SOLUTION MANUAL FOR Analysing Sentences An Introduction to English Syntax, 4 Edition. Noel Burton Ro by StudyGuide

Part 1 Answers to Further Exercises: Chapter 1. Exercise 1.1. (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. (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 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.

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

Answers to Further Exercises: 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].

(g)

[Next Sunday or the Sunday after that]

[would be convenient dates]

(h)

[your dancing and colourful language]

[are frightening the guests]

Extra constituents: [One day] and [my boy].

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

doing chemistry (c)

PHRASE word

word

in September

PHRASE

PHRASE word

PHRASE

students word

word

PHRASE

with word

word

long

hair

(d)

word

doing chemistry

PHRASE word several

PHRASE PHRASE word word

PHRASE word

word

very noisy newspaper vendors (e)

PHRASE word ten

PHRASE PHRASE word

word

PHRASE word

fully automatic deluxe

PHRASE word

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.

Answers to Further Exercises: 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. - 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) (i) She wouldn’t take [John’s dog] or [any of the pets] from the cage. NP (ii) She wouldn’t take [John’s dog] or [any of the pets from the cage]. NP (e) They were [slowly] but [surely] getting to grips with syntax. Adv / AdvP (f) All the applause [during the performance] and [at the following party] made him feel quite elated. PP (g) [The water was icy] and [her friends refused to go swimming]. 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.

Answers to Further Exercises: Chapter 4. Exercise 4.1. (1)

(2)

(3)

(4)

[Petrol]

[got]

V[intens]

[Alexander’s father]

[left]

[him].

V[trans]

[Alexander’s father]

[left]

V[ditrans]

[Alexander’s father]

[left]

[him]

V[complex]

S (5)

(6)

[more expensive]

V[intrans]

[He]

[referred]

V[prep]

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

[their children]

V[complex]

[Her mother and father] S

[of Matilda’s behaviour].

V[prep]

V[trans]

(10) [Moriarty] S

[the work you set]. dO

[locked]

[Holmes]

[in the library].

V[complex]

[climbed]

[up the drainpipes].

(11) [The sergeant and his men] S

V[prep]

(12) [His fish and chips] S

S (14) [Joan] [placed]

[cold and greasy].

V[intens]

[poured]

[everyone]

V[ditrans]

[her latest trophy]

V[complex] [peered]

[a glass of wine]. dO

[in a prominent position].

[into the gaping hole].

V[prep]

(16) [The new chef]

[went]

(13) [The obliging manager]

[approve]

[do]

(15) [Karen]

[on the counter].

[Most of the students]

dO [in the care of the bishop].

[complained].

(9)

[Several of the men]

(7) [All the customers]

(8)

[him] [the theatre].

PC [liquidised]

[last week’s uneaten fritters].

V[trans]

(17) [That spot] S (18) [Bill] S

[made]

[a perfect picnic place].

V[intens]

[made]

[a brilliant picnic table].

V[trans]

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

(unlikely: V[intens] + sP!)

[makes]

[me]

[mad].

V[complex]

[made]

[the men]

[a decent meal].

V[ditrans]

(21) [The exhausted team members] S

[made]

[for the nearest pub].

V[prep]

Exercise 4.2. Here’s a sample, giving the six subcategories:

(1) [intens]

S NP

petrol

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

the theatre

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] complained

(6) [prep]

NP he

VP V [prep] referred

PP to the fact that you had no clothes on

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.

Answers to Further Exercises: 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

V [intrans]

within 20 mins

landed

5.I.3.

S NP

Millie

AdvP silently

VP V [phrasal] [trans]

NP her feelings

bottled up 5.I.4.

S NP

the speaker

V [complex] made

this

the main point of his argument

5.I.5.

S NP

the boss

V [ditrans]

all his staff

a Merry Xmas

wished

5.I.6.

S NP

my housekeeper

AdvP never

VP V [prep]

PP in ghosts

believed

5.I.7.

