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- 1. recognize thought it house white be easy would I Peter's to
- 2. I was reading the letter to John
- 3. I was reading the letter to John I was reading the letter to John
- 4. I was reading the letter to John I was reading the letter to John I was reading the letter to John
- 5. I wrapped the present for John I once wrote an essay on this table I looked up the passage
- 6. (i) if a sequence of words can be moved as a group, they may form a phrase (the movement test); (ii) if a sequence of words can be replaced by a single word, they may form a phrase (the replacement test). (Fabb, 1994. pp. 3-4)
- 7. 1) The Replacement Test I was reading the letter to John I was reading the letter to John
- 8. 1) The Replacement Test PN I was reading PN it I was reading it to John
- 9. 1) The Replacement Test I saw some women wearing hats I saw women
- 10. The cat walked very jauntily All the students had a good time The cat sat on the mat
- 11. 1) The Movement Test three old lecturers taught two young students
- 12. 1) The Movement Test three old lecturers taught two young students Two young students were taught by three old lecturers
- 13. The man went down the hill
- 14. The man went down the hill Down the hill the man went
- 15. The cat walked very jauntily All the students had a good time The cat sat on the mat
- 16. Phrases within Phrases I saw the house's white walls I saw them I saw it's white walls
- 17. Phrases within Phrases I saw the house's white walls I saw them I saw it's white walls
- 18. Phrases within Phrases I saw the house's white walls I saw the house‘s white walls
- 19. Phrases within Phrases I saw the house's white walls the house‘s I saw white walls
- 20. Phrase classes (2)Noun phrases (NP) (3)Adjective phrases (AJP) (4)Adverb phrases (AVP) (5)Prepositional Phrase (PP)
- 21. I bought the very small bucket
- 22. I bought the very small bucket The very small bucket that I bought
- 23. I bought it
- 24. I bought the very small bucket I bought the bucket that was very small
- 25. Noun Phrase the very small bucket
- 26. Noun Phrase Adjective Phrase the very small bucket
- 27. Noun Phrase Adjective Phrase Degree Article Adjective Noun modifier the very small bucket
- 28. Noun Phrase Adjective Phrase Degree Article Adjective Noun modifier the very small bucket
- 29. Noun Phrase Adjective Phrase Degree Article Adjective Noun modifier the very small bucket
- 30. Noun Phrase Adjective Phrase Degree Article Adjective Noun modifier the very small bucket
- 31. Noun Phrase Adjective Phrase Degree Article Adjective Noun modifier the very small bucket
- 32. NP AP Art Deg A N the very small bucket
- 33. I walked to the machine very slowly Very slowly I walked to the machine I very slowly walked to the machine I walked very slowly to the machine I walked to the machine very slowly
- 34. I walked to the machine very slowly Art N Deg the very small bucket Art Deg A N
- 35. I walked to the machine very slowly Art N Deg Adv
- 36. AdvP PN V P I walked to the machine very slowly Art N Deg Adv
- 37. PP NP AdvP PN V P Art N Deg Adv I walked to the machine very slowly
- 38. PP NP AdvP PN V P Art N Deg Adv I walked to the machine very slowly
- 39. PP AdvP NP Deg Adv PN V P Art N very slowly I walked to the machine
- 40. PP AdvP NP Deg Adv PN V P Art N very slowly I walked to the machine
- 41. S PP NP AdvP NP PN Deg Adv V P Art N I very slowly walked to the machine
Notas del editor
- Can you work out what the original sentence was before it was muddled? If you can, then it suggests that there are certain rules which we understand about which words 'belong' to each other. For example, why do we think 'white house' is a more logical pairing than 'white recognize'? It is because we understand that words link together to form distinct units of meaning. Whatever the class of the word, it will relate to the class of another word to create meaning within a sentence.
- Here is an example. This sentence can be read in two ways: 1) I am reading a letter addressed to John 2) I am reading a letter to John himself Which is the correct meaning is determined by how we see the structure of the sentence
- Here, there are two distinct groups of words – one which defines what I am doing, and the other to whom I am doing it.
- Here though there are three groups. 1) What I am doing 2) what I am doing it with 3) to whom I am doing it Each grouping adds a specific level of meaning to the sentence. These groupings are 'phrases'
- Can you identify the phrases in these sentences? Like the previous ones, there are two possible interpretations of the phrasal structures of each.
- So how do we identify phrases? 1) Movement 2) Replacement
- To test these phrase structures using the replacement test, let us see if it is possible to replace one of these phrases with another word.
- In each instance, the phrase relating to the letter can be replaced with a pronoun – a pronoun replaces a noun, but in this instance it can replace a group of words. As you can see, it does not change the grammatical correctness of the sentences.
- Here, the original sentence can be divided into two phrases. We can determine that 'some women wearing hats' is a phrase, because we can replace it with a single word from the phrase itself, and although it is no longer as descriptive it still makes grammatical sense. Note: we here assume that the OBJECT of the second phrase is the women, and not the hats. If it was the hats it would probably be: I saw some hats that these women were wearing
- Using the replacement test, determine how many phrases are in these sentences: The cat walked It walked very jauntily They had a good time It sat on the mat The cat sat on it
- Replacement tests do not always work though, and sometimes it is easier to see phrase structures if we consider whether a group of words can be moved as a body within the sentence without changing the meaning. In this sentence, for example, we might think there are two phrases: Three old lecturers – taught two young students. However, if we were to swap these two phrases then the sentence would make little sense: Taught two young students three old lecturers. However...
- ...If we leave the 'taught' element in the middle, then the two groups either side can be interchanged without losing the meaning of the sentence. HOWEVER, although this might look like it has three phases, it still only has two. This is because the 'taught' element only makes sense when it is together with the 'two young students'. The sentence would not make as much sense as: Taught three old lecturers two young students In other words, the 'taught' element cannot be moved away from the 'young students', and therefore must belong to the same phrase.
