SOLUTION MANUAL for Analysing Sentences: An Introduction to English Syntax By Noel Burton-Roberts. I by StudyGuide

Chapter 2. 1. 1. [His friends] 2. [Term]

[disappeared]

[has already started]

3. [This steak] [ is much too raw for me] 4. [His ideas on plumbing]

[were beginning to bore her]

5. [The books I bought the other day]

[have been eaten by the dog]

6. [John's confessions in the bar that evening]

[caused a sensation]

7. [The president] [is refusing to give photographic evidence of what he was up to in The Oval Office] 8. [October the fifteenth]

[would be the best date]

9. [The printer in my office]

[hasn’t worked for months]

10. [Harry and his mates on the building site]

[are thinking of having a drink together

tonight]

(a) = 4.

(b) = 2.

(d) = 2 or 4.

(e) = 3.

In (d) 2 it’s the dogs that are little; in (d) 4 it’s the trainers.

Chapter 3. 1. at invited on ride wise preference lovely of frightening better false in helped café drank noisily took them massage he

P V P N A N A P A A A P V N V Adv V pronoun V pronoun

funfair Granny the she politely for hot tea expensive chance teeth head her bought then rather shoes table weary pretended

N N Art pronoun Adv P A N A N N N pronoun V Adv Deg N N A V

cheekily go fastest was declined a cup less stood keeping firmly reluctantly to drink very embarrassed laid began feet noticed

2. (a) Our brand-new ophthalmology centre. Head: centre. (b) Basic eye tests for the early detection of injury and disease (c) Eye, tests, detection, injury, disease. Head: tests. (d) [For the early detection [of injury and disease]]. [With our truly massive investment [in equipment]]. (e) Brand-new, fully open, basic, early, truly massive, future.

Adv N A V V Art N Deg V V Adv Adv P N Deg A V V N V

Chapter 4. 1.

Verb docked waited took arrived felt needed cooked went made

subcat intrans prep trans intrans intens trans ditrans prep complex

complement(s) for the bus (PC) a taxi (dO) really tired (sP) food (dO) the kids (iO), their supper (dO) to bed (PC) the rest of us (dO), more cheerful (oP)

S S NP we

and VP

S NP

they

[ditrans]

[prep]

the kids their supper cooked

bed

went S NP

a few glasses of wine

VP V

the rest of us

more cheerful

[complex]

made 3. 1.

The car turned into a side street.

[prep]+PC

2. The magician turned my handkerchief into a rabbit.

[complex]+oP

3. The handkerchief turned into a rabbit.

[intens]+sP

4. He always insisted on high standards.

[prep]+PC

5. I’ve got a present for you

[ditrans]+iO

I am dealing with it.

[prep]+PC

7. John is from Chicago.

[intens]+sP

8. I’ll write a letter to the Vice-Chancellor

[ditrans]+ iO

9. Julia kept her wedding dress at her mother’s house

[complex]+oP

10. He agreed with John/the proposal.

[prep]+PC

11. It smells like/of paraffin.

[intens]+sP

4. These vegetables will make us John will make

a healthy meal

Jane an excellent husband iO

We have here a combination of indirect object (found in ditransitive VPs) and objectpredicative (found in complex VPs) but no direct object. We might invent a new subcategorization, “complex-ditrans”. But, as far as I know, make is the only verb that allows for this combination (iO + oP).

Chapter 5. 1. VP adverbials: here – last week – only – immediately – now – like Hamlet – as Lady Macbeth. S-adverbials: so – luckily – however – more accurately. 2. dO: another fire – us – underpants and a pair of ski boots – a thorough soaking – some clothes iO : everything – us. sP : really weird – in – actors – costumes – very charming. oP : without any clothes. 3.

S AdvP

Adv

VP VP VP

NP PP

[trans]

another fire here had S NP the fire brigade

VP VP

AdvP

Adv

[phrasal] [intrans]

immediately

showed up

last week

S NP

the house

[intens]

now

really weird smells S

S NP I

and VP

VP V [phrasal] [intrans]

NP PP

S VP

Jane NP

VP V

charming

Lady Macbeth

[intens]

Hamlet is

go around

Chapter 6. 1. a. Climbing – progressive participle. Admire – bare stem. Getting – progressive participle. Welcomed – perfect participle. Press – bare stem.

Seemed – past tense. Cleared – passive participle. Carry – bare stem. Said – past tense.

b. laboriously – for four hours – hardly – in months – with every step – much longer – soon – by the rising mist. c.

S NP

PERF

for

four hours

[past]

PROG

had been

AdvP

V [intrans]

Adv climbing laboriously

S NP

the track

PERF

PP VP

months

[past]

PASS

hadn’t been

V [trans]

NP ●

cleared

2. (a) Three adverbials: bloodily - on his return from Troy - by his wife and her lover. (b) Bloodily is the best candidate for modifier of the basic VP murdered. (c) Five. Each adverbial modifies a VP, plus we have PASS, which takes a VP complement. Chapter 7. 1. (a) There are eleven empty DETs. They precede: science – knowledge – theories – evidence – hypothesis – theories - observational data – science – meaning – metaphysics - language. NB: results doesn’t have a covert DET; it shares its DET (the) with methods. (b) The NP complementing with is: The acceptance of theories in the scientific community, the nature of the relation between evidence and hypothesis and the falsifiability of theories by observational data. What’s new about this NP is that it’s a co-ordination of three NPs. I’ve only been illustrating two-way (binary) co-ordinations. The NP will need four immediate constituents: NP NP

and

(c) Of the natural sciences is modifying the co-ordination [methods and results]. This could be analysed as a co-ordination of NOMs or Ns. (d)

NP DET

NOM

ART

relation

P to

NP DET ART

NOM N

the theory

P of

NP DET

NOM N

NP DET

NOM

ART the

knowledge

NOM N

falsifiability

PP PP

DET NOM

NP DET

NOM AP

data

theories

observational

(e) Complements: of science - of the methods…sciences - to the theory of knowledge - of theories - of the relation…hypothesis - between evidence and hypothesis - of theories of the philosophy of science – of science - of language. Adjuncts: of the natural sciences – in the scientific community - by observational data. PP

2. P from

PP PP

behind

the stage

out

PP P from

PP P

under

the bed

Chapter 8. 1. 1. Although the Duke of Wellington… in Brussels that evening. Adverbial. 2. Napoleon’s troops…at Charleroi. Complement to A (aware). 3. Because his spies…London. Adverbial. 4. He had left London. Complement to P (since). 5. That things were hotting up. Complement to N (report) 6. So, while the music…in another room. Adverbial. 7. While the music played and the dancers danced. Adverbial. 8. He had consulted the maps. Complement to P (after). 9. If they could…and…Waterloo early in the morning. Complement to V (asked). 10. Blucher’s Prussians… in the East. Complement to V (knew). 11. It was just possible…hold out long enough. Complement to V (thought). 12. That they would arrive...hold out long enough. Extraposed subject. 13. If his own army could only hold out long enough. Adverbial. 14. That most of the officers were disappearing. Complement to V (noticed). 15. That one of the greatest battles…prepared for. (complement to N (fact). 16. That her ball… so inconsiderately. Complement to A (annoyed).