S NP

Matilda & her friends

V [phrasal] [trans]

PP NP

by eight thirty

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

last night

on the Continent

V for three hours [intrans] rained

5.I.10.

NP Martha

OR VP

V [cmplx] left

S NP

the bath- in a mess room

Martha

VP V [trans]

PP NP

in a mess

the bathroom left

(The bathroom was in a mess) (oP)

(Martha was in a mess) (aA)

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 V [prep]

AdvP PP

for a good ten years

quite happily

in Paris lived 5.II.3.

S S NP

PP VP

the old man

V [intens]

AP increasingly intolerant

grew 5.II.4.

S NP they

in my opinion

OR VP

V [prep]

NP PP

on the train decided

S VP

they

VP V [trans]

PP NP

on the train

5.II.5.

S S

for your information

you V [complex] turned

the high-wire

into a death-trap

5.II.6.

S NP

the trapeze artistes

V [prep]

PP for a meeting with the circus management

asked 5.II.7.

S NP

Floyd’s surprise puddings

AdvP always

VP VP

V [phrasal] [intrans]

in your face

blow up 5.II.8.

S NP

VP VP

V [ditrans]

NP us

cooked

PP PP

for the price of a Coke

with just pasta and soy a delicious meal

5.II.9.

S NP

the architects

V [complex]

the windows

too close to each other

positioned

5.II.10.

in the earlier building

AdvP amazingly

S NP

they

VP V [ditrans]

him

total freedom

allowed

without a thought for the consequences

Set III 5.III.1.

S NP

the drunken recruits

VP AdvP repeatedly

PP VP

V [prep] tripped

until the early hours PP over the guy ropes

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

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

unfortunately

his new rotting compound

AdvP quickly

VP V [prep]

PP into the foundations

leaked

5.III.4.

S NP

several figures

VP AdvP gingerly

PP VP

V [prep] edged

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

in full view of the police PP towards the precipice

5.III.5. S

she

V [trans]

NP NP

she

all those people in the studio

ignored

V [trans]

PP NP

in the studio

all those ignored people

(when in the studio, she ignored them)

5.III.6. S NP

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

NP Matilda

VP AdvP barely

VP V [phrasal] [prep]

PP with her new colleagues

gets on

5.III.8.

S NP

they

VP and

AdvP soon

V PP [phrasal] [prep] of energy

for ten 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

V like an arrow [intrans]

fruit flies

VP V [trans]

NP a banana

flies

Answers to Further Exercises: Chapter 6. Exercise 6.1. (1) E.g. makes( little sense), are (just beginnings), (what [3]) means, (what further questions it) raises. With non 3rd person singular: have (to ask), need ( to compare), (no two people) speak, (even though I) find. (2) Was Noam Chomsky, in his career suggested, opened up a fruitful. (Apologies! There are only three examples of lexical past tenses on this page.) (3) Past: would consider, would want, could use. Present: two people will speak, must be said. (4) Have had a profound effect, If I had inadvertently said this, (5) Are properly teased out. (6) Are to be described, must be said. (7) Are properly teased out, are distinguished (penultimate line) (8) Does do justice, we have to ask, need to compare, two people will speak, would want to correct myself. (9) ...have had a profound effect...

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

they

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

VP AdvP always

VP PERF [pres] has

VP V [complex]

her hair a strange colour dyed 6.3.3

S NP

the exercises

VP MOD [past]

VP PERF

should have

V [intens]

AP much easier

been

6.3.4

S NP

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.

