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\noindent
{\bf Homework 1\\
11-721: Grammars and Lexicons, Fall 2013\\
Due Wednesday, September 11, 2013}

\section{Predeterminers, Determiners, and Adjectives}

%% {\bf This needs to be edited.   It needs to be specified that the
%%   templates have to result in NP constituents and not just strings
%%   that match the pos's of the templates.   E.g., The lies were ``so
%%   numerous of the cakess and the pies''  satisfies Det3 template, but
%%   ``so numerous of the cakes and the pies'' is not an NP constituent.
%%   Also, ``how numerous cakes could be'' is structurally ambigous.  On
%%   the second reading, ``be'' means ``exist''.   One student took this
%%   to be grammatical ``he asked how so numerous cakes could be'', and I
%%   can't tell which reading he had in mind.}


\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.  This exercise
is based on a book whose title and authors are being withheld for
now.  Don't try to look it up.   
\\[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 experience difficulty 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 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 sufficient.
\item These funds were more sufficient.
\item These funds were so sufficient.
\item The accounts were filled with the so sufficient funds. 
\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{Optional Extra Credit: 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}


\section{Van Valin Exercise 2, German}

The data for this exercise is on Blackboard under Course
Documents/Fall 2010 Readings/Van Valin, Intro to Syntax, pp. 21-85.
It is exercise number 2 at the end of the chapter.  This exercise is
mostly about coding properties of grammatical relations: word order,
case marking, and agreement.  The last example is about a the behavior
of subject and object: the ability to be an antecedent of a reflexive
pronoun.\\[6pt]

\noindent
Answer the following questions about {\bf Example 1:}

\begin{enumerate}
\item   What is the person and number of the subject?
\item  What is the person and number of the object?
\item  Looking at this example only, can you tell what the verb agrees
  with? 
\item What is the case marking of the subject?
\item What is the case marking of the object?
\item What is the position of the subject?
\item  What is the position of the object?
\end{enumerate}

\noindent
Answer the following questions about {\bf Examples 2a and 2a'.}
(Note that some words in the examples are not glossed if they have
appeared in previous examples.)
 
\begin{enumerate}
\setcounter{enumi}{7}
\item What is the number of the object in 2a?
\item  What is the number of the object in 2a'?
\item Does the verb agree in number with the object?
\item Why is 2a' ungrammatical?
\end{enumerate}

\noindent
Answer the following questions about {\bf Example 2b:}

\begin{enumerate}
\setcounter{enumi}{11}
\item  What is the position of the subject?
\item  What is the position of the object?
\end{enumerate}

\noindent
Answer the following questions about {\bf Example 2b'} with respect to
the following two hypotheses:

\begin{quote}
{\bf Hypothesis 1:}  The verb agrees in number with the subject.\\
{\bf Hypothesis 2:}  The verb agrees in number with the first noun phrase.
\end{quote}

\begin{enumerate}
\setcounter{enumi}{13}
\item Which hypothesis is supported by example 2b'?
\end{enumerate}

\noindent
Answer the following questions with about {\bf Examples 3a and 3b:}


\begin{enumerate}
\setcounter{enumi}{14}
\item Which noun phrase does the verb agree with in examples 3a and
       3b?  
\item  How do you know?
\end{enumerate}

\noindent
Answer the following questions about {\bf Example 4:}

\begin{enumerate}
\setcounter{enumi}{16}
\item What is the position of the noun phrase with the recipient
       role?
\item  What is the case marking of the noun phrase with the recipient
       role?
\item What is the case marking of the noun with the patient role?
\end{enumerate}


\noindent
Answer the following questions about {\bf Example 5}.  Example 5a
illustrates the passive construction for a two-argument verb (a verb
with an agent and a patient) in German.


\begin{enumerate}
\setcounter{enumi}{19}
\item Examples 5b and 5c are (attempted) passives of a previous
  sentence in this exercise.  Which sentence are they (attempted) 
       passives of?  

\item What is the case marking of the noun with the patient role?

\item What is the case marking of the noun with the recipient role? 

\item For a verb with patient and recipient arguments, which argument
can become the subject of the passive?  
\end{enumerate}

\noindent
Answer the following question about {\bf Example 6a}.  You need to
look at the subscripts {\it i\/} and {\it j\/}.   {\it Sich i/*j\/}
means that {\it sich\/} can refer to the noun indexed {\it i\/}, but
not to the noun indexed {\it j\/}.   The asterisk indicates that the
reference is ungrammatical.   

\begin{enumerate}
\setcounter{enumi}{24}
\item What does the reflexive pronoun refer to, subject or object?  
\end{enumerate}

  
\noindent
Answer the following question about {\bf Example 6b:}


\begin{enumerate}
\setcounter{enumi}{25}
\item What does the non-reflexive pronoun refer to, subject or object?
\end{enumerate}

\noindent
Answer the following question about {\bf Example 6c}.   

\begin{enumerate}
\setcounter{enumi}{26}
\item Why do you think {\it sich\/} refers to {\it den Sch\"{u}ler\/} (the student)  and not to {\it der Lehrer\/} (the teacher)?
\end{enumerate}



\newpage



\section{Van Valin, Chapter 2, Tongan Exercise}


\noindent
The data for this problem is the exercise on Tongan at the end of Van
Valin, Chapter 2, which is posted on Blackboard under Course
Documents/Fall 2010 Readings.    


\begin{enumerate}
\setcounter{enumi}{0}


\item  Is sentence 1 syntactically transitive or intransitive?

