Gramática generativa práctica

Gramática Inglesa I – 1999 – Parcial n° 1.

1. Discuss the following statement in connection with Chomsky’s theory of language: “Limited exposure to language experience is not enough to allow the child to make any generalisations about his mother tongue.”

2. Analyse the morphological structure of the underlined words indicating:

a. Processes of word formation; b. Category of stems; c. Function of affixes.

“We are not much worse in America than people anywhere, but we are not much better either, and our shared national moral life, and therefore the destinies of countless others affected by our choices, hangs perpetually in a kind of uneasy balance, slanted toward violence but checked by decency.”

3. Provide the argument structure and the theta-grid of each of the predicates in the following sentences:

It is quite unlikely that her husband will ever accept her terms because he is rather envious of her success.

Hand your papers to the captain immediately!

4. Indicate which alternative is closest in meaning to the sentence including a modal auxiliary in each set:

a) She might have to call the police.

I. Perhaps it was necessary for her to call the police.

II. Perhaps it will be necessary for her to call the police.

III. She was given permission to call the police.

b) He may have had to call the police.

I. It is possible that he was obliged to call the police.

II. It is possible that it was not necessary for him to call the police.

III. He might have called the police if he could.

c) He can’t have called the police.

I. It is impossible for him to call the police.

II. It is very unlikely that he called the police.

III. He can’t find the means to call the police.

5. Analyse the syntactic structure of the following sentence:

Sally had just brought them a huge piece of cake from the counter but the dwarf did not want them to eat it right then.

6. Account for the ungrammaticality of the following sentence and provide a tree diagram for a grammatical version:

John’s wife has known each other for many years.

Gramática Inglesa I – 1999 – Recuperatorio Parcial n° 1.

1. Within a theory of grammar, when do we say that a statement is descriptively adequate? (up to 20 words).

2. Indicate which of the following statements belong(s) to a Descriptively Adequate Grammar of English:

A. The categorial identity of a word is based upon morphological evidence.

B. Non-finite clauses must have a covert subject.

C. Only transitive verbs and transitive prepositions permit an accusative pronoun as complement.

D. Yes/No interrogative sentences are formed by inverting the verb with the subject.

E. Infinitive particles take only uninflected base form of verbs as complement.

F. Polarity expressions are inherently restricted to occurring in non-assertive contexts.



Indisputably, the only unanswerable proof of the fact that the food was unwholesome had been withdrawn.

4. Provide the argument structure and the theta-grid of each of the predicates in the following sentence:

It was unexpectedly interesting to watch him write all those letters to his friends.

5. What type (and subtype) of modality does each of the following sentences express?

A. I will not be buried in this cemetery.

B. Keep an eye on him, will you?

C. He will leave his socks lying around all over the place, and it drives me mad.

D. You will probably already be a member of the government.

6. Which PREPOSITIONS in the following sentences are transitive and which are intransitive?

A. Try that hat on for size. TP:………… IP:…………

B. Let’s talk about something else. TP:………… IP:…………

C. Unexpectedly he gave up smoking. TP:………… IP:…………

D. What do you want a doctor for? TP:………… IP:…………

E. By the time he came down again lunch was on the table. TP:………… IP:…………

F. She shut the door after him in despair and lay down on the couch. TP:………… IP:…………

7. Analyse the syntactic structure of the following sentence and provide its tree diagram:

Sally never wanted to ask that stupid gardener to help us find the way.

Gramática Inglesa I – 1999 – Parcial n° 2

1. Provide a tree diagram representing the syntactic structure of the following sentence, and briefly discuss Radford’s position with respect to the “null complementiser”.

She said the parcel we’d sent in May arrived untouched when we were in Kashmir

2. Provide two modalised versions of the following sentence, one expressing epistemic modality (hypothetical), and the other one expressing deontic modality (prohibition). Use MOOD in both cases:

She smokes in my room.

3. Provide one sentence expressing Perfective Prospective Aspect, and two sentences exemplifying 2 different uses of the Simple Present Tense, conveying different aspectual meaning in each case.

4. Recast the following sentences using inversion. Keep the meaning of the original sentences.

a) Despite her anxiety, Gillian managed to persuade her clients to moderate their demands.

b) As soon as we reached the top of the hill, a tremendous explosion was heard.

5. Recast the cleft sentences that you can identify in the following list into acceptable pseudo-cleft sentences:

a) It is probable that the tourists may visit the art gallery this afternoon.

b) It must have been Pete that persuaded them to make amends.

c) It was coming closer and closer to a point that was directly above his head.

d) It was so windy that we had to stop next to the wall and wait.

e) It was a quarter to eleven when she finally rang her sister up.