MOD [pres]

VP PROG

will be

AdvP

happily

V [prep] looking

6.3.5

PP after your charming children

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

AdvP

by ten pm VP

had already

V [phrasal] [prep]

PP of sausages

run out

6.3.7

S NP

they

PROG [past]

VP VP

were

and V [trans]

NP the bananas

peeling

VP V [trans]

AdvP NP

lengthways

them slicing 6.3.8

VP!

they VP

MOD [pres]

VP VP

tomorrow

and

VP*

will V [trans]

NP the work

V [phrasal] [trans]

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. (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 second occurrence of is here because the two is’s are different. The 1st is lexical (the copula), the second 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

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 NP

by the doc

●

seen S’

6.5.3 C doesn’t

S NP Max

VP TENSE [pres] ●

VP AdvP ever

VP VP

AdvP

V [intrans]

quietly

S’

6.5.4 C

have

all the applicants

AdvP

PERF [pres] ●

already

PASS

been

V [trans]

NP ●

interviewed 6.5.5

S NP

all the information

AdvP

MOD [pres]

shortly

PASS

will be

V [complex]

●

available

(b)

made

6.5.6

(a)

they

VP MOD [pres]

NP AdvP

V will [intens]

soon

they

AdvP

MOD [pres]

VP PASS

soon VP

will drunk

drunk

●

6.5.7

NP Gomez

VP MOD [pres]

VP PERF

may have

PROG

been

V [intens]

and AP

VP V [trans]

quiet keeping S’

6.5.8

S’

C should

his own business

minding

we MOD [past]

would

V ● [trans]

that MOD [past] NP

●

the boss

VP PASS be

invite

VP V [trans]

NP ●

misunderstood 6.5.9

S S

NP I

but VP

PERF [pres]

S NP

VP AdvP

Mary

VP PERF [pres]

have

VP VP

AdvP

quite often

has never

V [trans]

NP your diary

read

E = read your diary

Answers to Further Exercises: Chapter 7. Exercise 7.1. Set I. 7.1.I.a

7.1.I.b

DET

NOM

DET

thoughts

some

NOM AP

melancholy 7.1.I.c

DEG

very

clever

chess moves

NP DET

NOM

POSS NP

7.1.I.d

’s

DET

NOM

ART

the

boat

NOM

sudden

move

DET

NOM

ART

the

left

DET

NOM

ART

the

word

PP P on

NP DET

NOM

ART

the

tip

PP P of

NP DET

NOM

POSS

tongue

7.1.I.e

DET

NOM

ART an

NOM N

PP PP

invitation

7.1.I.f

from

DET

NOM

to DET

NOM

ART

the

Queen

the

palace

NP PREDET Q

NP DET

NOM

all

performers

A absent

PP P from

7.1.I.g

NP DET

NOM

ART

the

rehearsal

NP DET

NOM AP

NOM

two

PP P of

NP DET

NOM

DEM

those

Set II 7.1.II.a

and

DET NOM

OR NP

NP DET

NOM

DET NOM

DET

NOM and NOM

NOM N

N and N

coffee

oranges

coffee

oranges

coffee oranges

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

DET

NOM AP

NOM

three

stars

AP A

visible

P to

NP DET

NOM

ART AP

the

eye

A naked

7.1.II.c

NP DET

NOM

POSS NP DET

AP ’s

NOM

ART N

the king

name

and

N AP

short

turbulent

reign

7.1.II.d

DET

NOM

DEM

DET

PartP

these AdvP V-Part Adv

NOM

DEM

N and N

these

dressed men

women

smartly-

7.1.II.e PREDET

PartP

DET

NOM

POSS

N ’s

DET

NOM

ART the

both

Adv

dressed

women

DET

NOM

POSS

N ’s

PREDET

NOM

V-part men

eyes

and

AdvP

NOM

smartly7.1.II.f

both

NOM

behaviour

NP DET

NOM

ART

man

the

men (Scope of both)