\item  Which morpheme is the case marker in sentence 1?  Just give the
form of the morpheme, not it's meaning or grammatical role.

\item  Is sentence 2 transitive or intransitive?

\item  Which morpheme is the  case marker in sentence 2?

\item   Is sentence 3 transitive or intransitive?

\item  Which morhpheme is the case marker of the agent in sentence 3?

\item  Which morpheme is the case marker of the patient in sentence 3?

\item  Which morpheme is the case marker of the location in sentence 5?

\item   Which morpheme is the case marker of the experiencer in sentence 6?

\item  Which morpheme is the case marker of "girl" in sentence 6?

\item  Is sentence 6 transitive or intransitive?  Hint:  Don't be fooled by the English translation.

\item Which morpheme is the case marker of "island" in sentence 7?

\item Which morpheme is the case marker of "bird" in sentence 8?

\item Is sentence 8 transitive or intransitive?

\item Is the case marking ergative-absolutive or nominative-accusative?

\item  (optional) Do you have questions about anything that is still not
clear in examples 1-9?

\end{enumerate}

\noindent
For sentences 10-15, we will use the abbreviations:

\begin{verbatim}
A  most agentlike argument of a transitive verb.  
S  subject of an intransitive verb
P  most patientlike argument of a transitive verb
\end{verbatim}

\noindent
Some new terminology (found in Van Valin, Chapter 2, if you want to
read about it in more detail):   Sentences like {\it John saw Bill and
  coughed\/} are instances of {\it conjunction reduction\/}.   They are
assumed to be a reduced versions of sentences like {\it John saw Bill and John
coughed\/}.    A conjunction reduction sentence has two verbs, in this
case, {\it saw\/} and {\it coughed\/}.  The first verb has overt
subject and object {\it John\/} and {\it Bill\/}.    The second verb
does not have a subject to its immediate left, but the subject is
understood to be the same as the subject of the first verb, {\it
  John\/} in this case.    We say that John is the controller of
conjunction reduction and the subject of {\it cough\/} is the
controllee of conjunction reduction.    The controller is an overt
noun phrase, and the controllee is a missing noun phrase that is
understood to be the same as the overt noun phrase.   
This is just a complicated way of saying that the subject of {\it
  cough\/} is understood to be John.\\[6pt]

\noindent
We saw in class, that there are languages in which {\it John saw Bill
  and coughed\/} means that Bill coughed.   In this case, Bill is the
controller and the controllee is the S of {\it cough\/}.    In other
words, the S of {\it cough\/} is understood to be Bill.   


\begin{enumerate}
\setcounter{enumi}{15}
\item Choose one:  The controller of conjunction reduction 10 is:\\
A\ \ \   S\ \ \   P

\item Choose one: The controller of conjunction reduction in sentence
11 is:\\  A\ \ \   S\ \ \   P

\item  Choose one: The controller of conjunction reduction in sentence
12 is:\\  A\ \ \   S\ \ \   P

\item Choose one: The controller of conjunction reduction in sentence
13 is:\\  A\ \ \   S\ \ \   P
\end{enumerate}

\noindent
Sentences 14' and 15' do not have any conjunction reduction.  In both
cases, the second clause has pronouns for all participants, not invisible
NPs. 

\begin{enumerate}
\setcounter{enumi}{19}
\item  Which two roles can control conjunction reduction (A, S, or P)?

\item  Choose one: The {\it controllee\/} of conjunction reduction in sentence
10 is:\\  A\ \ \   S\ \ \   P

\item  Choose one: The controllee of conjunction reduction in sentence
11 is:\\ A\ \ \   S\ \ \   P

\item  Choose one: The controllee of conjunction reduction in sentence
12 is:\\ A\ \ \   S\ \ \   P

\item  Choose one: The attempted, but ungrammatical, controllee of
conjunction reduction in sentence 14 is: A\ \ \   S\ \ \   P

\item  Choose one: The attempted, but ungrammatical, controllee of
conjunction reduction in sentence 15 is: A\ \ \   S\ \ \   P\ \ \ other


\item Which two roles (A, S, or P) can be controllees of conjunction
reduction? 

\item  (optional) Do you have any questions?
\end{enumerate}


\end{document}