- This sentence for example, can make sense if we apply the same phrasal structure which means Down the hill – went – the man But it makes sense as well if we see it as just two phrases
- In this instance though, we can perhaps tell that although this two-phrase re-jig might be acceptable to some, it is less satisfying than saying: Down the hill went the man. Here is the point though. We cannot say: Went down the hill the man. 'went' must stay together with 'the man' – and therefore must belong to the same phrase.
- Consider the phrasal structures of these sentences using the movement test Very jauntily – walked the cat A good time – was had by the students On the mat - sat the cat
- Actually, what we are beginning to discover is that although phrases contain words which must be together, within a single phrase there are sub-phrases which can move about within it. Consider the following example. The house's white walls can be replaced by 'them', so it is a phrase. But 'the house's' can be replaced by 'its', so that is also a phrase.
- However, we cannot convert this sentence into: The house's I saw white walls. The house's, and 'white walls' have to remain together – they are a single phrase. We can, however, swap elements around within that phrase: I saw the white walls of the house
- However, we cannot convert this sentence into: The house's I saw white walls. The house's, and 'white walls' have to remain together – they are a single phrase. We can, however, swap elements around within that phrase: I saw the white walls of the house
- However, we cannot convert this sentence into: The house's I saw white walls. The house's, and 'white walls' have to remain together – they are a single phrase. We can, however, swap elements around within that phrase: I saw the white walls of the house
- What determines the relationships between phrases and the positions pof phrases within a sentence, is the phrase class. There are 4 principal phrase classes.
- Here we have a sentence which can be rearranged so that we can see 'I bought – the very small bucket' as two distinct phrases.
- We can see this by using the movement test
- And the replacement test
- The second phrase, however, can be re-arranged. Notice that ‘very small’ can be moved around within the phrase. It cannot be moved outside the phrase (Very small I bought the bucket). However, neither can the words ‘very’ and ‘small’ be separated (I bought very the small bucket)
- This phrase, then, has a specific function which determines how the parts of the phrase relate to each other. This phrase is a NOUN PHRASE. How do we know? Well, what is the subject of the phrase – what is it about? A bucket. ‘Bucket’ is the head word of the phrase, and because the head word is a noun, we know it is a noun phrase.
- Within this noun phrase, ‘very small’ functions as a modifyer of the noun ‘bucket’ – it describes the noun with the degree modifier ‘very’ and the adjective ‘small’. Together, then, they form an adjective phrase within the noun phrase. If we define each word within this phrase according to its word classes, we can now start to see certain principles taking shape
- Within this noun phrase, ‘very small’ functions as a modifyer of the noun ‘bucket’ – it describes the noun with the degree modifier ‘very’ and the adjective ‘small’. Together, then, they form an adjective phrase within the noun phrase. If we define each word within this phrase according to its word classes, we can now start to see certain principles taking shape.
- For example – notice that we cannot swap the article in this phrase so that it appears after the noun. Bucket the very small Very small bucket the This is because the noun ‘bucket’ is a common noun, which requires an article as a determiner. A proper noun (like ‘Henry’ does not require a determiner and so would not have an article – the Henry). We can therefore determine this rule: An article comes at the beginning of a noun phrase, where the head noun is a common noun.
- We can determine as well, that in the adjective phrase ‘very small’, we cannot reverse the words: The small very bucket So we know that within an adjective phrase, a degree modifier always comes before the head adjective.
- Finally, we can determine something else. We cannot move the adjective phrase after the head noun. The bucket very small From which we can determine: Within a phrase, an adjective phrase will always preceded the noun.
- Finally, we can determine something else. We cannot move the adjective phrase after the head noun. The bucket very small From which we can determine: Within a phrase, an adjective phrase will always preceded the noun.
- We can now use initials to abbreviate the elements of the phase.
- What is the phrase structure of this sentence? Well, ‘very slowly’ can be moved within the phrase, so we know that this is a phrase in itself. Is it an adjective phrase? If not – why not?
- If we compare the structures of the phrase to the previous one, we can see that both have an article, a noun and a degree modifier. In the second example, the degree modifier site between the article and the noun. You cannot have The bucket very small However, in this example, the degree modifier can NOT go between the article and the noun. You cannot have I walked to the very slowly machine As discussed last week, we know that this is not an adjective phrase because it cannot behave like one. ‘Slowly’ is an adverb, and therefore the phrase ‘very slowly’ is an adverb phrase.
- Can you identify any other phrases in this sentence? ‘The machine’ is like ‘the bucket’ – it is a noun phrase. There is another significant element in this sentence though. What is this ‘P’? A preposition. Does the preposition belong in its own separate phrase? No – because it cannot be moved within the sentence. You cannot have: I walked the machine to very slowly I walked the machine very slowly to It therefore MUST belong with the noun phrase, because ‘to the machine’ moves around as a unit. The noun phrase is therefore a phrase which sits within a PREPOSITIONAL PHRASE.
- We can see the sense of this structure now, because its parts can be moved around without the meaning being lost.
- But what about this last group? It would be tempting to name this a verb phrase. It begins with a pronoun followed by a verb, and as we have seen it is possible to move them within the sentence. However, we are also able to separate them within the sentence.
- Each word must therefore exist as its own phrase. While the pronoun can be seen to replace a noun, we might consider this a noun phrase. As for the verb, there are differences of opinion. Some suggest that we can call this a verb phrase. Others suggest there is no such thing as a verb phrase, since verbs can almost always be moved on their own within a sentence. It doesn’t really matter which you decide to agree with, but all of these phrases can now be seen to link to the overall structure of the sentence (S).