6. Choose the correct alternative in order to complete each of the statements below:

a) The feature checking theory allows us to deal with the problem of how to ensure that…

I - …complements carry semantic features which are compatible with those of the head.

II - …specifiers carry the appropriate features for a given type of complement.

III - …specifiers and complements carry the appropriate features for a given type of head.

IV - …complements carry the appropriate features for a given type of derivation.

b) A syntactic derivation will converge at the PF (phonetic form) interface level if it contains…

I - …phonetically interpretable and grammatical features.

II - …only phonetically interpretable features.

III - …phonetically and semantically interpretable features.

IV - …only grammatical features.

c) Many grammatical features are erased after checking because…

I - …they do not specify head-specifier and head-complement relationships.

II - …they would, otherwise, be interpreted at the LF interface level.

III - …they are uninterpretable at the LF interface level.

IV - …they must be interpreted at the PF interface level.

d) The PF and the LF interface levels connect…

I - …the level of ‘selection’ of lexical items with computations such as ‘merge’.

II - …interpretable features with uninterpretable features.

III - …the linguistic component with systems that lie outside the domain of the theory of grammar.

IV - …different operations within the computational system of grammar.


1. Provide a tree diagram representing the syntactic structure of the following sentence:

We must accept the fact that we will exceptionally depend on what other people expect when they have found the mechanisms they were once fond of completely obsolete.

2. Provide a sentence including a Reduced Noun Clause functioning as complement to a transitive verb, and a sentence including a Reduced Adverbial Clause of Concession.

3. Provide two expressions of willingness (deontic modality). Use the subjunctive mood in one of them and the modal auxiliary “may” in the other.

4. Provide an inverted version of the following sentence:

He did not figure out what he wanted to do in life until he had left University.

5. Recast the cleft sentences that you can identify in the following list into acceptable pseudo-cleft sentences:

a) It is a decision that should be pondered upon before it is carried out.

b) It was very unusual that they should have chosen to read a letter right then.

c) It was still drizzling when we ran into Margaret’s daughter.

d) It was making the beds and doing the washing-up that she hated most.

e) It was freezing so hard that she didn’t dare to walk out of the room.

6. Explain the feature-checking process (60-80 words).

Gramática Inglesa I – 1999 – Artículo 14.

1. Provide an example for each of the following statements which you consider to be Descriptively Adequate for the English language:

A. The categorial identity of a word is based upon morphosyntactic evidence.

B. Infinitive particles take only uninflected base form of verbs as complement.

C. Non-finite clauses can have an overt subject.

D. Some intransitive prepositions permit an accusative pronoun as complement.

E. Reciprocals must be c-commanded by an appropriate antecedent.

F. Polarity expressions are inherently restricted to occurring in non-assertive contexts.


It might be utterly horrifying to even attempt to see the birds we caught rip each other’s flesh to death.


Mary’s brothers, whose behaviour had usually been unobjectionable, decided to inquire what to do in order to find the way to make the children they’d met keep the letters where nobody could find them.

4. Provide a detailed, orderly morphological analysis of the underlined word in the previous exercise (please do not omit semantic and/or categorial specifications for each of the morphemes).


1. Provide tree diagrams representing the syntactic structure of the following sentences:

a) We must convey the certainty that she will always pay attention to what other people say because she considers the procedures we are using completely obsolete.

b) Fred expected Moe to disclose the plans they had just made, though, if they had chosen to stay where we lived, Moe would have understood that Peter, who had persuaded Fred to kill the old man, would not say a word.

2. Provide modalised versions of the following statement using MOOD. Provide one sentence in which the modalised statement expresses epistemic modality (hypothetical), and another one in which it expresses deontic modality. Provide a convenient context in each case:

She plays the piano.

3. Recast the following sentences using an appropriate modal auxiliary in each case (keep the same meaning), and say what type and subtype of modality is expressed in each of the sentences:

Perhaps it will be necessary for us to tell a lie.

Perhaps it was necessary for him to call Cynthia.

It is possible that he was obliged to tell the truth.

We have no wish to repeat their mistakes.

He’s been given permission to leave the room.

It was impossible for them to find a taxi.

It is very unlikely that Peter wrote her a letter.

5. Recast the cleft sentences that you can identify into acceptable pseudo-cleft sentences:

a) It was quite surprising that they should have chosen to say those words in front of Mr. Jarret.

b) It was answering the phone and dealing with stubborn customers that she hated most.

c) It may have been he that left the letters outside the box.

d) It was raining so hard that we didn’t dare to drive to the next town.

e) It was freezing when we bumped into Joseph’s fiancée.

f) It is a project that should be analysed very carefully before it is carried out.