Set III 7.1.III.a

DET

NOM

ART

the

few

NOM PartP

NOM

V-Part

remaining

pieces

PP P of

NP DET

NOM N N

7.1.III.b

NP pronoun

anyone

AP or

capable

P of

7.1.III.c

NP DET

NOM

AdvP

Adv

sensitive

reasonably (Or: reasonably = DEG)

thought

rational

DET

NOM

some

PP P of

NP DET

NOM

DEM

those

people

P at

7.1.III.d

NOM

ART

the

back

NP and

DEM

DET

NP NP

DET

NOM

DET

NOM

ART

NOM

these two

coins

the

three

PP P in

NP DET ART

NOM N

the pocket

PP of your coat

7.1.III.e NP DET

NOM AP

NOM

three

AP N

A passengers

angry

tall

about DET

NOM

ART PartP

NOM

the V-Part

altered height P of

NP DET NOM ART

the bulkheads 7.1.III.f

DET

NOM AP

NOM

many

PP P of

NP DET ART the

NOM AP DEG

N A

more successful

chess

players

Exercise 7.2 7.2.a

AdvP

Adv

obviously

DET NOM DEM

this

V [prep] [pres]

PP P

calls

for

NP DET

NOM

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

NOM

thorough exam’

of DET

NOM

ART

the

facts

S’

7.2.b C

did

DET

NOM

POSS

NP DET

’s

secretary

VP TNS [past] ●

PP VP

V [trans]

NOM

P NP

NP DET

NOM

DET NOM

DEM AP

that

day

open ART AP

ART

the

man

the mail

A particular

old

7.2.c

pronoun

MOD [pres]

you

AdvP

must Adv always

V [trans]

DET

NOM

ART the

DET

NOM

ART

vehicle

A N

stop N N

red traf’ light

7.2.d

S S NP

DET

NOM AP

AdvP

PERF [pres]

Adv VP

PASS

apparently VP

have A hands extra

been

V NP [trans] ● hired

PP P for

NP DET

NOM

reason

good

7.2.e

S NP

and

name

NP DET

MOD [past]

NOM might

Bruno

ART N

VP V [intens]

NP DET

NOM

be the spy P

ART AP

at DET NOM ART

the

person

same

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

ART PartP

a V-part

limo’

NOM

offer them

ART N a

lift to the castle

passing

S’

7.2.g C

could

name

MOD [past]

Olaf

●

VP PROG be

VP PASS

being

V [trans]

PP NP

●

by DET

NOM

investigated ART the

N N

S’

7.2.h

Intell’ Agency C

aren’t

DET

NOM

any

N students

PROG [pres]

V [prep] [phrasal]

staff

signing up

for

●

PP NP DET

NOM

ART

the

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

parachute jump

7.2.i

but

NP DET

NOM

ART

the

essays

VP MOD [pres]

VP PASS

S VP

pronoun

tomo’

MOD [pres]

PP VP

PROG

must

before

name

April

won’t be

V [trans]

be V [trans]

●

submitted

pron’ marking them

Appendix Exercise Complement: (b), (c), (f), (g), (i), (p) Adjunct: (a), (d), (e), (j), (k), (o) Ambiguous: (h), (l), (m), (n)

Answers to Further Exercises: 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.

Rory had composed several symphonies

8.1.b

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

8.1.c

The big idea here is S2

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

that we all become rich as quickly as possible.

8.1.d

The announcement S2

will be made after S3

that Frank has resigned 8.1.e

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

the planes takes off

It is well known S2

that Max thinks S3

S1: Main clause (MC). S2: Extraposed subject. S3: Complement to V (think): dO.

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

S2 is a direct consequence of Lorenzo’s insistence S3

That Savonarola came to power

8.1.h

S1: MC. S2: Subject. S3: Comp’ to N

that his sermons were harmless

S1: MC. S2: Adverbial S3: Extraposed subject

S2 the exhibition closed

Once it was certain S3

that all the paintings were copies

8.1.i

The gallery’s defence was S2

that they didn’t realise S3

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

until S4

they were copies it was too late

Exercise 8.2. 8.2.a

S’

C do

S NP

pronoun you

TNS [pres] ●

VP V [trans]

