial consists of a pre-position (usually for) and an NP. Our new phrase structure rule reflectsthese facts:
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Reason ---) prep + NP
The following diagram illustrates how the new rule affects the branchingdiagrams:
'TY
Aux.-- ---_._
ReasonVerb
prep NPk
for revenge
Exercise 5
Write original sentences w:dch contain the following types of adverbials:
1. Five sentences containing both Tm and Loc2. Five sentences containing both Dir and Reason3. Five sentences containing both Man and Loc4. Five sentences containing any three of the following adverbials:
Ms Loc, lino Reason, and Dir.
Ills Order of Adverbials
You have just reviewed the several different kinds of adverbials that wehave treated in our study of grammar. By now you should know where eachone comes into the phrase structure rules. As you have noticed, theadverbials are generated at the end of the verb phrase; the adverbial isusually the last thing at the end of a kernel sentence.
Man(1) The boys worked .4zaittl .. ,
Loc(2) A bomb had landed in the street,
Tm(3) Some weapons were arriving in the evenime
Dir(4) He walked to the elevator.
Reason(5) The tourist tried a bicycle for variety.
In the sentences you use every day, this is not always the case, Adverbialsare found in various positions throughout the sentence:
frequency(6) The students occasionally visit the library.
frequency(7) A vacation is frequently necessary.
Man(8) The Loy slowly opened the door.
frequency(9) Sometimes I get discouraged.
Tm frequency(10) At lunchtime the pupils often get unruly,
In our grammar, we account for these different positions of adverbialsby means of transformation rules, That is, we need to write other ruleswhich state, for example, that manner adverbials can move to a positionin front of the main verb and that adverbials of frequency can move to aposition before the main verb or to a position just after the verb Be. Per-haps you would like to experiment with the exact form these ruleswould take,Remember to use the double arrow ( ) to indicate that a particularstructure can become (by structural change) another type of structure:
X+Y+Z Y + X + ZWhat happens when several adverbials occur together at the end of a
sentence? What order do they take? Our rules generate Loc in front ofTm. Is this the most common order for these adverbials?"'
Loc Tm(11) The man lost an umbrella In the zrk
Loc Tm(12) Cheers arose from the stands time
Furthermore, both Loc and Tm are generated in front of Reason. If allthree occur at the end of the sentence, is this the most coon order forthem?
Loc Tm Reason(13) They scrimmaged on the field yesterday for practice,
Loc Tm Reason(14) The pioneers settled there then for protection.
What happens if still others are added at the end?Dir Man frequency Tm
(15) The boxer danced alvsz ickly sometimes in the be inLoc Man
(16) The quarterback threw the ball to Bob unwillingly at first,Loc frequency Tm
(17) They sent food to the room occasionally during the year,Loc Man frequency Tm Reason
(18) I went to school reluctantlyjc.....tantly sometimes in the fall for severEq reasons.
The rules which would account for the relative positions of these adver-bials would be very complex. But it seems obvious that there is someflexibility in order. Try to rearrange the adverbials in the sentences aboveto form other grammatical sentences, Can you discover any regularitiesabout the positions in which they occur? Could you put them in the form ofadditional rules? These rules will necessarily be very complex, sincenumberous exceptions will need to be accounted for. You can, see why it issimplest to account for the occurrence of the various advorbials in onephrase structure rule and then to reposition them optionally, To do other-wise would involve too many rules.
m
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IV. Adverbials with Embeddings
In order to account for more complex structures in English sentences, wemust go beyond the phrase structure rules to transformations. In ourphrase structure rules we have taken account of five different kinds ofadverbials made up of single words and phrases (prep + NP). Are thereadverbial elements in the following sentences which can not be accounted forby the phrase structure rules? Remember that adverbials are related toquestions like "When?" "Where?" "Why?" "How?" etc.