1. Is the following statement true or false? Why? [up to 20 words]

2. Indicate which of the following statements belong(s) to a Descriptively Adequate Grammar of English:

A. Infinitive particles take only uninflected base form of verbs as complement.

B. Infinitival clauses must have a covert subject.

C. Transitive verbs and transitive prepositions permit an accusative pronoun as complement.

D. The categorial identity of a word is based upon syntactic evidence.

E. Polarity expressions occur only in non-assertive contexts.

F. Yes/No interrogative sentences are formed by inverting the verb with the subject.

3. Analise the morphological structure of the underlined words indicating:

a) Processes of word formation; b) Category of stems; c) Function of affixes:

Actually, the only unanswerable proof of the fact that the food was unwholesome had been withdrawn.


It was useless to expect the girl we’d saved to do us such a favour, because she had noticed that we were eager to take her home

5. Analyse the syntactic structure of the following sentences (provide their tree diagrams):

a) Sally had always wanted the old lady to ask that stupid gardener to bring us some flowers every morning.

b) Obviously, they considered it inappropriate to accept our offering right then.

6. Account for the ungrammaticality of the following sentence, and provide a tree diagram for a grammatical version:

* We have found anything nice.

Gramática Inglesa I – 2001 – Parcial n° 1 y 2

1. Indicate whether the following statements belong to a Descriptively Adequate Grammar of English:

(account for your choice in each case by means of an example or a tree diagram)

A. Infinitival clauses must have a covert subject.

B. Some verbs are unable to check accusative case with their internal argument.

C. Polarity expressions occur only in non-assertive contexts.



Traditional sources of employment have been thoughtlessly forgotten.

3. Provide the argument structure and the θ-grid of each of the predicates in the following sentence:

It was pointless to expect the woman we’d met at the cemetery to do us such a favour.


Although Jim would have liked Meg to reveal the plans they had made, he had the certainty that his sister, who had persuaded Bill to kill the old man, would not say a word.

5. Provide two different paraphrases of the following statement: She plays the harpsichord expressing:

- absence of obligation in the past

- negative logical necessity in the present continuous progressive form

Indicate which type of modality each of your example expresses.

6. Provide an example of each of the following:

a) Inversion triggered by a negative element

b) Inversion in the concessive construction

c) Cleft sentence

d) Reduced noun clause

Gramática Inglesa I – 2001 – Recuperatorio Parcial n° 1 y 2

1. Indicate whether the following statements belong to a Descriptively Adequate Grammar of English (account for your choice in each case and illustrate by means of an example or a tree diagram):

A. Some prepositions allow an interrogative noun clause as complement.

B. Yes/No interrogative sentences are formed by inverting the verb with the subject.

C. Transitive prepositions may select an accusative pronoun as complement.

3. Provide the argument structure and the θ-grid of each of the predicates in the following sentence:

The girl I’d sent my regards to didn’t notice that we were eager to take the baby home.


When Tom asked Pat to disclose the secret they shared, she wondered if her cousin, whom she loved dearly, was aware of the fact that Walter had gone where the police would not find him.

6. Provide an example of each of the following:

a) Inversion in a conditional clause.

b) Inversion in a concessive clause.

c) Reduced relative clause.

d) One of the following is a cleft sentence, recast it into a pseudo-cleft sentence:

- It was raining so hard that she felt compelled to go back into the shack.

- It was dressing up and going to parties that she enjoyed most.

- It was inevitable that she should feel lonesome in such an environment.


1. Read the following sentence carefully and analyse the argument structure of each of the predicates it contains:

Fiona may have found it impossible to expect Albert to bring her the parcel in such a bad weather.

2. According to Chomsky’s theory of language, are the following statements TRUE or FALSE? Justify or illustrate your choice in every case.

a) The linguistic stimulus received by children must be as rich as possible to ensure utmost quality in the process of language acquisition.

b) The principles of Universal Grammar are an inherent part of the child’s language faculty.

c) The linguistic stimulus received from illiterate parents is not suitable to trigger their children’s process of language acquisition.

d) The relative poverty of the linguistic stimulus received by children delays the process of language acquisition.

e) The parameters of Universal Grammar determine a certain degree of variation in the grammatical processes of natural languages.

f) In spite of the poverty of stimulus received by children, they nonetheless end up acquiring language in a relatively short period.

g) U.G. allows only a binary set of possibilities for the head (position) parameter.

h) The wh- parameter determines whether wh- expressions can be omitted.

i) The null subject parameter allows English finite clauses to have null subjects.

j) The PF {phonetic form} and the LF {logical form} interface levels connect different operations within the computational system of language.

k) The PF {phonetic form} and the LF {logical form} interface levels connect the linguistic system with systems that lie outside the domain of the theory of grammar.

l) According to the c-command condition on polarity expressions, affective constituents can occur only in non-assertive contexts (i.e. negative, interrogative, conditional).