NP S’

think C

S NP

pronoun

V AP [intens] [pres] A

she

’s

good

PP NP

at DET NOM N syntax

8.2.b

DET NOM DEM

V [intens] [pres]

this

NP DET

NOM

ART

proposal C

S’ S

that

NP pronoun we

VP 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

name

VP NP

MOD [past]

name

VP PASS

should Frank

Bill

V [trans]

NP ●

promoted

8.2.d

S NP

DET

NOM N

V [intens] [pres]

POSS his

AP A

friends

were

certain

S’ C

S NP

pronoun

MOD [past]

V would not [trans]

NP DET NOM

pass

8.2.e

the

test

NP it

ART

S’

VP V [intens]

DEG

most

unfort’

DET NOM

ART

PASS [past]

N was

the

VP V [trans]

lecture

NP ●

cancelled

8.2.f

S’

C is

S S’

V AP [intens] [pres] DEG A ●

that

so obvious

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

S NP

DET

NOM N

V [intens] [past]

ART the

NP DET NOM

paintings

were

N copies

8.2.h

NP name Max

VP V [intens] [past]

PP P

was

under

NP DET ART

NOM S’

the impression

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.

Answers to Further Exercises: Chapter 9. Exercise 9.1. Set I. S’’

9.1.I.1

S’

C2 which salami

shall

pronoun

MOD [pres]

we 9.1.I.2

●

S’’ S’

C2 where

V [trans]

C1 have

NP ●

buy S

NP pronoun

VP PERF [pres]

VP V [cmplx]

●

DET NOM

●

put POSS 9.1.I.3

S’’ my glasses

C2 where

S’ C1 did

S NP pronoun they

VP TNS [past] ●

VP VP

V [trans]

PP NP

●

DET NOM have ART

9.1.I .4

S’’ C2

S’

who

C1 ’s

S NP ●

VP PERF [pres]

VP PROG

●

been

VP V [trans]

S’’

9.1.I.5

DET NOM eating S’

C2 how much food

C1 should

POSS S

my porridge

NP pronoun

VP MOD [past]

VP V [ditrans]

●

DET NOM

●

give

9.1.I.6

the

dog

S’’ S’

C2 which of these books

ART

C1 does

S NP name John

VP TNS [pres] ●

VP V [trans]

NP ●

recommend

9.1.I.7

S’ C1

pronoun

TNS [pres]

you

●

VP V [trans]

NP S’’

know C2 9.1.I.8

S’

S’’ what C1

S’ NP

what

S pronoun

VP they

pronoun you

TNS [pres] ●

V [trans] [past]

NP ●

VP ate V [trans]

NP S’’

think C2

S’ C1

S NP

pronoun V NP PP [cmplx] they [past] ● P NP put

in DET NOM DEM

that

soup

I have shown the wh movement in one fell swoop, since nothing was said in the chapter about movement from a lower clause into a root clause. Strictly speaking, it should go via C2 in the lower clause.

Exercise 9.1 Set II 9.1.II.9a

NP pronoun

VP TNS [pres]

V [trans]

don’t

NP S’’

know S’

C2 who

NP pronoun he

VP V [cmplx] [past]

NP ● DET

found 9.1.II.9b

an VP

TNS [pres]

I don’t

NOM

ART AP

NP pronoun

A companion amusing

VP V [trans]

NP S’

know C1 whether

S NP pronoun he

VP V NP [trans] [past] DET NOM found

ART

A companion amusing

9.1.II.10a

S’’ C2 who

S’ C1

did

NP name Granny

VP TNS [past] ●

VP V [trans]

NP S’’

say S’

C2 C1

S NP ●

9.1.II.10b

VP MOD [past]

S’’ should

VP V [intrans]

S’ play

who

C1 did

S NP name Granny

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

VP TNS [past] ●

VP V [trans]

NP S’’

say S’

C2 C1

S NP

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

9.1.II.11a

S’’ C2

S’

who

C1 is

S NP

9.1.II.11b S’’