(1) The inspector was here at the time when I was h_ ere.(2) The inspector was here when.I was.(3) The fight occurred at the where the trains cross.(4) The fight occurred where the tra1:17Zross.(5) A woman became chairman at the time when he resigned,(6) A woman became chairman when he resigned.What do the underlined parts seem- TO 76nsist of What transformation
rules that you already know might possibly account for such constructions ?Is the operation likely to be a single-base transformation or a double-baseiranPforination? Is it a conjunctive transformation, or is it an embeddingtransfoimation? Could the relative clause embedding account for the under-lined parts of sentences (1)--(6)? Look at the following pair of sentences:
(7) A thief stole the knife which I had bought.(8) The doctor made a mark at the-Race where theb1111 had entered,
In what ways are these sentences similar? Sentence (7) contains twokernel sentences. What are they? Are sentences (9) and (10) the underlyingsentences of (7) ?
(9) A thief stole the knife.'(10) I had bought the knife.
What element do (9) and (10) have in common? Of coursed the answer Is anNP, the knife. The only requirement that must be met in order for a relativeclause embedding to take place is that two sentences contain an identical NP.Can you recall the next steps in the operation?
Consumer: A thief stole the knife.Source: I had bought the knife.
The source sentence is embedded into the consumer. Wh is attached to theidentical NP in the source sentence, and wh + the knife are brought to thefront of the source sentence. (Where else have you come across thisprocess?) We then have the ungrammatical sentence
*A thief stole the knife wh + the knife I had bought. 3
Next, we change wh + the knife to which (or that), and we have the finalsentence
A thief stole the knife which I had bought.
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Can any words be deleted and still leave us with a grammatical sentence?How about the word which?
Is it possible to derive sentence (8) in the same way? What are the kernelsentences underlying sentence (8)?
(8) The doctor made a mark at the place where the bullet had entered.
What are the main parts of the consumer sentence? What element comes atthe very end of it? Is it an adverbial of place (Loc) ? The consumer andsource sentences for (8) are:
Consumer: The doctor made a mark at the place.Source: The bullet had entered at the place.
Notice that the two sentences contain identical NP's, the place. As inthe other embedding operation, we first attach wh to theTatentical NP in thesource sentence and then move that element (wh + NP ) to the front of thesource sentence. Notice that the preposition moves with the wh + NP.The result is, of course, an ungrammatical sentence:
*The doctor made a mark at the place at wh + the place the bullet hadentered
From this point we may take either of two different paths to produce agrammatical sentence.Let us look at the first of these.
We may first operate the transformation that converts wfi + NP intowi....Aqh, as you have done when embedding adjective clauses. We are, infact, making use of the same transformation. We now have:
The doctor made a mark at the place at which the bullet had ent erect.
Now let us examine the second path. Remember that we start from thepoint where we have the following ungrammatical sentence:
*The doctor made a mark at the place at wh + the lace the bullet hadentered
We can choose to convert at wh + the place to the word where.'Thstead of which
The doctor made a mark at the place where tiiMllet had entered.
This is now a grammatical sentence. Let us go back and consider our reasonsfor converting the words at wh + the 11Lto the word where. What is atthe, place in the source sentence? What fiirm does ithav=Loc can be'rewritten as either Ergp + NP or a word like there, outside, or here. Atthe, place is, of course, a place adverbial (Loc) of the form prep NI''. Youre member that wh + Loc where* Thus, whenever the wh is attachedto an NP that is part of a place adverbial, the whole structureTat wh + theplace) may be converted to the word where,
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Can we delete anything from the resulting sentence? Can we write forinstance, the following?
The doctor made a mark where the bullet had entered.
This last transformation may operate only when the adverbial of place(Loc) is th lhrase at the place. Otherwise we could not discover whatkernel sentences were combined to produce the final grammatical sentence:
he doctor made a mark where the bullet had entered.
Where the bullet had entered is thus a source sentence which has beenembedded in7-6--fie consumer sentence. The doctor made a mark at the place.Like the adverb of location that it replaced, the embedded sentence isrelated to the question "Where?" The fact that the NP (the place) is apart of an adverbial of location (Loc) in the underlying structure does notprevent it from acre pang embeddings. In fa A, it is just because theadverbial does contain an NP that we are able to make use of the adjectiveemf_erlding transformation. And in this way we have folind a simple wayto account for a large part of our grammar.