3. Analyse the syntax of the following sentence by means of an X-bar theory tree diagram, and the underlined words indicating: a) Morphological structure; b) Processes of word formation; c) Category of stems and derived words:

The unambitious caretaker must have tried to tell his daughter to expect us to do them this favour.


3. Provide:

a) 2 sentences exemplifying 2 different uses of the Simple Present tense, conveying different aspectual meaning in each case.

b) 2 sentences exemplifying 2 different uses of the Present Continuous Progressive tense, conveying different aspectual meaning in each case.

c) 1 sentence including a Reduced Noun Clause functioning as complement to a transitive verb.

d) 1 sentence including a Reduced Relative Clause.


Although our plans will succeed if we are cautious, we must accept the fact that we may exceptionally depend on what the others will expect when they have found the mechanisms they were once fond of completely obsolete.

Gramática Inglesa I – 2002 – Artículo 14.

1. Indicate whether the following statements belong to a Descriptively Adequate Grammar of English (account for your choice in each case and illustrate by means of a suitable example):

A. Intransitive verbs do not select internal arguments.

B. Some verbs do not check accusative case features with their internal arguments.

C. Infinitive clauses may have an overt subject.

D. Some free adjuncts are semantically classified as “reduced adverbial clauses of CAUSE”..

E. Certain Small Clauses take an accusative subject.

F. Certain predicative adjectives select a Noun Clause as complement.

G. Certain abstract nouns select a Noun Clause as complement.


We were all standing in his tiny bedroom when the oldest of his three sons came to him in order to complain that the oven they’d just bought wasn’t working properly.


1. According to Chomsky’s theory of language, are the following statements TRUE or FALSE? Correct the statements in case they are false. Provide examples or evidence in every case.

a) The linguistic stimulus received by children must be as rich as possible to ensure utmost quality in the process of language acquisition.

b) According to the c-command condition on polarity expressions, affective constituents can occur only in non-assertive contexts (i.e. negative, interrogative, conditional).

c) Some verbs do not check accusative case features with their internal arguments.

2. Analyse the syntactic structure of the following sentences by means of X-bar theory tree diagrams:

a) Presumably, the strict headmistress would have liked the teachers to have all helped her design the annual syllabus with a higher degree of committment.

b) Who do you expect to call you?

c) Who do you expect to call?

3. Analyse the argument structure and the θ-grid of each of the predicates in sentence (a) above.

4. (1) Analyse the morphological structure of the underlined words indicating: a) Processes of word formation; b) Category of stems and derived words; c) Function of affixes.

(2) Identify the category of the words in bold. Provide morphosyntactic evidence:

It was unthinkable for the two tired bricklayers to finish their work on time.

Gramática Inglesa I – 2003 – Recuperatorio Parcial n° 1

1. According to Chomsky’s theory of language, are the following statements TRUE or FALSE? Correct the statements in case they are false. Provide examples or evidence in every case (in no more than 20 words).

a) Children make use of two different types of evidence in the process of parameter-setting, namely, positive and negative.

b) The categorical properties of words are specified by associating one word with a particular category and their subcategorial properties are made specific in terms of a specified set of grammatical features.

c) DPs headed by a null determiner are interpreted as nominals with specific reference.


a) Apparently, the notorious criminals had both expected their lawyers to persuade the stubborn judge to let them leave the state prison at the end of the year, by means of a less severe sentence.

b) Under what circumstances would you lie?

3. Analyse the argument structure and the θ-grid of each of the predicates in sentence (a) above.

4. (1) Analyse the morphological structure of the underlined words indicating: a) Processes of word formation; b) Category of stems and derived words; c) Function of affixes.

(2) Identify the category of the words in bold. Provide morphosyntactic evidence:

It is unbelievable that the involved landlady could have taken a siesta after she received such a shock.


1. Account for the difference in meaning of the modal auxiliaries in each of the following pairs. State the type and subtype of modality expressed in all cases.

(1) a. The back door must be locked so that burglars don’t get in.

b. The back door must be locked because I can’t open it.