●

S’

what

C1 is

VP V NP [intens] [pres] a phonologist

●

a phonologist

V [intens] [pres]

NP ●

●

Exercise 9.1. Set III S’’

9.1.III.12

Again, the wh movement should strictly go via C2 of the sub’ clause

S’

C2 which exam

C1 was

S NP

V AP [intens] [past] A ●

certain

S’’ S’

C2 C1

S NP

name MOD VP [past] Julia V NP would [trans] ● pass

S’’

9.1.III.13

S’

C2 Passive and whmovement of who.

who

has

NP ●

VP PERF [pres] ●

VP PASS

been

V [trans]

NP ●

sacked

9.1.III.14

S” C2 who

S’ C1 were

S NP pronoun they

VP PASS [past] ●

V NP [ditrans] ● given

PP P

●

9.1.III.15

S’

C1 did

S NP pronoun

VP TNS [past]

you

V ● [trans]

NP S”

discover C2 who

S’ C1

S NP ●

VP PROG [past] was

VP V [trans]

NP the lecture

giving 9.1.III.16

S”

C2 who

S’ C1 did

S NP pronoun you

VP TNS [past] ●

VP V [trans]

NP S”

discover C2

S’ C1

S NP

●

was giving the lecture

S’’

9.1.III.17

S’

C2 who

did

name

TNS [past]

John

●

VP V [ditrans]

●

S’’

ask C2

S’

which films

pronoun

PERF [past]

they

V had [trans] seen

NP ●

Exercise 9.2. 9.2.1

DET

9.2.2 NOM

ART NOM the

chef

DET S’’

C2 who

S’ CI

ART

NOM

the

woman

S NP I

NOM

V NP [trans] ● fired

S’’ C2

S’

in whose C1 care NP we

S VP V NP [cmplx] you left

PP ●

9.2.3

NP DET

9.2.4 NOM

ART

NOM

the

DET S’’

ART

NOM

the

S’

spy who

S NP ●

NOM S’’ C2

S’

place where

VP V [trans] [past]

V NP ● [trans] [past] the picnic

loved

had

9.2.5

9.2.6

DET

NOM

ART

NOM

the

NP DET

S’’ C2

S’

reason why C1

ART

NOM

style

NOM

S’’ S’ C1

AdvP/PP

V [intrans] [pres]

●

VP V

NP AP [cmplx] [past] ● A

thought

appropriate

spits

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

they

●

E = why

VP VP

AdvP / PP 9.3.2a

V ● [intrans] [past]

NP pronoun

cheated I 9.3.2b

cheated

V [trans] [past]

Relative clause

VP V NP [trans] [pres] DET NOM

S have ART NOM

VP an

S’’

V [trans] [pres]

S’

NP idea DET

E C1

NOM we should

have Noun complement

ART

S’

idea

we should think about exams

think about ●

9.3.3a

NP Noun complement

DET

NOM

ART

the

fact

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

that

V [intens] [pres]

S’’ S’ C1

AP crucial

is S

V NP [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 very rude

S’’ 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

Lola

S’’

merely smiled 9.5.2

S’

S when

VP NP

they

I pitched the tent

S’’ C2

proposed marriage

●

S’

where C1

NP they

VP AdvP always

VP 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

9.6.4

We should find out S2

It’s hardly surprising S2

who the visitors to the restaurant were ●

you can’t get your teeth into the fritters S3

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

9.6.5

S2: That-clause. Extraposed subject.

Jim cooks ●

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

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

S3: RR clause, modifier of Nom (hoops) S4: Wh-clause, adverbial.