2. Main verb of 1st sentence: (he) was (aware). Main verb of 2nd sentence: demanded. 3.

he was aware that

Although…evening

N’s troops…Charleroi

because…reports S5 since…London

4. (a) If cannot replace whether when the interrogative clause functions as subject. (b) Replacing whether by if in the leftmost (subject) position would lead the hearer/reader to interpret the clause as an adverbial - more specifically, conditional - clause (e.g. If you’re happy and you know it, clap your hands). No such confusion arises when the

clause follows a verb that takes an interrogative clause as complement (e.g. ask, as in the above passage).

Chapter 9. 1. (a) As in other wh clauses, a wh expression in these exclamations has been fronted to the C2 position: (These exercises are [how difficult]; *That was [what a long lecture]). (b) Although the examples given are main clauses, they don’t exhibit auxiliary fronting. This is consistent with the fact that they are not interrogative. (The fact that there’s no auxiliary fronting in exclamatives means they can occur as subordinate clauses, as in He didn’t realise how difficult these exercises were.) Note that only what and how are permitted in exclamations, not the full range of wh words. Furthermore, those wh words cannot occur alone in C2. (c) Nothing I’ve said about NP structure allows for what a long lecture. What here functions as an intensifying degree expression. Semantically, it clearly applies to how long the lecture was but it appears to be the sister of the whole NP. Also, as regards wh movement, this is problematic since that NP is actually ungrammatical in its original position. A possible approach to such exclamations might be to say that exclamatory what and how are not in fact moved to C2 but are there all the time. But they attract/pull some expression up into C2 – an NP in the case of what, an AP in the case of how. So, prior to movement, we would have: [What!…[that was a long lecture]] [How!...[these exercises are difficult].

Compare exclamatory boy! as in Boy, that was a long lecture! Boy, these exercises are difficult! Note that with exclamatory boy! auxiliary fronting is possible, even preferred, but without interrogative force: Boy, was that a long lecture! Boy, are these exercises difficult! 2. The big difference between (i) hope/assume and (ii) discover/say/know is that the verbs in (i) can only take a that-clause (as in (c) below), not an interrogative clause (as in (d)-(e) below). By contrast, the verbs in (ii) can take either a that-clause (as in (f)) or an interrogative clause ((g)-(h)). (i)

(c) I hoped/assumed that John would give the lecture. (d) * I hoped/assumed whether John would give the lecture. (e) * I hoped/assumed who would give the lecture.

(ii)

(f) I discovered/knew/said that John would give the lecture. (g) I discovered/knew/said whether John would give the lecture. (h) I discovered/knew/said who would give the lecture.

3. If auxiliary-fronting (to C1) always occurs in wh-questions, then it must occur in questions that question the subject constituent, as in (4), even though there’s no visible (linear) evidence for it in those. Now, if auxiliary-fronting is obligatory and there is only a lexical verb (no auxiliary) present, we know that a form of the verb do is required – because lexical verbs (e.g. take) don’t front. It is do that fronts. But in (4) there is no form of do. So it would seem there is no auxiliary fronting in (4). We can’t say that took has fronted (it’s lexical). So it is arguable that, when a subject constituent is questioned, there is no fronting to C1. This might apply (a) across the board – i.e. in all subject constituent questions, whether or not an auxiliary is present – or (b) just in such questions when there is no auxiliary.

Chapter 10. 1. (a)

Wh Clauses. Non-restrictive relative: 1. who had only just…university 2. during which…heading for the exit. 3. Where I was only…trains to Sicily. Restrictive relative: 4. Who was sitting opposite 5. I missed (the connection which I missed.) 6. that lead to… misunderstandings. 7. she had understood me to have made her. Interrogative: 8. What to do. 9. Why she could not accept…to have made her. Exclamatory: 10. What a mess I was making of the journey. Wh adverbial: 11. when I should… and heading for the exit.

(b) APs including a clause: - much too expensive to fly anywhere. - undecided what to do. - able to book… trains to Sicily. (c)

1. Complement to P (to) 2. Adverbial 3. Subject 4. Complement to N (time) 5. Complement to V (understood).

(d)

S S

they would have had every right

If my future employers had known S

to fire me

what a mess I was making of the journey as soon as I arrived

(e) There are eight clauses in the final sentence (arriving – found – bought – crossed – explained – accept – understood – made).

2. (a)

DEG very

(b) ADJ

(c)

DEG

ADJ

very

nervous

of exams

nervous of exams

ADJ

Only the PP complement of the adjective (A) can be its sister. Very is a modifier. See the parallel discussion of NOM in the Appendix to Chapter 7 and the last few pages of Chapter 9. A more graphic representation, emphasising the adjectival spine of (a) would look like this: AP DEG

ADJ A

3. ‘PREP’ would be an obvious label here (but see below). So: PP DEG right

PREP P

DEG

PREP

just

several metres

across the river

now

PREP P

below

the surface

PP AdvP

PREP

Adv

completely

out

PREP P

reach

In fact, in the theoretical approach known as X-bar syntax, mentioned in Chapter 11, the intermediate level would be labelled P’ (‘P-bar’). Similarly for the intermediate levels in NP (where ‘NOM’ would be N-bar, N’) and AP (where ‘ADJ’ would be A-bar, A’). X-bar

insists that every category has the same three-level structure (XP - X’ - X), including functional categories like DET, Conjunction (and) Tense, and Negation.

Analysing Sentences 5th Edition (2021) Answers to Further Exercises [For inclusion in the companion website for instructors]

Chapter 1 Exercise 1.1. By the omission test, the following are among the constituents of our sentence: • without delay • extremely challenging

• into the mountains • to rescue the gorillas

Omitting all these gives They prepared for the journey. As with the-beach-in-August in Exercise 4(d) above, the string into-the-mountains-to-rescuethe-gorillas is a sequence of two optional constituents. The string hardly makes sense as a single constituent. And it contains too many separate bits of information to answer either Where? or Why? Exercise 1.2. PHRASE no

PHRASE previous

PHRASE

experience PHRASE of

syntax

Exercise 1.3. SENTENCE PHRASE the

PHRASE

PHRASE new

students

are

PHRASE very

worried

Exercise 1.4. (1) (a) [what evil] vs. (b) [evil men]. Notice the different stress patterns: in (a) the stress falls on the head of the NP what EVil; in (b) the stress falls on the head of the NP evil MEN. 1

(2) (a) [rotten fruit] vs. (b) [rotten [fruit and veg]]. In (a) rotten modifies only fruit (= vegetables and rotten fruit) but in (b) it modifies fruit and veg – the veg and as well as the fruit are rotten. (3) (a) [[more interesting] vs. (b) [interesting meals]. In (a) more is an adjective modifier in AP (meals that are more interesting). In (b) more is quantificational, modifying a nominal constituent (more meals that are interesting). (4) (a) [workers on overtime] vs. (b) [[agreement (between workers)] on overtime]. In (a) it is the workers that are on overtime (it’s an agreement between such workers). In (b) it’s an overtime agreement. (5) (a) [the man who he had seen] vs. (b) [[asked] [the man] [who he had seen]]. The question is whether [who he had seen] forms a constituent with the man (as in (a), where it is a modifier in the structure of NP- a relative clause). In (a) we know who Bill asked (the man who he had seen) but not what question he asked him. In (b) the man and who he had seen are separate constituents: who he had seen is the question Bill asked the man.