(2) a. Jill and Tom may not see each other any longer because Jill’s father doesn’t consider Tom reliable.

b. Jill and Tom may not see each other any longer because they haven’t been seen together lately.

(3) a. Should you make contact with the editor, tell him the documents have already been sent.

b. Should we make contact with the editor if we want the paper published?

2. Provide:

I. Two sentences in the Present Continuous Progressive form, expressing a different aspectual value in each case.

II. Two examples of inversion triggered by negative or restrictive adverbial expressions.

III. An example of a Reduced Adverbial Clause of Time.

3. Recast the cleft sentences you can identify in the following list into acceptable pseudo-cleft sentences:

It’s no use that we should try to wake him up.

It was still very early in the morning when I was informed about the accident.

It was not until I opened the door that I realised my house had been broken into.

It is very likely that he’ll arrive in no time.

It was so expensive that I couldn’t afford it.

It was doing the household chores that she found most unnerving.

It was his unpredictable reactions that she couldn’t possibly put up with any longer.


Although fear will paralyse them if they act impetously, they should try to confirm our suspicion that the old lady sitting on the blue couch would invariably communicate what Harris had

expected to hear since he learnt that the authorities had found the methodology we were fond of completely inadequate.

Gramática Inglesa I – 2004 – Parcial n° 1 – Tema 1

1. Read the following paragraph and:

a. Analyse the argument structure and theta-roles of each of the predicates in the following paragraph. (30 marks)

b. Account for the categorisation of the words in bold providing morphosyntactic evidence. (10 marks)

The editors would have both liked me to allow them to publish some portions of these sad Memoirs during my lifetime, but I prefer to speak from the depths of my tomb. The voices of my narrative will appear in every human soul.


a. The editors would have both liked me to allow them to publish some portions of these sad Memoirs during my lifetime. (45 marks)

b. What will those ambitious politicians try to do for money? (15 marks)


1. Read the following sentences carefully and

(a) analyse the argument structure of each of the predicates it contains. (20 marks)

(b) analyse their syntactic configuration by means of an X-bar theory tree diagram. (40 and 12 marks)

(c) analyse the underlined words indicating: i) Morphological structure; ii) Processes of word formation; iii) Category of stems and derived words. (4 marks)

Fred does not expect the girls from the pub to have all remained at the lab in order to show him the results of their latest research.

What do you want Alice to tell me?

2. Read the following statements carefully. Say whether they are TRUE or FALSE. Correct the ones which you find to be FALSE. Justify all your choices by means of EXAMPLES. (24 marks)

a) According to Functionalism, grammar is not pragmatically grounded, therefore it should not be studied with context taken into account.

b) According to Functionalism, syntax is related to the ability to compute and to compose and does not exist for communication per se.

c) The linguistic stimulus received by children must be as rich as possible to ensure utmost quality in the process of language acquisition.


1. Provide tree-diagram representations for the following sentences: (33 and 33 marks)

a) Although Mary had told the women to relax, she panicked at the thought that they would both be wondering what would happen when they came to the barred room they had been sent to.

b) Throughout this, Vargas, our beloved leader, brilliantly adopted a policy of watchful waiting, which he executed by bravely standing by the fireplace where cedar logs burnt.

2. Indicate which alternative is closest in meaning to the sentence heading each set.

Indicate type and subtype of MODALITY of each of the alternatives chosen:

a) It would be quite wrong for you to lock us out.

I. You mustn’t lock us out.

II. You shouldn’t lock us out.

III. You can’t lock us out.

b) I know. Why don’t we go out to eat instead?

I. I know. We must go out to eat instead.

II. I know. We’ve been allowed to go out to eat instead.

III. I know. We could go out to eat instead.

c) It is very unlikely that he wrote this book.

I. He shouldn’t have written this book.

II. He can’t have written this book.

III. He couldn’t write this book.

3. Provide:

a) Sentences exemplifying TWO different uses of the “Present Continuous Progressive” tense, i.e. conveying different aspectual meaning in each case.

b) Sentences exemplifying TWO different uses of the “Simple Present” tense, i.e. conveying different aspectual meaning in each case.

c) One sentence including a reduced noun clause functioning as complement to a transitive verb.

d) One sentence including a non-restrictive reduced relative clause.

4. Complete each sentence in any suitable (i.e. grammatical and coherent) way:

a) Little ……………………………………… what has been going on in her absence.

b) No sooner ………………………………… we realised we’d left our suitcases on the platform.

c) Not until I asked a passer-by ………………………………… where I was.

d) On no account ………………………………………………… while I am in a meeting.