If we can embed sentences in place adverbials, it might also be possiblethat other adverbials would accept embeddings. Let us try a pair of sen-tences that share an NP trt a time adverbial. Look at sentences (5) and (6)again.
(5) A woman became chairman at the time when he resigned.(6) A woman became chairman when he resigned
What are the underlying sentences for both of these sentences? Could thefollowing be the source and consumer sentences for (5)?
Consumer: A woman became chairman at the tame.3Source: He resigned at the time.
Notice that the source and consumer sentences share a common NP,and also notice that the NP occurs in an adverbial of time. At the time isone kind of time adverbial. We can rewrite the symbol (TinT-as eitherRon + NI) or as a single word like xestaic yla, thezu etc. Atthe time is, of course, prep + NP
The embedding proceeds exactly as it did in our previous 113ustration. Whelk,the source is embedded into the consumer, we aftazh wh to the identical NFin the source sentence. Then we move the unit Li which it occurs (prep+ wh NP) to the front of the source sentence:
*A woman became chairman at the time at wh + the time he resigned
But again we convert wh + NP to which
A woman became chairman at the time at he resigned.
As in the case of the place adverbials, we have an tative path for
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embedding time adverbials. Since the NP that has the wh attached to it isa part of a time adverbial, what word erould replace it? The right answeris, of course, the word when, (wh + Txn when)
*A woman became chairman at the time at wh + the time he resigned
A woman became chairman at the time when he resigned.
Thus we get a grammatical sentence by substituting the word when for thewh + the time adverbial in the source sentence. Can the time adverbialin the consumer sentence be deleted in the sentence as it now stands?The resulting sentence is identical with sentence (6) used as an example onthe previous page:
A woman became chairman when he resigngd.
The only remnant of the time adverbials in both source and consumersentences is the word when. This last transformation may take place onlywhen the time adverhia=the phrase at the time. When we find a sentencelike
A woman became chairman when he resigner, .
and wish to reconstruct it so that we can discover its underlying stracture,we are limited. We know that when comes from wh + Tm but it isimpossible to say what definite time adverbial it conies Wetherefore have to understand that it. is derived from the indefinite at thetime. Otherwise we couldn't reconstruct it. And if we had two sentencesOINIC41111111
A woman became chairman yesterday when he resigned.and
A woman became chairman at the time when he resigned.
we can delete the time adverbial at the time in the second because we knowthat when has derived from at 4 + the time. But we can not deleteLtsterclal from he first because there would then be no way to discoverthat when derived from wh + yesterday.
In sentences (1)--(6) on page 12 the words when and whereseem to fUnction almost like relatiVe words that enter thesentence duringthe embedding of adjective clauses. You probably remember that thesewords are who (for human nouns) which (for non-human and inanimate nouns:and hat (for any kinci of noun), Similarly, when enters the sentence as arelative word in the place ef sffs + wh + NP, but only if the pm andNP are parts of a time adverbia. In the same way, where enters thesentence: as a relative word in place of .1ELv wh + NP wNenever theprep and NP are parts of a place adverbial.
Do embeddings take place in exactly the same way with till: otherac3.7erbials: manner, direction, or reason? Would you accept the followingsenteriees as being grammatical?
(11) The carpenter ed it -;n. the way in which J liked it.
le
,
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(12) I went to the place where I WI met him.(13) Our chairman resigned for the re that he was 31
What kinds of adverbials are present in the consumer sentences that under-lie each of the above? In sentence (11) there is a manner adverbial (inthe way), in sentence (12) there is a directional adverbial (to the place),and in sentence (13) there is a reason adverbial (for the reason).Tryto discover the ways in which these embeddings (the underlined portions)differ from the two that we have already discussed, and the ways in whichthey are alike.
Exercise 6
Part A: What are the kervels underlying the following sentences?