Chapter 2 Exercise 2.1. (a)

[ I ] [am accepting your invitation]

(b)

[The income received from fines]

[can’t be taken into account]

(c)

[Grishkin and the man in brown]

[are in league]

(d)

[A gorilla swinging about in the trees above our heads]

[interrupted this already

lengthy story] (e)

[One day]

[will be enough for this job]

(f)

[all this] [will be yours]. Extra constituents: [One day] and [my boy].

(g)

[Next Sunday or the Sunday after that] [would be convenient dates]

(h)

[Your dancing and colourful language]

[are frightening the guests]

Extra constituent: [Regrettably] (i)

[The existence of stars of such extreme density that not even light can escape them] [has not been doubted recently]

(j)

[The temptation to identify less than the whole of the relevant phrase] [crops up in all constituent analysis]

(k)

[No one who accepted that invitation to visit the slaughterhouse]

[found it quite

as enjoyable as you] (l)

[A lengthy discussion about the unreliability and irrelevance of parental advice] [followed]

(m) [The many meetings in Downing Street between the Prime Minister and other leaders involved in the crisis]

[have failed to yield any solution acceptable to

them or to the United Nations]

Exercise 2.2. Phrase (1) = tree (d). Phrase (2) = tree (b). Phrase (3) = tree (b). Phrase (4) = tree (a). Phrase (5) = tree (c).

Exercise 2.3.

(a)

PHRASE word

(b)

PHRASE

students

PHRASE word

word

doing

chemistry

PHRASE

students

PHRASE word

word

PHRASE word

word

starting chemistry in September (c)

PHRASE

PHRASE word

PHRASE

students word with

(d)

word

PHRASE word

word

long

hair

word

doing chemistry

PHRASE word several

PHRASE PHRASE

PHRASE 3

word word very noisy

(e)

word

newspaper sellers

PHRASE word

PHRASE

ten

PHRASE word

PHRASE

word

PHRASE

fully automatic

deluxe

word

hair

driers

Exercise 2.4 Modifier~head:

Doing chemistry is modifier of students with long hair (head) With long hair is modifier of students (head) Long is modifier of hair (head)

Head~complement: long hair is complement to with (head). chemistry is complement to doing.

Chapter 3. Exercise 3.1. (a).

(i) nouns:

pages, album, photographs, ancestors, attitudes, concentration.

(ii) adjectives:

black, ancient, different, apparent.

(iii) adverbs:

dimly, nervelessly.

(iv) prepositions:

between, of, in, of.

(b)

Subject: ancient photographs.

(c)

- Between is head of between the black pages of the album. - Of is head of of the album. - In is head of in different attitudes of apparent concentration. - Of is head of of apparent concentration.

(d)

The head is in bold in the following NPs: - the black pages of the album. 4

- the album. - ancient photographs. - ancestors nervelessly paralysed in different attitudes of apparent concentration. - different attitudes of apparent concentration. - apparent concentration.

Exercise 3.2. (a) He kept [a towel] and [his old razor] hidden in one of the lifeboats. NP (b) Her [brothers] and [sisters] came to the graduation ceremony. N (c) The driver [stopped the car] and [offered them a lift to the castle]. VP (d) They were [slowly] but [surely] getting to grips with syntax. AdvP (e) All the applause [during the performance] and [at the following party] made him feel quite elated. PP (f) [You should leave immediately] or [you’ll miss the show]. S

Exercise 3.3.

Generally :

In (a), α = NP, in (b) α = N, in (c) α = VP, and so on….

Exercise 3.4. The understood subject must be You.

Chapter 4. Exercise 4.1. (1)

(2)

(3)

[Gas]

[got]

[more expensive]

V[intens]

[Alexander’s father]

[left]

[him].

V[trans]

[Alexander’s father]

[left]

V[ditrans]

[him] [lots of money]. iO 5

(4)

[Alexander’s father] S

(5)

(6)

(7)

[him]

V[complex]

[complained].

V[intrans]

[He]

[referred]

V[prep]

[to the fact that you had no clothes on]. PC

[All the customers]

[sit]

[their children]

V[complex]

[Her mother and father]

[on the counter]. oP

[approve]

S (9)

[in the care of the bishop].

[Several of the men]

S (8)

[left]

[of Matilda’s behaviour].

V[prep]

[Most of the students]

[do]

V[trans]

(10) [Moriarty]

[the work you set]. dO

[locked]

[Sherlock Holmes]

V[complex]

(11) [The sergeant and his men]

[climbed]

[up the drainpipes].

[in the library].

V[prep]

(12) [The abandoned meal]

[went]

PC [cold and greasy].

V[intens]

(13) [The friedly manager] [poured]

[everyone]

[a glass of wine].

(14) [Joan] S

V[ditrans]

[placed]

[her latest trophy]

V[complex]

(15) [Delia] S

V[prep]

(17) [That spot] S

[liquidised]

[last week’s uneaten food].

V[trans]

[made]

[a perfect picnic place].

V[intens]

[made]

[a brilliant picnic table].

V[trans]

(19) [This so-called music] S (20) [He] S

[into the gaping hole].

[peered]

(16) [The new chef]

(18) [Bill]

[in a prominent position].

(unlikely: V[intens] + sP!)

[makes]

[me]

[mad].

V[complex]

[made]

[the men]

[a decent meal].

V[ditrans]

dO 6

(21) [The exhausted team members] S

[made]

[for the nearest bar].

V[prep]

Here’s a sample, giving all the six subcategories:

Exercise 4.2.

(1) [intens]

S NP

Gas

V [intens]

AP more expensive

got (2) [trans]

S NP

Alexander’s father

V [trans]

NP him

left (3) [ditrans]

S NP

Alexander’s father

V [ditrans]

him

lots of money

left (4) [complex]

S NP

Alexander’s father

V [complex]

him

in the care of the bishop

left (5) [intrans]

S NP

several of the men

V [intrans] 7

complained (6) [prep]

V [prep]

PP to the fact that you had no clothes on

referred

Exercise 4.3. (1) = E

(2) = F

(3) = E or F

(4) = A

(5) = F

(7) = B

(8) = C

(9) = F

(10) = F

(11) = A (D is just possible)

(12) [of wine] = E; [onto the floor] = B

(6) = C

(13) [in a state…] = A; [for 10 days] = F

(14) I prefer A, but F is also possible. See the discussion of do so in Chapter 5.

Chapter 5. Set I. 5.I.1.

S NP

the trainees

V [intens]

over those 3 months

much quicker got 5.I.2.

S NP

all our planes

VP VP

V [intrans]

within 20 mins

landed 8

5.I.3.

S NP Millie

VP AdvP silently

VP V [phrasal] [trans]

NP her feelings

bottled up 5.I.4.

S NP the speaker

VP V [complex]

this

the main point of his argument

made 5.I.5.

S NP the boss

VP V [ditrans]

all his staff

a Merry Xmas

wished 5.I.6.

S NP

the housekeeper

VP AdvP never

VP V [prep]

PP in ghosts

believed

5.I.7.

S NP

Matilda & her friends

V [phrasal] [trans]

PP NP

by 8.30

the toast

polished off 5.I.8.