I. Read the following paragraph and

a) Analyse the argument structure and theta roles of the predicates underlined in the following paragraph, stating verb types in each case.

b) Account for the categorisation of the words in bold providing morphosyntactic evidence.

While Aesop worked indoors, Master Yehudi and I spent our days in the fields. In a fit of optimism after his arrival, he'd announced to us at dinner that he wouldn't be planting any crops that year. There was a general rejoicing over this new policy. The tide had turned after my breakthrough and Master Yehudi was so confident that he would let the farm go to hell.

II. Analyse the syntactic structure of the following sentences by means of X-bar theory tree diagrams.

a) By that time, the furious union leaders will have all urged the authorities to take measures to persuade the hungry people to come to an agreement.

b) Do you wish your parents to lend you their car to go to the party?

III. Account for the (un)grammaticality of the following sentence in terms of C-command. If the sentence is ungrammatical, provide a grammatical counterpart:

Mary's father didn't want to help each other.


1. Provide a principled account for the ungrammaticality of the following sentences in no more than 30 words. Suggest a grammatical version in each case. (24 marks)

I. Anyone isn’t helping me.

II. Both they refused to come to the party.

III. I wanted that he listened my complaint.

2. State whether the verbs underlined are one, two or three-place predicates. Specify which verb types they belong to. (24 marks)

After long hours of suffering, the ropes that held me were loosened, and I was allowed to sit. I felt that my senses were leaving me. I heard the judges say that I would die; these were the last sounds to reach my ears, and then the voices disappeared. I saw the black clothes of the officials. The white lips of the judges moved – they were of course ordering the executioner the details of my death – and I trembled because I could hear nothing.

3. Identify the category of the words in bold. Provide morphosyntactic evidence. State processes of word formation if any. (10.5 marks)

4. Analyse the syntactic structure of the following sentences by means of X-bar theory tree diagrams: (41.5 marks)

I. Trying to understand her reasons for leaving him, I could only gather some sentences to persuade my disappointed brother to forget her.

II. Which boy did they all expect to ask them to dance?


1. Analyse the syntactic structure of the following sentence by means of an X-bar theory tree diagram:

Change began slowly when a group of influential business leaders went to Zambia to hold talks with Govan’s son, who was now playing an increasingly influential role in the way (in which) the affairs were handled, as this meant that what had resulted from previous arrangements was now being ignored.

2. Analyse the aspectual value of the verbs underlined in the sentence above.

3. Identify and describe all the instances of modal meaning in the following paragraph. State the type and subtype of modality expressed in each case.

As you must understand by now, Mrs Witherspoon is a woman of manifold charms. I might have won a special place in her heart, but I can’t have been the only man who was allowed to carry the torch for her. Her suitors lurk behind every fencepost. One of them, Orville Cox, has asked her if she would marry him five times this year. Marion rebuffed him, of course, although she knew she should have accepted his proposal. Need I say more?

4. State whether the following sentences are grammatical or ungrammatical. If ungrammatical, provide a grammatical version:

1. Not until had I lost him I allowed myself to consider the result of my actions.

2. It is money what makes the world go round.

3. Diagnosed early enough for treatment to take effect, measles is not a dangerous illness.

4. Hardly had the two strangers arrived when the majority of the guests departed.

5. It was doing the household chores what she found most unnerving.

6. Not wanting to get sunburnt, the shade of the parasol looked like an oasis to me.

7. It was not until I opened the window that I realised my flat had been broken into.


1. Read the following passage carefully and analyse:

a. the underlined items in terms of verb type and θ-theory.

b. the words in bold type in terms of category and morphology.

c. the highlighted -ing forms in terms of the distinction between gerund and present participle.

d. the syntax of the underlined sentence by means of an X-bar theory tree diagram.

Hank’s sense of exhaustion was growing. He realised that it was boredom. He owed them the courtesy of hiding it. Sitting motionless, he fought a desire for sleep that was turning into physical pain. Some minutes later, he got up. His exhaustion had gone after he organised his business and shouted at the people in his living-room: Do you expect me to ask Jim to help me?

2. Explain the ungrammaticality of the following sentence using X-bar theory tree diagrams (provide a grammatical counterpart to the sentence below, keeping the reflexive features on the anaphor):

*My parents expect their niece to appreciate themselves.


1. Read the following sentence carefully and:

a. Analyse the underlined lexical items in terms of their morphological structure and their categorical status.

b. Analyse the syntax of the whole sentence by means of an x-bar theory tree diagram

Sally would not have liked the old lady to persuade that quarrelsome gardener to take the blooming roses into a separate flower bed.