1. He travels at the time when the weather is bad.2. The visitors came at the time when she was busy.3. I left the tools at the place where the view is best.4. The pirate stood on the place at which the treasure lay.5. The fool had gone to the place where the danger was.6. A pupil had protested when I made the assignment.7. Some weeds were growing where I had buried it.8. The workers remained where I had left them.9. The accident occurred when I was driving carefully.
10. The boy who was here left yesterday.
Part B: Construct branching diagrams for the kernel sentences identifiedin Part A.
Part C: Show in detail how each of the sentences in Part A have beenderived from underlying kernel sentences. For example:
The guests left when I entered the room.
From: Consumer - The guests left at the time.Source - I entered the room at the time.
wh-embedding: - The guests left at the time at wh + the time I enteredthe room
Conversion: - The guests left. at the time when I entered the room.'
deletion: - The guests left when I entered the room.
Some adverbials can easily be confused with other kinds of structures.Look at the following sentences:
(14) The police questioned the man in the house.;15) A boy in the room had a cold.(16) The window upstairs is open.(t7) The upstairs window is open.(i8) The man in line will be president.
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In sentence (14) the phrase "in the house" could be accounted for bywhich phrase structure rule? Rule (2) states that an adverbial of place(Loc) is an optional element in the verb phrase.
N7
\The police
............*s*--
VP
Aux V rb ------- Loc/ Nt----"---.Vtr /I
13f4 ,NPNP i / 1
questioned tie :Ilan ji the house
This sentence means that the police questioned the man in a particularplace, the house. The adverbial of place, in the house, is refated to thequestion "Where?"
Can you think of another way that this sentence could be interpreted?Can it be explained by means of a transformation? Could in the house havecome from another source senten.- ,?
Consumer: The police questioned the man. ..,'7Source: The man is in the house.
-.)If these two sentences are the kernels from which (14) is made, thenwhat is the origin of the phrase "in the house"? It is, of course, aPr that is generated with the verb Be in the source sentence. What kindof Pr is it? You remember that Pr's can be one of three things: anNP, an Adjective, or an adverbial of location (Loc). "In the house" isobviously an adverbial of place.
If this is the source of in the house a regular relative clause embeddinghas taken place. The consumer and source sentences do have an identicalNP (the man), so the normal embedding operation can take place.
*The police questioned the man wh + the man is in the house. -,
The police questioned the man who is in the house. l'------
Finally, by deletion of the relative word who, the auxiliaries, and the verbBe, we get the grammatical sentence
(14) The police questioned the man in the house.
If the sentence has been derived in this way, it means that the policequestioned a particular man, the one who is in the house.
Whenever we can account for the same sentence by two different routesthrough our grammarthat is, by a different sequence of rules--we saythat a sentence is ambiguous. By ambiguous, we mean that a sentence
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can have at least two different structural interpretations. it can meantwo different things. When you find sentences which are ambiguous youcan often explain this ambiguity by trying to find two different ways inwhich they might have been derived. Sentences (15)--(18) are notambiguous like (14), but they do have something else in common. Theyall contain adverbials that are the remnants of relative clause embeddings.The underlined parts of each sentence are all that remains of a sourcesentence that had as one of its parts an adverbW. a place or time. Theseadverbials (in the room, u stairs, in line) now appear to be most closelyrelated to an NP, the NP in t e consumer sentence which accepted theoriginal embedding.
Exercise 7
Make a list of other sentences which are ambiguousthat is, can havetwo or more different meanings simultaneously. Do not use as examplesthose sentences in which the ambiguity lies in the meanings of a singleword . For instance,"The man caught a fly" is ambiguous because of the many meanings offly. Try to think of examples where there is a structura difference betweenthe two interpretations. For example, "The boys have used clothing" isambiguous. One interpretation is that the boys have clothing which hasbeen used, What is the other meaning? Another example is the sentenceThey are fighting roosters. " Try to find out what the source and consumersentences are in one of the interpretations of this sentence.