\documentclass[fullpage]{article}
\begin{document}

%%%%%%%%%%%%%%% macros %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%\documentstyle[12pt]{article}

% \renewcommand{\thesubsection}{\arabic{subsection}} % 1.2 --> 2

%\pagestyle{headings}               %to fix page #


\newcounter{examplenumber}
\setcounter{examplenumber}{1}
\newcounter{examplesnumber}
\newcounter{exnum}
\newlength{\standard}     
\setlength{\standard}{17pt}         % = \parindent
\newlength{\exampletextwidth}
\setlength{\exampletextwidth}{\textwidth}
\addtolength{\exampletextwidth}{-59.6pt}

\def\printexamplenumber{(\arabic{examplenumber})}

\newcommand{\ex}[1]{\setcounter{exnum}{\value{examplenumber}}%
\addtocounter{exnum}{#1}(\arabic{exnum})}

%
% usage: "Compare the previous example, \ex{-1},
%         to \ex{0}, which follows."
%

\def\examplesform{\nobreak\list{\alph{examplesnumber}.}
		         {\leftmargin 2.8\standard
			 \topsep 0pt \partopsep=0pt
			 \labelwidth .6\standard \labelsep .2\standard
			 \usecounter{examplesnumber}}}
\let\endexamplesform=\endlist

\newcommand{\examples}[1]{\par
\vskip 9.0pt plus 3.0pt minus 5.0pt
\noindent\hskip 1.5\standard \nopagebreak
\llap{\printexamplenumber}\nopagebreak
\vskip-\baselineskip\nopagebreak
\begin{examplesform} 
#1\end{examplesform}
\vskip 9.0pt plus 3.0pt minus 5.0pt
\stepcounter{examplenumber}}

%  
% usage: "\examples
%           {\item Here is a numbered subsentence.
%            \item Here is another numbered subsentence.}"
%
% usage: "\examples
%           {\item[Speaker A:] Does he agree?
%            \item[Speaker B:] ---seems to.}
%
% If no optional argument is included, a, b, c ... are substituted
%

\newcommand{\example}[1]{\examples{\item[]{} {#1}}}

%
% usage: "\example
%           {This is a numbered sentence.\\
%            It can take up several lines.}"
%         
% usage: "\example {This is a numbered sentence.}"
%


\newcommand{\gloss}[4]
	   {\begin{tabular}[t]{*{#1}{@{\hspace{\tabcolsep}}l}}
	   #2\\
	   #3\\
            \multicolumn{#1}{l}{#4}
	   \end{tabular}}

%
% usage: 
% \gloss {n} {n-word foreign ex.} {n-word gloss} {translation}
%
% \example{\gloss {3}          
%    {mu-nthu &m-modzi &\'a-ma-s\^ek-a} 
%    {1-person &1-one  &1Su-PrsHab-laugh-ind}
%    {`One person usually laughs.'}}
%
% \examples
%    {\item \gloss {3}
%         {m-chi-pinda &ndi &mw-\^anga}
%         {18-7-room   &cop &18-ISgPoss}
%         {`The inside of the room is mine'}
%     \item \gloss {3}
%         {\bad{*}m-chi-pinda &ndi &ch-\^anga}
%         {18-7-room  &cop &7-ISgPoss}
%         {`The inside of the room is mine'}}
%


\newcommand{\longgloss}[3]
	   {\begin{tabular}[t]{*{#1}{@{\hspace{\tabcolsep}}l}}
	   #2\\
	   #3\\
	   \end{tabular}}

% Usage: \longgloss {n} {n-word foreign example} {n-word gloss}
% This glosses an example without a translation.
%
% \example
%     {\longgloss{n}
%                {n-word broken example filling the first line}
%                {n-word gloss}\\
%      \longgloss{m}
%                {m-word continuation of example}
%                {m-word gloss}\\
%      \nogloss{translation of n+m word example}
%     }
%

\newcommand{\nogloss}[1]
	   {\begin{tabular}[t]{p{\exampletextwidth}}
           #1\\
	   \end{tabular}}

\newcommand{\bad}[1]{\leavevmode\llap{#1}}

% doesn't work inside \nogloss environment yet
% usage: \examples
%           {\item \bad{?}Here is a questionable sentence.
%            \item \bad{*}And here is a bad sentence.
%            \item \bad{\#}Don't forget the slash for this one.}

\newcommand{\pslabel}[1]{$_{\mbox{\sc{#1}}}$}

% usage: " [...]\pslabel{vp}" gives rom VP subscript to right
% bracket 
 

\newcommand{\xbar}[1]{$\overline{\mbox{#1}}$}

% usage: "...either an S or an \xbar{S}"