2. Provide a grammatical counterpart to the following ungrammatical sentence:

*Billy will lift a finger to help his mother.


Read the following paragraph taken from Ayn Rand’s novel Atlas Shrugged, and:

a. Identify the aspectual value of each of the expressions containing an underlined verb. (28 marks)

b. Find and describe any instance of modality in the text. (12 marks)

c. Identify: (1) a Contact Declarative Noun Clause; (2) a Free Relative/Adverbial Clause of Time; (3) a Root Interrogative Clause; (4) a Defining Relative Clause; and (5) a Pseudo-Cleft Sentence. (30 marks)

d. Represent the syntax of the sentence in italics by means of an x-bar theory tree diagram. (30 marks)

I wish I could tell you what I feel when I see the face of the woman who has always inspired me to make even greater efforts. But you can’t have turned up here to hear that. That’s not what you’ve come here for.

She said: I came here to ask you a question: when you told those reporters that you had gone to New York to witness the farce, which farce were you talking about?

He laughed aloud, like a man who seldom finds a chance to enjoy the unexpected.

That’s what I like about you, Dagny. There are seven million people in New York, at present. Out of seven million people, you are the only one to whom it could have occurred that I was talking about the Vail divorce scandal.


1. Analyse category, morphological structure, and processes of word formation of the underlined words:

I expected that the trainees would behave as if they were at the lab helping us with our latest research.

2. Provide the argument structure and the θ-grid of the underlined predicates in the following sentences:

When Cornelia appeared between the hanging clothes and looked down at me with a cruel smirk on her face, I wanted to slap her as I had the first day I had come to work at the house.

3. Indicate whether the following statements are true or false (account for your choice in each case by means of an example or a tree diagram):

A. ECM subjects always have nominative case features.

B. Floating quantifiers must remain stranded in the specifier position of the VP where they have originated.

C. Suitable antecedents must always be c-commanded by reciprocal or reflexive pronouns.


a. What will those ambitious politicians try to do for money?

b. Before his marriage proposal, I had urged him to come to the department store to look at that gorgeous wedding gown.

Gramática Inglesa I – 2007 – Evaluación Parcial n° 2

1. Read the following passage carefully and:

a. Identify the aspectual value of the expressions containing an underlined verb.

b. Analyse every instance of Modality.

c. Identify three different subordinate clauses. Specify their types and syntactic distribution.

d. Represent the syntax of the bracketed sentence by means of an x-bar theory tree diagram.

From the moment our daughter emerged, we didn’t have to pretend she was Mrs McNeil’s “niece”. She was a kinder, softer, feminized version almost entirely of me, and I was not going to give her up. Good Lord. Where Karen’s genes may have been put, we shouldn’t wonder. Karen went through the birth with just a flicker of higher brain function, which we must all have secretly been prying for. And {although Mrs McNeil still thought of how she would handle her new “motherhood”, she had almost completely forgotten Karen the moment she pressed her nose against the glass wall of the nursery window}. Before we realised, she was hugging the baby tight in her arms and wouldn’t let go of her.

2. Recast the following into sentences featuring inversion.

a. Harry missed the train, and he also lost his case.

b. I realised only then that I had lost my keys.

c. I wouldn’t have got wet if I’d had an umbrella with me.

d. Although this building project seems attractive, it would be a mistake to spend so much money on it.

3. Identify the cleft sentence/s and recast them into acceptable pseudo-cleft ones if possible.

a. It was I, for some reason, who felt differently about him.

b. It is no wonder that the editors should have rejected her manuscript.

c. It must have been while we were playing in the attic that Cornelia hid my comb.

d. It was a trick of the devil, or something Catholic I did not understand.

Gramática Inglesa I – 2007 – Artículo 14 Tema 1


a. Analyse the words in bold type in terms of categories and morphology.

b. Analyse the underlined items in terms of θ-theory and verb type.

c. Identify the aspectual value of the expressions containing a verb in italics.

d. Analyse every instance of Modality.

e. Identify three different subordinate clauses. Specify their types and syntactic distribution.

f. Represent the syntax of the bracketed sentence by means of an x-bar theory tree diagram.

‘I’ve never cared about audiences,’ van Ruijven announced, ‘but I should be pleased to be in the painting. I will play the lute.’ After a pause, he added, ‘I want her in it too.’ I did not have to look at him to know he had gestured at me. While van Ruijven’s wife remained oblivious, my master noted everything. (When I served him, he searched my face as if he were looking for the answer to how a simple maid could cause so much trouble.) He did not want me to speak. I wondered why they had asked me upstairs at all when they were so afraid of what I might say. ‘Catharina, you must not get yourself into a state’, he whispered to me. ‘Van Ruijven will take the painting away as soon as it dries, and you can put it from your mind.’