S NP

VP VP

V [trans]

NP AdvP

that morning

very reluctantly

his post opened 5.I.9.

S NP

VP VP VP

NP PP

last night

on the Continent

V for 3 hours [intrans] rained

5.I.10.

NP Martha

VP V [cmplx] left

Martha

the bath- in a mess room

V [trans]

PP NP

in a mess

the bathroom left

(The bathroom was in a mess) (oP)

(Martha was in a mess) (aA)

Ch. 5. Set II. 5.II.1.

S NP

they

AdvP

often

V [intens]

at first

really nervous seem 5.II.2. Lived could be [intrans] or [prep]. As [intrans], it means ‘were alive’. Since lived in Paris means ‘inhabited Paris’, [prep] is better. So: S NP

they

VP VP V [prep]

PP AdvP

quite happily

in Paris lived

for a good 10 years

5.II.3.

S S

the old man

V [intens]

AP increasingly intolerant

grew 5.II.4.

in my opinion

they

V [prep]

NP PP

they

on the train

V [trans]

decided

PP NP

on the train

E decided

5.II.5.

S S

NP you

PP VP

V [complex] turned

5.II.6.

for your info

the highwire

into a death-trap

S NP the trapeze artistes

VP V [prep] asked

PP for a meeting with the circus management

(E = e.g. the matter)

5.II.7.

S NP

Floyd’s surprise puddings

AdvP

always

V [phrasal] [intrans]

in your face

blow up 5.II.8.

S NP

VP V [ditrans]

NP us

cooked

for the price of a Coke

with just pasta and soy a delicious meal

5.II.9.

S NP

the architects

V [complex]

in the earlier building

AdvP amazingly

the windows too close to each other

positioned

5.II.10.

S NP

they

VP V [ditrans]

him

total freedom

allowed 13

without a thought for the consequences

Ch. 5. Set III 5.III.1.

S NP

the drunken recruits

AdvP

repeatedly

until the early hours

V [prep]

PP over the guy ropes

tripped

5.III.2.

S S

AdvP

however

AdvP

never

V [phrasal] [prep]

PP PP

with much nostalgia

on his years at sea

looked back 5.III.3.

S AdvP

unfortunately

There are two verbs leak. Containers (e.g. buckets) leak intransitively, their contents leak either prepositionally (as here) or intransitively.

S NP his new rotting compound

VP AdvP quickly

VP V [prep]

PP into the foundations

leaked

5.III.4.

S NP

several figures

AdvP

gingerly

What the police saw was them [gingerly edging towards....], so the PP has scope over the AdvP.

in full view of the police

V [prep]

PP towards the precipice

edged

5.III.5. S

she

V [trans]

NP NP

she

all those people in the studio

ignored

V [trans] ignored

PP NP

in the studio

all those people

(when in the studio, she ignored them)

5.III.6. S NP

S VP

she

V [trans] kept

NP NP

she

V [complex]

all those people in the studio

kept

all those people

in the studio

(she kept them in the studio) 5.III.7.

S AdvP

interestingly

S NP Matilda

VP AdvP barely

VP V [phrasal] [prep] gets on 15

PP with her new colleagues

5.III.8.

S NP

they

VP and

AdvP soon

V PP [phrasal] [prep] of energy

for 10 hours

V [intrans]

like babies

ran out slept 5.III.9.

S NP

the butler

AdvP

usually

in the old days

V [phrasal] [trans]

PP NP

after each course

the crumbs

mopped up

5.III.10.

S S

S but

NP time

VP VP

NP PP

fruit flies

V like an arrow [intrans]

VP V [trans]

NP a banana

flies

Chapter 6. Exercise 6.1. a) Passive participle: the chair had been pushed b) Present tense of lexical be: I’m not sure - what’s in it for you? c) Perfect auxiliary, present tense: Have you had a look d) Bare stem of a lexical verb - do you want something? e) Perfect participle of lexical have - have you had a look f) Bare stem of the progressive auxiliary - I can’t be reading g) A past tense modal - I could do you a favour. f) Four examples of the perfect auxiliary, past tense - He had been drinking - had been pushed back - in case you hadn’t noticed - had been hoodwinked g) Bare stem form of lexical have. I may have something.

Exercise 6.2. (1) Lexical (2) Prog (3) Pass (4) Lexical (5) Lexical (6) Pass (7) Prog (8) Lexical (9) Lexical (10) Prog (11) Pass (12) Lexical (13) Lexical (14) Pass.

Exercise 6.3. 6.3.1

NP they

VP MOD [past]

VP AdvP

might Adv

PERF

even

have

VP VP

V [intrans] [phrasal]

for a smoke

slipped out

6.3.2

S NP

she

AdvP

always

PERF [pres] has

VP V [complex]

her hair a strange colour dyed 6.3.3

S NP

the exercises

MOD [past]

VP PERF

should have

V [intens]

AP much easier

been

6.3.4

S NP I

Look after NP is idiomatic, but the verb is not [phrasal]: you can’t shift after so as to follow the NP. This shows that [after NP] is a PP.

VP MOD [pres]

VP PROG

will be

AdvP happily

VP V [prep] looking

PP after your charming children

6.3.5

S NP

William

MOD [pres]

VP PERF

must have

AdvP

surreptitiously

V [ditrans]

Millie

the answers

shown 6.3.6

S NP

VP PERF [past]

PP VP

by 10 pm

AdvP

had already

V [phrasal] [prep]

PP of sausages

run out

6.3.7

S NP they

VP PROG [past]

VP VP

were

and V [trans]

NP the bananas

peeling

VP V [trans]

AdvP NP them

slicing

lengthways

6.3.8

VP!

they VP

MOD [pres]

VP VP

tomorrow

and

VP*

will V [trans]

V [phrasal] [trans]

the work

Prt

In fact, this is ambiguous: 0n this analysis they’ll do the work (as well as hand it in) tomorrow. But they might do the work tonight (eg) in which case NP [tomorrow]will modify just VP* (and no VP!).

do hand

6.3.9

(a)

S NP

(a) = I can’t [continue to] watch it for that length of time.

MOD [pres]

VP VP

can’t V [trans]

for another 10 mins

it watch (b)

S NP

VP MOD [pres] can’t

(b) = I can’t [begin to] watch until ten minutes have passed

PP VP

V [trans]

for another 10 mins NP it

watch Exercise 6.4. (1) There are two (necessarily tensed) modals here. There can be only one tensed verb in S and hence only one modal. 20

(2) PROG is preceding PERF here, but PERF always precedes PROG. (3) Two tensed verbs here. Following don’t we need the non-finite form go. (4) A lexical verb (complained) has been fronted, but only auxiliaries are fronted. (5) This is passive. In passives, objects becomes subjects (leaving a gap in object position) – but we still have an NP in object position here. (6) There is no tensed verb here. Be should be tensed (is). Only tensed verbs are fronted. (7) We can’t ellipt the 2nd occurrence of is here because the two is’s are different. The 1st is lexical (the copula), the 2nd is PROG. Equally, you cannot co-ordinate an AP (persuasive) and a VP (getting her money back). Exercise 6.5. 6.5.1

S NP I

VP TENSE [pres]

VP V [ditrans]

don’t

my toothbrush

to anybody

lend

6.5.2

S NP

you

VP MOD [pres]