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

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

9.6.7

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 ● 9.6.9

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

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]

V [trans] [past]

S’’

forgot

S’

how bitter

NP S’’

forgot

S’

how

beer V AP [intens] [pres] ●

bitter beer

tastes

AdvP

V [intrans] [pres]

●

tastes

9.7.b

S’’

C2 when

S’’

S’ C1 did

C2 S

S’

when

you TNS [past]

did VP

S NP you

VP TNS [past]

V NP ● [trans] S’’ say C2 S’ C1

VP VP

●

V [trans]

NP ●

S’ say he should go

S NP

he MOD [past]

VP VP

●

should

9.7.c

NP DET

NOM

was alarming

DET

S’

the N news C1

VP NOM S’’

the NOM S

that NP

was alarming

S’

N C2 VP

news that

Max V NP [trans] [past] Greta

Max

V NP [ditrans] [past] Greta

left

NP ●

left

(Noun-complement (that) clause) 9.7.d

NP he

(Restrictive relative (wh-) clause) S

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

the NOM man C2

S’’

V [ditrans] [past]

the man

S’’

asked S’

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

S’

who C1 S

S NP

he PERF [past]

he PERF [past] VP

V NP had [trans] ● seen

Answers to Further Exercises: Chapter 10. Exercise 10.1. 10.1.a

S2: V-complement S3: V-complement

Who 1 did Sarah 2 try S2 10.1.b

S1 ● 2 to tell ● 1 S3

Tutors 1 can decide S2

whether ● 1 to insist on S3

[these distinctions] 2 being respected ● 2

what 3 ● 1 to say ● 3 For convenience, I’m not using S’’ or S’ in these answers.

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.

Virginia 1 is reluctant S2 ● 1 to ask any of [the players] 2 S3

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

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

10.1.e

Don’t you 1 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

who 2 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

Rich 1

V NP [trans] [pres] DET NOM

Rich 1

has

V NP [trans] [pres] DET NOM

S’

plans C1

has S

NP N-complement. He plans to leave.

●1

N VP

[-tns] to

NOM 2

RR clause. He will leave plans.

S’’ C2

S’

plans E 2 C1 VP

V [intrans]

S NP

● 1 [-tns] to

leave

V NP [trans] ●2 leave

10.2b

NP 1

V [trans] [past]

S NP

the boy

●1

saw

V NP [trans] [past] DET

VP VP

saw

the

V in the [intrans] library [-tns]

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

S’’

boy

S’ C1

S VP

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

V [cmplx] [past]

NP 1 the boy

S NP

10.2c

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

●1

saw

studying in the library

NP DET

NOM 1

S NP

NOM

can be dangerous

PartP

Vpart

planes

●

flying

VP V [trans] [-tns]

NP 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

Not so nice for the chicken!

NP 1

the chicken

V AP [intens] [pres] A

the chicken

V AP [intens] [pres] A

ready NP

●1 [-tns]

● [-tns]

free

V NP [trans] ●1 eat

NP Max

ready NP

to V NP [trans] E eat

Alternatively, eat is [intrans].

10.2e

VP V [cmplx] [past] thought

NP 1

NP1

Jim DEG too

Max

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

thought

Adj A

old NP

●1 [-tns] to

too

A old

S NP

●1 [-tns]

V [intrans]

play

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. So the lower clause must include a covert object and its verb must therefore be [trans]. Cf. [the piano] 1 is impossible to move ● 1. So, what’s wrong with *John is impossible to sleep is that the lower verb, sleep, is [intrans] – so there is no object to control.

Exercise 10.4. 10.4a

S NP

10.4b

V [trans] [pres]

S’’ C2

wonder

who1

S’ C1

S NP2

the men

V [trans] [past] NP

expected ●2

V C2

[-tns]

to V [trns]

S’

who1

expected S’’

NP ●1

VP [-tns]

S’ to C1

NP2

see

them

S NP2

●1

the men

see

NP2

how1

S’’

wonder

10.4c

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

the men

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

●2

VP [-tns] to

VP VP

AdvP

NPα

see

them

●1

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 am rather pleased that the book should end with an example like 3b(ii).)

Part 2 Answers to Online Exercises: Chapter 1. 1.