\newcommand{\xdblbar}[1]{$\overline{\overline{\mbox{#1}}}$}

% usage: "\xdblbar{X} is the maximal projection of X"



\newcommand{\gap}{$\underline{\hspace{1em}}$} 

\newcommand{\sub}[1]{$_{#1}$}

%%%%%%%%%%%%%%%%%%%% macros %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\noindent
{\bf Homework 1\\
11-721: Grammars and Lexicons, Fall 2008\\
Due Monday, September 15, 2008}

\section{Predeterminers, Determiners, and Adjectives}

\noindent
In this problem you will examine the distributional and morphological
properties of three parts of speech in English:  predeterminers,
determiners, and adjectives.   This is a realistic exercise:  you are
building a lexicon for your machine translation system or question
answering system, and you need to decide on the parts of speech for
some words.  You look in a book and you find some tests for
distinguishing determiners and adjectives.  You have to apply the
tests, imperfect as they are, and make your decisions.  
\\[6pt]

\noindent
The exercise has several purposes:

\begin{enumerate}
\item You will learn to apply tests.
\item You will learn to interpret the results of tests.
\item You will encounter problems in categorizing words into parts of
speech.  
\end{enumerate}

\subsection{The Tests: distributional and morphological properties of
predeterminers, determiners, and adjectives in English}

\subsubsection{Determiner Test 1:}  

{\bf Test:} Determiners do not co-occur with {\it
the\/} and {\it a\/}.\\[6pt]

\noindent
{\bf Example:}  Is the word {\it this\/} a determiner? \\[6pt]

\noindent
{\bf Test Sentences:}
\examples{
\item \bad{*} The this book is about linguistics.
\item \bad{*} This the book is about linguistics.
\item \bad{*} A this book is about linguistics.
\item \bad{*} This a book is about linguistics.}

\noindent
{\bf Conclusion:} The word {\it this\/} passes Test 1 for determiners.

\subsubsection{Determiner Test 2:} 

{\bf Test:} If a determiner can occur with singular count nouns, it makes them acceptable.\\[6pt]

\noindent
You probably need to know some background in order to understand this
test.  English has count nouns and mass nouns, as do many other
languages.  Count nouns can occur with cardinal numbers or with {\it
a\/}.  Mass nouns can occur with {\it some\/}.  

\noindent
{\bf Count nouns:}
\examples{
\item Two books are on the table.
\item A book is on the table.
\item Twenty students are in the class.
\item A student is in the lounge.}

\noindent
{\bf Mass nouns:}
\examples{
\item Some sand is on the table.
\item \bad{*} A sand is on the table. 
\item \bad{*} Two sands are on the table.
\item Some information is available on the Web.
\item \bad{*} An information is available on the Web.
\item \bad{*} Two informations are available on the Web.
}

\noindent
The next fact is critical for Test 2:  Singular count nouns cannot
occur without a determiner in English:

\examples{
\item \bad{*} Book is on the table.
\item \bad{*} I saw book.
\item \bad{*} Student studied. 
\item \bad{*} I talked to student.}

\noindent
Singular count nouns are fine with a determiner:

\examples{
\item The/a book is on the table.
\item I saw the/a book.
\item The/a student studied.
\item I talked to the/a student.}

\noindent 
{\bf Example:} Is the word {\it this\/} a determiner?\\[6pt]

\noindent
{\bf Test Sentences:}
\examples{
\item This book is on the table.
\item I saw this book.
\item This student studied.
\item I talked to this student.}

\noindent
{\bf Conclusion:} {\it This\/} passes Test 2 for determiners.\\[6pt]

\noindent
{\bf Example:} Is the word {\it these\/} a determiner?\\[6pt]

\noindent
{\bf Conclusion:}  Test 2 for determiners is not applicable to {\it
these\/} because {\it these\/} only occurs with plural nouns.  

\subsubsection{Determiner Test 3:}  

\noindent
{\bf Test:} Determiners that are about
quantities can participate in a {\it partitive\/} construction.\\[6pt]

\noindent
In Examples \ex{0}a and b, the partitive construction is {\it each of
the students\/}.  It is called partitive because it is talking about
part of the set of students.  

\examples{
\item Each of the students has studied.
\item I talked to each of the students.}

\noindent
This test is not applicable to {\it a\/}, {\it the\/}, {\it this\/},
{\it that\/}, {\it these\/}, and {\it those\/} because they are not
about quantities.  They express definiteness and proximity.  

\subsubsection{Predeterminer Test:}

\noindent
{\bf Test:} There is just one test for predeterminers.  They can occur
before {\it a\/} or {\it the\/}.  

\examples{
\item {\it What\/} a party it was!
\item I never saw {\it so big\/} an elephant.
\item {\it All\/} the students left.}

\subsubsection{Adjective Test 1:} 

\noindent
{\bf Test:} Most adjectives can occur between {\it the\/} or {\it a\/} and a noun.