PP VP

within five minutes

PASS

will be

V [trans]

PP ●

by the doc

seen

S’

6.5.3 C

TENSE [pres]

VP ●

Max

doesn’t AdvP

ever

AdvP

V [intrans]

quietly

sit S’

6.5.4 C

PERF [pres]

all the applicants

AdvP

●

VP PASS been

already VP ●

V [trans] interviewed

6.5.5

S NP

all the info

VP MOD [pres]

AdvP VP

PASS

shortly VP

will be

V [complex]

●

AP available

made

6.5.6 a.

they

AdvP

MOD [pres]

V will [intens]

S VP

they

soon

AdvP

MOD [pres]

soon

PASS

will drunk

●

be drunk In (a) they refers to people. In (b) they refers to (e.g.) bottles of wine. 6.5.7

NP Gomez

VP MOD [pres]

VP PERF

may have

PROG

been

and

V [intens]

VP V [trans]

quiet keeping

his own business

minding

S’

6.5.8 S’ C MOD [pres]

S NP we

S’

or C VP ●

MOD [past] VP

shall V [trans]

S NP that

VP ●

wd NP

PASS

the boss

invite

VP V [trans]

misunderstood

●

6.5.9

S S

but

NP I

VP PERF [pres]

NP VP

Mary

AdvP

PERF [pres]

have

AdvP

quite often

has never

V [trans]

NP your diary

read

E = read your diary

Chapter 7. Exercise 7.1. 7.1.I.a

Set I.

DET

7.1.I.b NOM

DET

NOM

some

NOM AP

melancholy thoughts

7.1.I.c

NOM

DEG

very

clever

chess

moves

NP DET POSS NP

’s

DET

NOM

ART

the

boat

NOM AP

NOM

sudden

move

PP P to

NP DET

NOM

ART

the

left

7.1.I.d

DET

NOM

ART

NOM

the

word

NP DET

NOM

ART

the

tip

PP P

7.1.I.e

DET

NOM

POSS

tongue

DET

NOM

ART

NOM

an NOM N

invitation

7.1.I.f

from

DET

NOM

to DET

NOM

ART

the

Queen

the

palace

NP PREDET Q all

NP DET

NOM NOM N

AP A

performers absent

PP P from

NP DET

NOM

ART

the 7.1.I.g

rehearsal

NP DET

NOM AP

NOM

two

PP P

DET

NOM

DEM

those

Exercise 7.1

city

plans

Set II

7.1.II.a

DET NOM

DET

NOM

DET NOM

DET

NOM & NOM

coffee

oranges

coffee

oranges

N N

DET

NOM AP

NOM

three

AP A

stars visible

PP P to

NP DET ART

NOM AP

coffee oranges

(The third of these is the simplest) 7.1.II.b

NOM

the

eye

naked 7.1.II.c

NP DET

NOM

POSS NP DET

AP ’s

reign

short

turbulent

NOM

ART

the

king

PP P

name

NOM

England 7.1.II.d

DET

NOM

DEM

DET

PartP

NOM

these AdvP V-Part Adv

dressed men

NOM

DEM N

NOM

these

women

smartly

PartP

NOM

AdvP

V-part men

Adv

dressed

women

smartly 7.1.II.e

7.1.II.f

PREDET both

NP DET

NOM

POSS

N ’s

NP DET

NOM

ART the

eyes

NP DET

NOM

POSS

N ’s

NP PREDET both

NP DET

NOM

ART

man

the

men

behaviour

(Scope of both)

Exercise 7.1

Set III

7.1.III.a

NP DET

NOM

ART

the

few

NOM PartP

NOM

V-Part

NOM

remaining

pieces

NP DET

NOM N N

kitchen furniture 7.1.III.b

NP pronoun

anyone

AP or

A capable

PP P of

NP DET

NOM

AdvP

Adv

sensitive

reasonably (Or: reasonably = DEG)

NOM

rational

thought

7.1.III.c

NP DET

NOM

some

PP P of

NP DET

NOM

DEM

NOM

those

PP P

people at

7.1.III.d

NP DET

NOM

ART

the

back

NP NP

NP and

DET DEM

NOM

DET

NOM

ART

these QA

coins

the

three

two

NOM PP P

in DET

NOM

POSS

your

pocket

7.1.III.e

DET

NOM AP

NOM

three

NOM

angry

tall passengers

about DET ART

NOM PartP

NOM

the V-Part lowered 7.1.III.f

N ceilings

DET

NOM AP

NOM

many

PP P of

NP DET ART the

NOM AP DEG

NOM A

more successful

N N

chess players

Exercise 7.2 7.2.a

AdvP

Adv

obviously

DET NOM DEM

this

V [prep] [pres]

PP P

calls

for

NP DET

An alternative analysis, not preferred in the text, would have this as a pronoun.

NOM

ART

NOM N

thorough exam’

of DET

NOM

ART

the

facts

S’

7.2.b C

TNS [past]

DET

NOM

POSS

did NP DET

’s

secretary

●

VP V [trans]

NOM

P NP

NP DET

NOM

DET NOM

DEM AP that

NOM

open ART AP

NOM

ART

the

mail

old

man

particular day

7.2.c

pronoun

MOD [pres]

you

AdvP

must Adv always

V [trans]

DET

NOM

ART the

DET

NOM

ART

NOM

vehicle

stop

red

7.2.d

S S NP

DET

AdvP VP

NOM

PERF [pres]

AP NOM

Adv VP

PASS

apparently VP

have A

extra hands

been VP V ● [trans]

PP P for

NP DET

NOM

hired Q

reason

good

T’

light

7.2.e

S NP

and

name

NP DET

MOD [past]

NOM might

Bruno

ART NOM

VP V [intens]

NP DET

NOM

be the

N P

spy at DET ART

NOM

ART AP

NOM

the

same person

the embassy

7.2.f

S NP

DET ART

VP NOM

TNS [past] PP

VP VP

didn’t the

driver

of DET

V V [intrans] [ditrans]

NOM

pronoun DET stop

NOM

offer

ART PartP NOM a V-part

them

ART NOM a

passing limo’

N lift

PP to the castle

S’

7.2.g C

MOD [past]

VP ●

name

could Olaf

PROG be

VP PASS

being

V [trans]

PP ●

by DET

NOM

ART

investigated

the

S’

7.2.h

Intell’ Agency C

PROG [pres]

DET

NOM

●

aren’t

any

N students

V [prep] [phrasal]

PP P

staff

signing up

for

NP DET

NOM

ART

the

(Alternatively, it could be a co-ordination of NOMs)

parachute jump

7.2.i

but

DET NOM ART

the

essays

VP MOD [pres]

VP PASS

pronoun

tomo’

MOD [pres]

PP VP

PROG

must

before

name

April

won’t be

●

V [trans]

be V [trans]

pron’ submitted

marking them

Chapter 8 Exercise 8.1 8.1.a

He told me S2

at our first meeting S1: Main clause (MC). S2: Complement of V, tell: dO.

