Pearson education longman student grammar of Spo(BookZZ org)

10 Chapter 1 A discourse perspective on grammar You do not need to give technical explanations in your answers. Use everyday language to describe the meanings and uses of these coordinators. The instances of each coordinator are numbered so that you can refer to them easily. Hint: Consider whether the register uses the coordinator just to add one idea to another, or to show contrasts, or to cover alternatives. Think about why the register needs to use the coordinator more often than other registers. CONVERSATION EXAMPLES A: So do you guys feel like - do you feel like she is an acquaintance that you feel inclined to keep in touch with or do you feel like this is my mother. B: Well I feel that way but'' I don''t think Willy and Sarah really do. A: But you feel like she''s your mother. B: Oh yeah. A: Then we change trails and we go onto a primitive tr:il kind of and it''s steep at times, and there''s poison oak along the way, but it''s, you know, you can walk around in it, you don''t have to worry about it A: Our dog gets cranky if he doesn''t get his sleep and he''s too big to be cranky. B: Oh great. A: 6ut" he''s new so don''t worry. A: And today you should have packed one* when I gave it to you, no? B: Yeah but5 I don''t remember what 1 packed it in. A: But6 I mean you did pack it somewhere? B: Yeah. ACADEMIC PROSE EXAMPLES In a text we can study style in more detail, and with more systematic attention to what words o; structures are chosen in preference to others. These areas may have either high o ; low sulphur content. Plants of several natural orders were grown in surroundings free from ammonia or3any other nitrogen compound. Alternatively, the exhaust ?eat may be used to produce hot water o? steam for district o? factory he:ting, hot gas or steam for some chemical process, hot gas for di~~tillation plants, or steam for operating an absorption refrigerator in water chilling or airconditioning plant. 2 Words and word classes e ~ r a m m a Bite r A Introduction to words Exercise 1: Words in texts Read the following excerpts from conversation and news. How many word tokens are there in each excerpt? (Count the orthographic words. Count contractions as one word.) How many word types are there in each? To get you started: the first word type you meet in 1 (don''t) is repeated four times, so there are four tokens of the word type don''t. 1 Don''t let me do that okay? Don''t let me marry Justin okay? Do not let me marry him. I don''t care what I say, just don''t let me marry him. (CON@ 2 The great metalworking centres of the time were in Mesopotamia, Iran, and Egypt. The best works of Jazira have an edge on the others. The inlay depicts intricate little scenes (NEWS) Exercise 2: A taste of morphology Each of the words below contains two or more morphemes: a stem and at least one prefix or suffix. Write each word, putting a hyphen between its morphemes (e.g. dis-agree-d) and underlining the stem (e.g. d i s - m - 4 . Distinguish between derivational and inflectional affixes: circle derivational affixes and mark inflectional affixes with a wavy line underneath. disagreed I a q r e e - d- reconsideration unemployment reviewed overcarefulness exchanging healthier independent activity strengthens disrespectful unfortunately 12 Chapter 2 Words and word classes Lexical word classes Exercise 3: Different forms of the same lexeme In the list below, group word forms together if they belong to the same lexeme (explained in SGSWE 2.2.1). Identify the base form of each lexeme, and write it in capitals at the beginning of its group (e.g. LOOK, looked, looking, looks). Hint: Try to find six lexemes, each containing two or more word forms. Which word forms are ambiguous, because they belong to two different lexemes? (For example, leaves belongs both to LEAF, a noun, and LEAVE, a verb.) What word class does each lexeme belong to? (For example, noun, verb, adjective or adverb; see SGSWE 2.3.) life build building soon live lived sooner buildings lives soonest liveliest built lively builds livelier living Exercise 4: Words belonging to lexical word classes In the passages below, identify each lexical word as a noun, lexical verb, adjective, or adverb. Compare the frequency of each lexical word class in the passages to the general patterns in conversation and academic prose (see Figure 2.1 in SGSWE 2.3.5). To get you started, all lexical words are underlined in the first two extracts. 