Phrase Phrase Phrase will

Phrase

early

week

come

Q: When will she come early? A: Next week.

Phrase Phrase will

come

Phrase early

Phrase next

Q: When will she come? A: Early next week.

week

3. For example:[A silencer on the gun][would be a good idea]. As my brackets show, this sentence has the same overall structure as [old Sam] [sunbathed beside a stream]. See Exercise 6 in the chapter (page 20).

Answers to Online Exercises: Chapter 2. 1. a.

[His friends]

b. [Term]

[disappeared]

[has already started]

c. [This steak] [ is much too raw for me] d. [His ideas on plumbing]

[were beginning to bore her]

e. [The books I bought the other day]

[have been eaten by the dog]

f. [John's confessions in the bar that evening] g. [The president]

[caused a sensation]

[is refusing to give photographic evidence of what he was up to in

The Oval Office] h. [October the fifteenth]

[would be the best date]

i. [The printer in my office]

[hasn’t worked for months]

j. [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.

Answers to Online Exercises: Chapter 3. 1. at invited on ride wise preference lovely of less stood keeping firmly reluctantly to drink very embarrassed laid massaged he

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

funfair Granny the she politely for hot strong frightening better false in helped café then noisily took them weary pretended

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

cheekily go tallest was declined a cup tea expensive chance teeth head her bought drank rather shoes table 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 N A N N N pronoun V V Deg N N N V

Answers to Online Exercises: 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 handkerchief turned into a rabbit.

[intens]+sP

3. The magician turned my handkerchief into a rabbit.

[complex]+oP

4. He always insisted on high standards.

[prep]+PC

5. I’ve got a present for you

[ditrans]+iO

[prep]+PC

I am dealing with it.

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

Answers to Online Exercises: 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.

S AdvP

Adv

VP VP VP

NP PP

last week

[trans]

another fire here had S NP the fire brigade

VP VP

AdvP

Adv

[phrasal] [intrans]

immediately

showed up

S NP

the house

[intens]

now

really weird smells S

S NP I

and VP

S NP

Jane

[phrasal] [intrans]

Hamlet

VP V

PP AP

charming

Lady Macbeth

[intens]

is go around

Answers to Online Exercises: Chapter 6. 1. a. Climbing – progressive participle. Admire – bare stem. Getting – progressive participle. Welcomed – perfect participle. Obscured – passive participle.

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

b. laboriously, for four hours, hardly, in months, with every step, much longer, soon, by the rising mist. The clause Because the track…every step is also an adverbial, but adverbial clauses are not introduced until Chapter 8. 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.

Answers to Online Exercises: 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 an empty 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 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 (ignoring the Appendix). (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

PP PP

falsifiability P of

P NP

DET

NP DET

NOM

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.

2. P from

PP PP

behind

the stage

out

PP P from

PP P

under

the bed

Answers to Online Exercises: 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). Analysing Sentences: An Introduction to English Syntax, 4th edition © 2016 Noel Burton-Roberts

Answers to Online Exercises: 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 (1) hope/assume and (2) discover/say/know is that the verbs in (1) can only take a that-clause (as in (a) below), not an interrogative clause (as in (b) and (c) below). By contrast, the verbs in (2) can take either a that-clause (as in (d)) or an interrogative clause ((e)-(f)).

(1)

(a)

I hoped/assumed that John would give the lecture.

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

(2)

(d) I discovered/knew/said that John would give the lecture. (e) I discovered/knew/said whether John would give the lecture. (f) 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.

Answers to Online Exercises: 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, the intermediate level would be labelled P’ (‘P-bar’). Similarly for the intermediate levels in NP (where ‘NOM’ would be Nbar, N’) and AP (where ‘ADJ’ would be A-bar, A’). X-bar syntax is the theory that every category has the same three-level structure (XP - X’ - X). However, implementing that idea in this book would entail a fundamental revision of the analyses here offered.