Ives had composed 5 symphonies 8.1.b

That S2 came as a surprise S1: Main clause (MC). S2: Subject of S1. anyone would actually like his paintings 8.1.c

The big idea here is that S2

S1: Main clause (MC). S2: Complement to V (be): sP. .

we all become rich as quickly as possible

8.1.d

The announcement that S2 will be made after S3

S1: Main clause (MC). S2: Noun complement clause. S3: Complement to P (after).

that Frank has resigned the planes takes off 8.1.e

It is well known that S2 S1: Main clause (MC). S2: Extraposed subject. S3: Complement to V (think): dO.

Max thinks S3

syntax is good for the brain

8.1.f

S1: MC. S2: Complement to P. S3: Complement to A.

Before S2 the gallery had been certain S3

the exhibition opened

his paintings would sell extremely well

8.1.g

That S2 is a direct consequence of Lorenzo’s insistence that S4

Savonarola came to power

8.1.h

S1: MC. S2: Subject. S3: Comp’ to N

his sermons were harmless

S1: MC. S2: Adverbial S3: Extraposed subject (NB. not comp to A!)

S2 the exhibition closed

Once it was certain that S3

all the paintings were copies 36

8.1.i

S1: MC. S2: Complement to V, sP. S3: Complement to V, dO. S4: Complement to P.

The gallery’s defence was that S2 they didn’t realise S3

until S4

they were copies

it was too late

Exercise 8.2. S’

8.2.a C

TNS [pres]

VP ●

pronoun

do you

S’

V think C

S NP pronoun she

VP V AP [intens] [pres] A ’s

good

PP P

at DET

NOM N syntax

8.2.b

S NP

DET NOM DEM

V [intens] [pres]

this

NP DET

NOM

ART

proposal C

S’ S 37

that

pronoun we

MOD [past]

V should [trans]

NP DET

NOM

ART

the

strike

support

8.2.c

S NP

S’

V [intens]

DEG

entirely

clear

wasn’t whether

VP NP

name

Frank

Bill

MOD [past]

VP PASS

should be

●

V [trans] promoted

8.2.d

S NP

DET

NOM N

V [intens] [pres]

POSS his

AP A

friends

were

certain

S’ C

S NP

pronoun he

VP MOD [past]

V would not [trans]

NP DET

NOM

ART

pass

the

8.2.e

NP it

test

S’

VP V [intens]

DEG

most

unfort’

S NP

is DET

NOM

ART

PASS [past]

VP V [trans]

was the

●

lecture cancelled

8.2.f

S’

V NP [intens] [pres] it

S’

VP ●

DEG A

that

so obvious

S NP

pronoun she

TNS [pres]

V doesn’t [trans]

NP DET NOM

like ART

the paintings 8.2.g

S NP

DET

NOM

ART

the

exhibition

S’

VP V C [intrans] [past] because closed

DET

S NP

VP NOM

ART

[intens] [past]

the

paintings

were

DET NOM N copies

8.2.h

NP name Max

VP V [intens] [past]

PP P

was

under

NP DET

NOM

ART

the

impression

S’ C that

S NP

name

V AP [intens] Cynthia [past] A S’ was

glad C

S NP pronoun PERF [past] he had

VP VP V [intrans] arrived

Exercise 8.3. The it in each sentence is expletive and is in dO position. So, these subordinate clauses (that no-one…monocle and that so few… petition) are extraposed direct objects (from a [complex] VP). Compare their less natural paraphrases: (a) They thought [that no-one had crushed that silly monocle] a shame. (b) She considered [that so few had signed the petition] odd.

Exercise 8.4 Again, we have extraposition of a clause, but this time without expletive it. They are extraposed noun-complement clauses. Compare: (a) [The thought that he should have done the washing up]NP occurred to him. (b) [The claim that syntax is actually good for the brain]NP was made. (c) [A rumour that the PM has resigned]NP is spreading. Exercise 8.5 In SENTENCE-INITIAL that clauses, the complementiser has to be overt. Otherwise, the hearer/reader would be led to analyse the (covert that) clause as THE MAIN CLAUSE. Then, when she encounters the rest of the sentence, she would have to go back and re-analyse. In linguistics, this is called ‘garden-pathing’ (leading you up the garden path only to lead you down again). That issues a warning: subordinate clause coming up! (This exercise is quite a good way of encouraging students to review the that-clauses in the chapter - and come up with a generalisation themselves.) Exercise 8.6 SENTENCE-INITIAL interrogative clauses must have whether, not if, because: in the absence of any preceding indication that the clause is INTERROGATIVE, it would mistakenly be taken to be CONDITIONAL.

(Again, quite a good way of encouraging them to review the interrogative clauses – and propose an explanation themselves.)

Chapter 9 Exercise 9.1. Set I. S’’

9.1. I.1

S’

C2 NP

which salami

MOD [pres]

pronoun

●

shall we 9.1.I.2

S’’ S’

C2 PP

where

PERF [pres]

●

V [trans] buy

S NP

VP ●

pronoun

have I

V [cmplx]

●

NP DET NOM

put POSS 9.1.I.3

S’’ my glasses

S’

where

TNS [past]

S NP pronoun

VP ●

did they

●

VP V [trans]

NP DET NOM

have ART

the picnic 42

9.1.I .4

S’’ C2

S’

who

PERF [pres]

S ●

VP ●

’s PROG

been 9.1.I.5

V [trans]

S’’

DET NOM eating S’

C2 NP

how much food

MOD [past]

POSS S

my porridge

VP ●

pron’

should I

V [ditrans]

●

NP DET NOM

give

9.1.I.6

ART

the

dog

S’’ S’

C2 NP

which of these books

TNS [pres]

S NP name

VP ●

does John

V [trans] recommend

●

9.1.I .7

S’ C1

TNS [pres]

pron do

●

you

VP V [trans]

S’’

know C2 9.1.I.8

S’

S’’ NP C1

what NP

S’ C1

S pronoun

what

TNS [pres]

VP they

pron’

●

V [trans] [past]

●

ate you

S’’

V [trans] think

S’

C2 C1

S NP

pronoun V [cmplx] they [past] put

●

PP P

in DET NOM DEM

I’ve shown the movement in one, since nothing was said in the that soup chapter about movement from a lower clause into a root clause. Strictly speaking, it should go via C2 in the lower clause. Evidence comes from movement out of a wh interrogative sub-clause. Given John knew the girl [who [I asked [Kim bought what]]], we can front what in the lowest clause (John knew the girl [who [I asked [what [Kim bought]]]]) but no further: *What did John know the girl who I asked Kim bought. The idea is that who fills the intermediate C, blocking further movement. Hence we must assume that what could only get to the top via the filled intermediate C.

Exercise 9.1 Set II 9.1.II.9a

NP pronoun

VP TNS [pres]

VP S’’

V [trans] know

don’t

S’

C2 NP

who

pronoun he

●

V [cmplx] [past]

NP DET

NOM

ART

companion

found 9.1.II.9b

NP pronoun

VP TNS [pres]

I don’t

amusing VP S’

V [trans] know

(Or have S’’ dominate C2 and this S’.)

C1 whether

S NP

pronoun he

V NP [trans] [past] DET NOM found

ART

A companion amusing

S’’

9.1.II .10a C2

S’

who

TNS [past]

S NP name

VP ●

did Granny

S’’

V [trans] say

S’

C2 C1

S ●

VP MOD [past]

9.1.II.10b S’’ should C2

VP V [intrans]

S’ play

who

TNS [past]

S NP name

Again, in both, I’ve represented the whmovement in one, but it is arguable that it goes via C2 of the sub-clause.

