FINAL EXAM REVIEW (*indicates where people miss lots of points)

Writing: reasons spelling reform is unlikely

Morphemes & Structural Grammar: p. 109 (Problems #2, 3, 4, 5, 6, 7)

Identifying roots, derivational affixes, and inflectional affixes (dividing words up): disorganized, exwives, selfish, personality, indoctrination

Identifying the grammatical class of words in nonsense sentences: The frooble booped a grudment.

Identifying modifiers as adjectives or as adverbs (by using the question they answer or the word they pattern with): friendly, swiftly

Identifying how a word or a phrase or a clause is grammatically functioning in a sentence: "I put the toy in the window. "The toy in the window attracted my attention."

*Identifying the sentence pattern: SV_I, SV_TO, SV_TO_I O_D, or SV_LC

(Memorize questions that tell how something functions grammatically and what it goes with.)

(Cues for Linking Verbs: you can substitute is or become)

He is my brother. He is friendly. He looked crazy. She looks careful.

He took her my package. He looked carefully. Jane is going crazy.

The sandwich tasted strange. The man tasted the sandwich.

This road goes to the end of the universe.

The grufus was turgling the boop; the grufus was turgling in the boop.

I am a teacher; I am going early.

Be able to answer true/false questions on chapter concepts such as grammaticality and performance/competence

Be able to construct "rules," given either foreign-language data or English data (#5, 6, 7)

Transformational Grammar: pp. 165-72, (problems #6, 7, 12, 17, 18)

Differentiate main verbs from linking verbs. Indicate whether a sentence contains an S’ or a PP (underlining it if it does): The organization invited her to come in the morning. They are going in the morning, if their alarm clock rings.

Be able to draw phrase-structure trees of sentences

* Grammatical ambiguity: Draw phrase-structure trees indicating each meaning.

They can fish. She is trying. The cook cut up the chicken. Teacher Strikes Idle Kids

Clinton Wins on Budget but More Lies Ahead (just do the part after "but")

. . .participating students and faculty (Just do this phrase)

Identify differences between a foreign language and English (Identify whether the language is SVO, VSO, or SOV; then indicate 2 other differences. Having subject and object markers is only one difference, and you will have to explain what the English equivalent is-- how English accomplishes that task).

Perform all possible simple transformations: neg., Y/N-question, wh-question, imperative, indirect object, passive (watch that tense stays the same), adverb position

"That new student painted a picture for her yesterday."

"Linda took home the package that had the strange lumps."

Be able to give the "rule" for a transformation, or figure out how a dialect rule differs from a Standard American rule (see "Simple Transformation" homework)

Transform sentences from passive to active: Instability of the image is caused by a deterioration of the optical system. Your figures were reanalyzed to determine their accuracy. Results will be announced when the time seems appropriate. (The commonest error is changing the tense instead. A lesser error is doing the transformation correctly but changing the tense also.)

Perform the indirect object transformation (people get this transformation confused with the passive transformation and do the wrong one): They sent the box to him.

Know the signs that identify a verb as passive and be able to state both the present and past participle forms of a verb: Present participle = -ing form; Past participle = the form that goes with (but does not include) have. The present participle of be is being. The past participle is been. What are the present and past participles of take? of go? of walk?

*Embed as a nominal, or an adjectival or an adverbial. Directions will probably say to embed in full-form and then reduce, punctuating correctly. They might also ask that you move the adverbial. Common errors include reversing adjectivals (embedding the receiver instead of the insert) and doing the wrong kind of embedding (e.g., adverbial instead of adjectival).

Nominal (4 different ways to embed, 2 of them reduced)

Adjectival (sometimes called "relative clauses"): Reduced forms include appositives and participle phrases.

Adverbial (reduced form is the absolute)

Rec. Something made me sick; Ins. I ate shrimp yesterday. (Embed nominally)

Rec. The test is an experiment. Ins. The test starts at noon and continues until 4 p.m. (Adj)

Rec. The test starts at noon and continues until 4 p.m. Ins. The test is an experiment. (Adj)

Rec. Something was exciting; Ins. I made an "A." (Nom.)

Rec. He missed the catch. Ins. The ball had a wicked spin on it. (Adv: reduce and move inside)

*Underline embedded sentences and indicate how they function (nom, adj, adv). Identify any adjectivals as restrictive or non-restrictive). Common errors are to confuse nom and adj.

The woman waiting in line behind me saw you.

Whatever I do lately seems to irritate him.

I hope that she comes, since she needs this information. (2 embedded sentences)

Of course I asked Joan, that area being her specialty.

The tink that he glups is torkling when the figgles bloozle. (2 embedded sentences)

Will the movie you saw yesterday still be playing today?

Restrictive vs. non-restrictive embedded sentences -- identify the embedded sentences in the following examples as restrictive or non-restrictive; then make-up examples of your own, punctuating them correctly. (The terms "restrictive"/"nonrestrictive" apply to adjectivals only.)

The man I love is unlucky.

That man, whom I love, is unlucky.

 

Dialect and Register differences (phonological, lexical, syntactical). See examples of register differences below. (Dialects also differ phonologically, lexically, and syntactically.)

Prescriptive vs Descriptive approaches in a dictionary. (I might give 2 entries and ask which is which, or I might ask you to explain the difference)

Distinctions between a lingua franca, a pidgin, and a creole

What is meant by a taboo word and by a euphemism (giving examples or identifying examples)

What is meant by "jargon"? Give an example from two different areas.

Here are some examples of register differences:

Phonological differences: "goin" (informal) vs. "going"

Lexical differences: "So I says to this guy, 'You don't have a clue!'" vs. "I told the individual (or the gentleman) that he didn't know what he was doing."

Syntactic differences: Use of the present tense to report past incidents is typical of an informal register (see above). Use of the demonstrative this when one means some or a or the is also typical of informal registers: "So this guy comes up to me and says. . ." (instead of "the man in the car approached. . ."). Choosing the syntax of a direct quote rather than that of an indirect quote is also more typical of informal registers when telling the climax of an event (see above). Use of tag questions (You're going, aren't you?) instead of "Are you going?" is also typical of informal registers.