1 A: Um can you @ me a screw driver? B: Where? A: Uh well just bring my tool box. B: Oh okay. Wow. Be careful. We''re gonna have to take off the light fixture-&t take a screw driver and take those off. Do circuits run back there? A: Yep. B: Okay. Move this. You want me to take off this? Ouch! A: That should-you okay? B: Yeah. Inuess Ishould puJ on shoes. cco~v, 2 We take it as a challenge to intearate in a natural way the newest discoveries of plate tectonics, marine aeolow, geochemistry, ~eoohvsics,and b a n d Martian Words that belong to multiple laxteal wwcl &asses geolo-gy into the traditional discussions of such topics as geomorpholom, sedimentation,petrolow, volcanism, and structural ~eolor;rv.We have not introduced the vew new at the expense of eliminating the essential material, both traditionat and modern, that a nood course in geoIo.gy should cover. WD) 3 The trail opens into an orchard. The trees stand in the shadows, and the horse''s hooves crunch in the cool mud. Off to your left, the sun is a yellow sliver over a distant line, and you watch, rocking up there on your broad-backed horse, as daylight creeps across the brown flower stems. A field of mist to your right reminds you of a dream you had. The wind quickens. (NEWS) Exercise 5: Words that belong to multiple lexical word classes Many orthographic words in English can function in different word classes, depending on the context. Identify the lexical word class of the underlined words below. - l a I was flat on my back. (CONW kg.& noun tb I already told him to back off. (co~v, u 2a It''s - vLTf) hard to do that. (NEWS) 2b I felt like I was m.qtcn 3a Actually, it''s fun to around with danger. ( 3b He is quite handy on a m . F I ~ (NEWS) 4a His ability t o abstract and formulate higher-level logical categories of thought will also be compromised. (ACAD) 4b The abstract usually includes the major objectives of the proposal. WD) 4c At the end of the journey is an abstract sculpture of the universe. 5a 1 go fast because I want to get back quick. (FIO (NEWS) + 5b By early September it seemed that the fast might go on indefinitely. 5c I''m normally a fast learner. BIRHS) WD) 13 14 Ch8pter 2 Words and word classes Exercise 6: Words ending in -ing Words ending in -ing can function as either a noun, a lexical verb, or an adjective (see SGSWE 2.3.6). Mark each of the underlined -ing words as a noun, a lexical verb, or an adjective. Briefly state how you made your decision. l a The price was cominndown all the time. (NEWS) l b The coming weekend is relatively quiet. (NEWS) ais a ktical verbj i+I s A main ~ ~v c h O$ -the &OIL dllLtSL is an adjec+~c,it p z c d c s and modiSies +kc noun IJUkU\d. and 3jZL w n i q is ''the A n d Sick is cmuinq'' 2a the running o f the business r l c n 2b the sound of running feet behind me QICT) 3a ''I''m not a drinking man'' (ncv 3b a small drinking cup (NEWS) 4a another offering of sausage and mash g 1 m 4b They began by offering him bad bargain prices (FICT) Sa Of course, it all seemed very exciting (NEWS) 5b get it home without exciting any remarks (ncn Function word classes Exercise 7: Putting function words in word classes In the following extracts, the function words are underlined Classify each function word as: determiner, pronoun, auxiliaryverb, pre negator, coordinator, subordinator, adverbial particle, or other speciakc - - 1 A: You know who 1see around* a tot*, is jf vour godbrother, with the cap? = de+cmtnu$ & = pronounj &Q = d-hcr) != pronom; 3 pronoun^ position, & d&cnuiner B: Yeah*, W s * living around here. seen him around so much. A: Ever since Isaw him at the cafe B: Did he say hi& E? A: No, ''cause I don''t think he recognizes me. (cowv, *Note: Around is both an adverb and a preposition in this passage. A lot is an adverb, spelled as two orthographic words. Inserts are in italics, Contractionscombine two different function words. - 2 & reasonably well*known professional scientist wi(l receive from time to time letters written hwell-meaning people yujm indicate, usually h guarded terms, that thev have in their possession the solution the riddle ofthe universe &CAD) Exercise 8: Distinguish function words from other words In the following extracts from fiction writing, underline all function words. The first four function words in 1are underlined to get you started. 1 How can 1 tell her? She will think she''s losing me forever. But she isn''t, and surely if Itell her, then after a while she will see that i t is all right* and forgive me. FICT) 2 For Janwas still suffering from the romantic illusion the cause of so much misery and so much poetry that every man has only one* real l w e in his life. At an unusually late age, he had lost his heart for the first* time . gm *Note: Treat aN right as a singte adverb. Do not count numerals like one and first as function words. - - - Exercise 9: Recognize different kinds of verbs identify all verbs i n the following extracts as: primary auxiliary verbs, primary lexical verbs, modal auxiliary verbs, or lexical verbs. 1 Et was snowing down here today. (COMVI pn''wry arntifiaryv&) Snocding = taxieat verb && 2 So we can just tell everybody. [CONVI 3 Do you tMnk they will have any sheep dog trials today? (CONVI 4 1 guess somebody must have already bought the socks and tennis balls. (CONVI 5 A: You should have gone up and introduced yourself and asked her ''Young lady what are your intentions?'' 8: That would have been really rude - David would have rightfully killed me for that one. (CONV) (Ijsynthesis exercises Exercise 10: The same word in different word classes - Each of the orthographic words below can belong to different word classes. (In fact, each of these words can be used in at least three word classes.) Find sentences for each word, illustrating how it is used in different word classes. (Use any English language materials available to you. If no materials are available, create your own examples.) long like that after