VP ●

did Granny

S’’

V [trans] say

S’

C2 C1

S NP

pronoun MOD VP [past] I V ● should [trans] play

S’’

9.1.II.11a C2

S’

who

V [intens] [pres]

S’’

11b

S ●

VP ●

S’ is

what

a phonologist

V NP [intens] [pres] a phon’

VP ●

●

Exercise 9.1. Set III 9.1.III.12

S’’ S’

C2 NP

which exam V [intens] [past] was

S NP it

(extraposed subject)

S’’

VP ●

S’

certain

IF you want them to draw moves, choose either one or two - but it should be consistent across p-markers.

S NP name

VP MOD [past]

Julia would

VP V [trans] pass

●

S’’

9.1.III.13

S’

C2 who

PERF [pres]

Passive and whmovement of who. It must be two moves.

●

VP ●

has PASS

been

V [trans] sacked

S”

9.1.III.14 C2 who

S’ C1

PASS NP [past] pron’ they

VP ●

VP V [ditrans]

●

PP P

given to

●

S’

9.1.III.15 C1 TNS [past]

S NP

VP ●

pron’

did you

S”

V [trans] C2

S’

discover NP C1

who ●

VP PROG [past] was

VP V [trans]

NP the lecture

giving 9.1.III.16

S” S’

C2 NP

who

TNS [past]

S NP pron’ you

Given the comparison of 15 and 16, the two-move analysis is clearly indicated here.

VP ●

VP S”

V [trans] C2

discover

S’

S ●

VP was giving the lecture

S’’

9.1.III.17

S’

C2 NP

who

TNS [past]

VP ●

name

did John

V [ditrans]

●

S’’ C2

ask

S’

which films

pronoun

PERF [past]

they

V had [trans] seen

●

Exercise 9.2. 9.2.1

DET

9.2.2 NOM

ART NOM the

chef

DET S’’

C2 who

S’ CI

NOM

ART

NOM

the

woman

S NP I

S’

in whose C1 care NP

V [trans]

S’’

●

(C2 = PP) S VP

we V NP [cmplx] you left

fired

●

9.2.3

NP DET

9.2.4 NOM

ART

NOM

the

DET S’’

spy who

ART

NOM

the

place

S’ C1

S ●

NOM

VP V [trans] [past]

S’’ S’ C1

where

VP ●

V NP [trans] [past] the picnic

loved

had

9.2.5

DET

9.2.6 NOM

ART

NOM

the

DET S’’ S’

reason AdvP/PP C1 why

ART

NOM

style

NP it

NOM

VP VP

S’’ S’ C1

NP ●

V [intrans] [pres]

V ● [cmplx] [past]

thought

spits

VP AP A appropriate

Exercise 9.3.

9.3.1a

S NP DET

VP NOM

ART

NOM

the

E = who

S’’ C2

V [intens] [pres]

furious

S’

man E C1

S NP

9.3.1b

S they NP

DET

VP NOM

ART

NOM

S’’

the

reason

V [intens] [pres]

clear

S’ C1

cheated A

E = why (AdvP/PP)

NP they

VP ●

9.3.2a V [intrans] [past]

NP pronoun

cheated I 9.3.2b

Relative clause

E = which

V NP [trans] [pres] DET NOM

S have

ART NOM

S’’

VP an

●

V [trans] [past]

V [trans] [pres]

DET

have

ART

S’

idea

we should think about exams

S’

NP idea

E C1

NOM we should

Noun complement clause

think about ●

9.3.3a

Noun complement

DET

clause

ART

the

fact

NOM

V [intens] [pres]

S’ C1

that NP I

9.3.3b

AP crucial

is VP

V PP [prep] [past] with Mona

S communicated NP

DET

VP NOM

ART

NOM

the

fact

E C1

V [intens] [pres]

S’’

that

S’

AP crucial

is S

●

V [cmplx] [past]

Relative clause. (Communicated is [complex], not [ditrans]: cf. * I communicated Mona the fact.)

PP to Mona

communicated

Exercise 9.4 In (1), the relative clause modifies an AP e.g. (what I never am is very rude). In (2), it modifies a complete clause (what surprised me was that Lomax argued for trampolines) In (3), it modifies a PP (with the aid of a trampoline seemed a sensible way of doing it).

AP AP

S’’

very rude which I never am ●

Exercise 9.5.

They are adverbial: a time adverbial in (1), a place adverbial in (2).

9.5.1

S NP

VP VP

Lola

S’’ C2

merely smiled 9.5.2

S’

S PP

VP when

they

S’’ I

pitched the tent

C2 PP

●

S’ C1

where

proposed marriage

they

AdvP

always

●

VP pitch it

Exercise 9.6. 9.6.1

9.6.2

The man S2 is now my butler

S2 is his decision

who ● broke the bank at MC

RR = restrictive relative ; NRR = non-restrictive rel.

Which animals B feeds ●

S2: RR clause. S2: Interrogative clause. Modifier of NOM: man. (who = subj) Subject. (which animals = dO) 9.6.3

We should find out S2

9.6.4

It’s hardly surprising S2

who the visitors to the restaurant were ●

S2: That-clause. Extraposed subject.

you can’t get your teeth into the fritters S3

S2: Interrogative clause. Complement (dO) of V (find out) (who = sP) 54

Jim cooks ●

S3: RR clause Mod of NOM (fritters) (● = dO)

9.6.5

S1 S2: Interrog.clause, subject S2

is a question

S3: RR Cl, modifier of Nom (question) (where = Adverbial) (● = dO)

When we are going for a picnic ● that he is always asking●

9.6.6

S1 S2: That-clause: complement to A (nervous) I’m nervous S2

S3: RR clause, modifier of Nom (hoops) S4: Adverbial wh-clause,.

that the hoops S3 will topple over S4 (● = subj) that ●have been alight

9.6.7

when the hippos jump through them ●. (when = adverbial)

S1 S2: NRR clause: mod of NP S3: Interrog clause: complement of V

Watson

is wondering

who● was never very quick

if Holmes’s theory S4 can possibly be right

(who = Subj)

9.6.8

that the governess is the guilty party

S4: that-clause, Nouncomplement.

Do you know S2

S2: interrog.clause: complement of V (know)

how many players ●have guessed S3

S3: interrog.clause: complement of V (guess)

what instrument Miss Scarlet was murdered with ●

(how many players = subj) (what = complement to P)

9.6.9

S2: RR clause, modifier of NOM. S3: Interrog. clause: comp to V. S4: wh adverbial clause.

None of the people S2 ever explained S3 who ● went to Narnia S4

how they got there ●

(who =subj) (how = adverbial) (when = adverbial)

when it was first created ● 9.6.10

S2: Interrog clause, comp to V. S3: Interrog clause, comp to V. S4: RR clause, mod of NOM.