\examples{
\item The {\it blue\/} book is on the table.
\item A {\it blue\/} book is on the table. 
\item I saw a {\it blue\/} book.
\item I saw the {\it blue\/} book.}

\subsubsection{Adjective Test 2:} 

\noindent {\bf Test:} Most adjectives can occur in predicative
position, after verbs like {\it be\/}, {\it become\/}, {\it seem\/},
or {\it look\/}.

\examples{
\item The test seemed {\it difficult\/}.
\item The book was {\it blue\/}.
\item The cut became {\it infected\/}.
\item The cake looked {\it yummy\/}.}

\noindent
Some adjectives can only occur in predicative position:

\examples{
\item \bad{*} I saw an asleep child.
\item The child was asleep. 
\item \bad{*} The ahead runner won the race.
\item The runner was ahead.}

\subsubsection{Adjective Test 3:}  

\noindent {\bf Test:} Adjectives that describe gradable properties
have comparative and superlative forms:

\examples{
\item This copy is {\it darker\/}.
\item The {\it darker\/} copy is better. 
\item The {\it darkest\/} copy is not good.
\item This student is {\it more studious\/}.
\item The {\it most studious\/} student won a prize.}

\subsubsection{Adjective Test 4:} 

\noindent
{\bf Test:} Adjectives that describe gradable
properties can be modified with {\it very\/}.

\examples{
\item That book is very blue.
\item The very light print is not readable.}

\subsubsection{Adjective Test 5:}  

\noindent
{\bf Test:}
Adjectives that describe gradable
properties can be modified by {\it so\/} in predicative positions, but
not pre-nominal positions:

\examples{
\item That book is so blue.
\item The sky seemed so dark.}

\examples{
\item \bad{*} I saw the so blue book.
\item \bad{*} I saw so blue water. 
\item \bad{*} The so light print is not readable.}

\noindent
Don't get confused by this:  an adjective with {\it so\/} cannot occur
between a determiner and a noun, but it can occur as a predeterminer,
before the determiner:

\example{I never saw so big an elephant.}

\subsubsection{Determiner Test 4:} 

\noindent
{\bf Test:}
A determiner that describes a gradable property may be modified with
{\it so\/}.  {\bf In order to pass this test, the word must be
in pre-nominal position.}

\example{He made so many mistakes.}

\noindent
{\bf  Determiner Test~4 and Adjective Test~5 are easily
confusable, and in fact, some pieces of data might be relevant to both
tests.  In order to pass Adjective Test~5, the word must be able to
appear with {\it so\/} in predicative position, but not in prenominal
position.  In order to pass Determiner Test~4, the word must be
gradable and occur with {\it so\/} in prenominal position.}

\subsubsection{Adjective Test 6:} 

\noindent
{\bf Test:}
Another partitive construction:
Gradable adjectives may occur in this construction.

\examples{
\item The {\it largest\/} of the books couldn't fit in the box.
\item I have addressed the {\it most important\/} of your criticisms.}

\noindent
{\bf Determiner Test~3 and Adjective Test~6 are easily confused.
Determiner Test~3 is about partitive constructions like {\it many of
the students\/}.  Adjective Test~6 is about a construction that
involves a superlative plus a partitive ({\it the largest of the
boxes\/}).}

\newpage

\subsection{Summary of tests}

\begin{itemize}
\item {\bf Predeterminer Test}:  Occurs before {\it the\/}, {\it a\/},
  or {\it an\/}.\\
{\bf Template:}  {\tt PREDETERMINER  the/a/an  NOUN}
\item {\bf Determiner Test 1:} Does not occur with {\it the\/}, {\it a\/},
  or {\it an\/}.\\
{\bf Template:}  {\tt * DETERMINER  the/a/an NOUN }\\
{\bf Template:}  {\tt * the/a/an DETERMINER NOUN}
\item {\bf Determiner Test 2:} Makes a singular count noun
  acceptable.\\
{\bf Template:} {\tt DETERMINER COUNT-NOUN}
\item {\bf Determiner Test 3:} Partitive construction.\\
{\bf Template:} {\tt DETERMINER of the NOUN}
\item {\bf Determiner Test 4:} Gradable determiners occur with {\it
  so\/} pre-nominally.  \\
{\bf Template:} {\tt so GRADABLE-DETERMINER NOUN}
\item {\bf Adjective Test 1:} Occurs between {\it the\/}, {\it a\/},
  or {\it an\/} and a noun.\\
{\bf Template:} {\tt the/a/an ADJECTIVE NOUN}
\item {\bf Adjective Test 2:} Occurs in predicative position.\\
{\bf Template:} {\tt be/seem/become/look  ADJECTIVE}
\item {\bf Adjective Test 3:}  Gradable adjectives have comparative
  and superlative forms.\\
{\bf Template:} {\tt more ADJECTIVE}\\
{\bf Template:} {\tt most ADJECTIVE}\\
{\bf Template:} {\tt ADJECTIVE-er}\\
{\bf Template:} {\tt more ADJECTIVE-est}