Marcel often wondered S2

whether Gilberte ever asked Swann S3 what the boy S4 was called ● ( what = oP) she’d seen ● in the garden

(● =dO)

Exercise 9.7 9.7.a VP V [trans] [past] forgot

VP NP

V [trans] [past]

S’’ S’

C2 AP

how bitter

forgot VP

beer V [intens] [pres]

NP S’’

AdvP ●

S’

how

bitter beer VP V [intrans] [pres]

tastes

●

S’’

9.7.b

S’’

S’

when

did

C2 S

NP you

VP ●

S’

when

did

(did = TNS [past])

VP ●

you

S’’

V [trans]

say C2

●

VP S”

S’ say he should go

S NP

he MOD [past]

VP ●

VP should go

9.7.c

NP DET

NOM

was alarming S’

the N news C1

DET

NOM S’’

the NOM S

that NP

news

Max V NP [trans] [past] Greta

was alarming

S’ C1 that

S NP

Max V NP [ditrans] [past] Greta

left

(Noun-complement (that) clause)

(Restrictive relative (wh-) clause) 57

●

9.7.d

NP he

V NP E [ditrans] [past] DET NOM asked

the NOM man C2

V [ditrans] [past]

S’’

NP the man C2

asked S’

who C1 Relative clause (mod. of NOM) on the left; interrog. clause (dO) on the right.

S’

who C1 S

S NP

he PERF [past]

V ● had [trans]

seen

Chapter 10 Exercise 10.1. 10.1.a

S2: V-complement S3: V-complement

Who1 did Sarah2 try S2 10.1.b

S1 ●2 to tell ●1 S3

Tutors1 can decide S2 what3 ●1 to say ●3 whether ●1 to insist on S3

[these distinctions]2 being respected ●2

For simplicity, I’m not using S’’ or S’ in these answers. See page x, point (iv).

S2: V-complement. S3: P-complement.

10.1.c

S2: Subject. S3: V-complement S2 is S3 S4: V-complement S5: P-complement ●1 malingering ●1 pretending S4 with the intention of S5 ●1 to be ill 10.1.d

●1 avoiding work

10.1.c. The gap in S2 is free but it controls that in S3 which controls those in S4-5. Since these gaps are controlled by a free, their interpretation is free.

Virginia1 is reluctant S2

S2: A-complement S3: V-complement S4: Extraposed subject.

●1 to ask any of [the players]2 S3

[which court]3 it made [them]2 most nervous S4 ●2 playing on ●3

10.1.e

Don’t you1 remember S2 ●1 suggesting S3 that [any circus staff]2 S4 should be fired ●2 ●2 caught ●2 S5 ●2 allowing animals on the trapeze S2: V-complement S3: V-complement (passive) S4: RR clause (mod of Nom) (passive) S5: V-complement.

10.1.f

S3 was intercepted ●1 by [her ugly sisters]2 S4

[The invitation S2

● to attend ●1 sent ●1 to Cinderella at the ball]1 her stepmother’s address

who2 were anxious S

and

●2 not to be outshone ●2 in beauty S7

S6 ●2 to have S8 [the washing-up]3 done ●3 in their absence.

while ●2 dancing S2: N-complement. S3: RR clause (Mod of Nom) S5 and S6: A-complement. S7: Adverbial.

S4: NRR Clause (mod of NP) S8: V-complement.

Exercise 10.2 10.2a

Rich1

V NP [trans] [pres] DET NOM

Rich1

has

has S

NP ●1

[-tns]

S’’

NOM2 N

RR clause. He will leave plans.

V NP [trans] [pres] DET NOM

S’

plans C1

N-complement. He plans to leave.

S’

plans E2 C1 VP

S NP

V [intrans]

●1 [-tns]

to V [trans]

leave

●2

10.2b

NP1

V [trans] [past]

S NP

the boy

●1

saw

V NP [trans] [past] DET

VP VP

saw

the

V in the [intrans] library [-tns]

NOM S’’

NOM1 N

boy

S’ C1

studying (= Studying in the library, I saw the boy)

●1 studying in the library (= I saw the boy who was studying)

S NP

V [cmplx] [past]

NP1 the boy

S NP

10.2c

(= I saw that he was studying...) VP

●1

saw

studying in the library

S NP

DET

S VP

NOM PartP

can be dangerous N

Vpart planes flying

can be dangerous NP ●

VP V [trans] [-tns]

(● is free)

planes

flying (planes that are flying - plural)

(to fly planes - singular)

The ambiguity is created by the fact that the modal can doesn’t show number agreement.

10.2.d

S Not so nice for the chicken!

NP1

the chicken

V AP [intens] [pres] A

the chicken

V AP [intens] [pres] A

ready NP

●1 [-tns]

Max

thought

free

V NP [trans] ●1 eat

S VP

V [cmplx] [past]

● [-tns]

ready NP

to V NP [trans] E eat

Alternatively, eat is [intrans].

10.2e

NP1

NP1 Jim

AP DEG too

Max

V NP2 AP [cmplx] [past] Jim DEG Adj

thought

Adj A

old NP

●1 [-tns] to

too

A old

V [intrans] play

S NP

●1 [-tns]

to V NP [trans] ●2 play

Exercise 10.3. Impossible is a (b)-type adjective (see page 233). With (b)-type adjectives, the subject of the higher clause controls the covert object of the lower clause. The lower clause must therefore include a covert object and its verb be [trans]. Cf. [the piano]1 is impossible to move ●1. What’s wrong with *John is impossible to sleep, then, is that the lower verb, sleep, is [intrans] – so there is no object to control.

Exercise 10.4. 10.4a

S NP

VP V [trans] [pres]

wonder

who1

10.4b

S’’ S’ C1

S NP2

the men

V [trans] [past] NP

S VP

VP expected ●2 V

[-tns]

S’’ to C2

wonder

S’

who1

V [trns] see

NP2

the men

S ●1

expected

S’’

10.4c

[-tns] C2

how1

S’ to

AdvP

NP2

see

them

S NP2

the men

expected NP ●2 α ≠ 2. For α to be 2, the pronoun would have to be reflexive(themselves).

●1

VP [-tns] to

VP ●1

VP V

NPα

see

them

The pronoun could only be indexed 1, if it were reflexive (themselves)

Exercise 10.5. Type I verbs take a single clausal complement and it should not make a significant difference to the meaning of the whole sentence whether that clausal complement is in the active or the passive voice – it certainly has no effect on the structure of the sentence. This is precisely what we see in 1a (i-ii), 2a(i-ii), 3a(i-ii). Believe, want and expect are Type I verbs. In Type II verbs, by contrast, the subject of the lower verb is covert, controlled by the object of the higher verb. So, when the lower verb is passive, the relevant NP (the NP whose function is at issue in the chapter) is going to be the object of the higher verb and must be capable of being interpreted as the object. This makes a significant difference to the interpretation, a difference that shows up clearly in the b pairs 1b (i-ii), 2b(i-ii), 3b(i-ii). Persuade, encourage, remind are Type II verbs. In 1b, for example, different people are being persuaded and they are being persuaded to do different things. In (i) it’s the doctor who is being persuaded and he’s being persuaded to examine Paul. By contrast in (ii) it is Paul who’s being persuaded and he’s being persuaded to be examined, a very different matter. Since it is so different, there is no guarantee with the (b)’s that the meaning and acceptability of the (i)s (with the active lower verb) will carry over to the (ii)s (with the passive lower verb). So, while 2b(i) and 3b(i) are perfectly good and coherent, 2b(ii) and 3b(ii) are absurd/incoherent. (I’m pleased that the book should end with an example like 3b(ii).)