\item {\bf Adjective Test 4:} Gradable adjectives can be modified by
  {\it very\/}.\\
{\bf Template:} {\tt very ADJECTIVE}
\item {\bf Adjective Test 5:} Gradable adjectives do not occur
  prenominally with {\it so\/}, but do occur in predicative position
  with {\it so\/}.\\
{\bf Template:} {\tt * DETERMINER (optional) so ADJECTIVE NOUN}
{\bf Template:} {\tt  be/seem/become/look so ADJECTIVE}
\item {\bf Adjective Test 6:} Gradable adjectives occur in the
  partitive superlative construction.\\
{\bf Template:} {\tt the ADJECTIVE-est of the NOUN}
{\bf Template:} {\tt the most ADJECTIVE of the NOUN}
\end{itemize}

\newpage

\subsection{Interpreting the results of tests}

Write two things in each cell of the following table: (1) P if the
word passed the test or F if the word failed and (2) the number of the
example that supports your conclusion.  Leave the cell blank if there
was no relevant data.  Use my grammaticality judgments.  \\[10pt]

\noindent
{\bf There are a few possibilities:

\begin{itemize}
\item There was no relevant data:  leave the cell blank.
\item There is one piece of relevant data: put the example number and
the test result (P or F) in the cell.
\item There is more than one piece of relevant data, and both have the
same result.  We will count it right if you list one example number in
the cell.
\item There is more than one piece of relevant data, and the results
are different.  This might or might not arise depending on how you
interpret the tests.  If you think you have found a case like this,
write both results and both example numbers in the cell.
\end{itemize}}

\begin{tabular}{|l|l|l|l|l|}
\hline
 & {\bf enough} & {\bf sufficient} & {\bf much} & {\bf many}\\
\hline
\hline
{\bf PreDet} & & & &\\
\hline
\hline
{\bf Det1} & & & &\\
\hline
{\bf Det3} & & & &\\
\hline
{\bf Det4} & & & &\\
\hline
\hline
{\bf Adj1} & & & &\\
\hline
{\bf Adj3} & & & &\\
\hline
{\bf Adj4} & & & &\\
\hline
{\bf Adj5} & & & &\\
\hline
{\bf Adj6} & & & &\\
\hline
\end{tabular}

\examples{
\item \bad{*} Enough the books were given to the class.
\item \bad{*} The schoolboard provided the enough books.
\item The student has read enough of the books.
\item \bad{*} The bank gave them so enough money.
\item \bad{*} The funds were so enough.
\item \bad{*} The funds were very enough.
\item \bad{*} The most enough of the funds.}

\examples{
\item The accounts were filled with the sufficient funds.
\item The banker gave them a sufficient amount.
\item \bad{*} Sufficient of the books were given to the class.
\item These funds were very/so/more sufficient.
\item The most sufficient of the funds.}

\examples{
\item \bad{*}Much the/a water was spilled.
\item \bad{*}The much water was spilled.
\item Much of the water was spilled.
\item So much water was spilled.
\item The water was so much.}

\examples{
\item Many a student has taken this class.
\item I remember the many students who have taken this class.
\item Many of the students have taken this class.
\item I saw very many students. 
\item So many students have taken this class.
\item The problems were so many.}

%% Huddleston and Pullum: ``Many'' is a determiner with one unusual
%% property; it can be modified for grade as in ``very many''.  The
%% predeterminer thing (many a) is a fixed expression, so it doesn't count.

\subsection{Applying the tests}

\begin{itemize}
\item Apply each test to the word {\it numerous\/}.  You should write
  one or two sentences for each test.   For each test, you should do
  three things:

\begin{itemize}
\item Apply the test: Insert the word {\it
  numerous\/} into each template mechanically and write down a
  sentence or phrase. 
\item Judge grammaticality: Judge whether the sentence or phrase is
  grammatical.  If you are not a native speaker of English, ask a
  native speaker for a grammaticality judgment.  Then interpret the
  results.
\item Interpret the results:  Did {\it numerous\/} pass or fail the test?
\end{itemize}

\item Find one test for determiners that {\it each\/} passes but {\it
  every\/} does not.  Write down two sentences or phrases, one showing
  that {\it each\/} passes the test and one showing that {\it every\/}
  does not pass it.
\end{itemize}

\end{document}