1. A minister can rarely have been faced with such a problem.

2. As soon as the painting dried, van Ruijven took it away.

3. If he has cheated, he will have to be punished.

4. Although the tree was young, it was uprooted by the force of the storm.

5. We hardly ever see him bringing dog food to his most beloved boxer.


1. It was their limousine that Miss Brown had rented in order to drive her to the Cathedral.

2. It was picking up her master’s things and putting them back in place that annoyed Catharina most.

3. It was widely known that Catharina used salt too sparingly.

4. I though it must have been Catharina who wanted many children, not her husband.


1. Analyse category, morphological structure, and processes of word formation of the underlined words:

Because we are so awfully self-possessed, some people find difficulty saying good-bye when paying a visit or making a call.

2. Provide the argument structure and θ-grid of the underlined predicates in the following sentence:

It was useless to expect Melpomenus Jones, who would never lie, to find the courage to tell his guests to let him go.

3. Indicate whether the following statements are true or false (account for your choice in each case by means of an example or a tree diagram).

A. Finite clauses may have covert “PRO” subjects.

B. Accusative Case features are assigned exclusively by Transitive verbs, prepositions and complementisers.

C. Polarity expressions occur only in non-assertive (i.e. Negative/Interrogative/Conditional) contexts.


a. Which course of action do you advise him to take?

b. The proprietors will both have tried to tell the anxious clergyman to leave the house immediately.



a. Identify the aspectual value of the expressions containing a verb in bold.

b. Analyse every instance of Modality.

c. Identify three different subordinate clauses. Specify their types and syntactic distribution.

d. Represent the syntax of the bracketed sentence by means of an x-bar theory tree diagram.

The veterans were always coming out with funny anecdotes about characters they’d met on trips to White Mansion; but they hardly ever mentioned students who, right up until just before we’d arrived, must have been their friends. Another thing I noticed –and I could see it tied in– was the big hush that would descend around certain veterans when they went off on “courses” –which even we knew had to do with becoming carers. [After they had been away for a couple of days, when they finally arrived at the Cottages, we remained silent because we all knew they would not utter a word about it even if we tried to persuade them to share their secret with us]. I suppose they might have talked to their closest friends for it was quite unlikely that they could put up with such heavy weight on their shoulders for long. Now, how long could we wait until someone eventually told us when we should pack our stuff to leave the Cottages for good?


a. If Kath had known what would happen to them at the Cottages, she would have objected to it from the start.

b. The veterans hardly ever mentioned students who must have been their friends.

c. They would not utter a word about the “courses” even if we tried to persuade them to do so.

d. We felt supported at the Cottages; life was extremely hard there, though.


a. It was quite unlikely that they could put up with such heavy weight on their shoulders.

b. It was the big hush that descended around the veterans that struck us as unusual.

c. It wasn’t long before we were told to pack our stuff and leave.

d. It was a secret that they wouldn’t share with us.

e. It might have been their closest friends that they talked to.

4. Recast the following into sentences containing abridged (i.e. reduced) clauses. Make any necessary changes.

a. We remained silent because we knew we could not utter a word.

b. How long could we wait until someone eventually told us when we should pack our stuff.

c. Another thing I noticed was the big hush that would descend around certain veterans.


1. Analyse category, morphological structure, and processes of word formation of the underlined words (20 marks):

Between Regent Street and New Bond Street is a little region that is curiously quiet. It does not seem as if anything is being sold in this part of the world. Whatever the season, no Sales are held there.

2. Provide the argument structure and θ-grid of the underlined predicates in the following sentence (20 marks):

It is important to understand that in this part of the world Tailoring remains at the heart of the artistic world, for tailors still work hard to satisfy their customers, who always ask them to choose their best creations for them.

3. Indicate whether the following statements are true or false (15 marks):

(account for your choice in each case by means of an example, or a tree diagram)

A. Finite clauses may have covert “PRO” subjects.

B. Accusative Case features are assigned exclusively by Transitive verbs, prepositions and complementisers.

C. Polarity expressions occur only in non-assertive (i.e. Negative/Interrogative/Conditional) contexts.


a. Which suit did the tailor persuade the old woman to wear on that special occasion? (20 marks)

b. The creative dress makers may all have wanted their customers to wear the best clothes to go to such posh party. (25 marks)



a. Identify the aspectual value of the expressions containing an underlined verb. (24 marks)

b. Analyse every instance of Modality. (16 marks)

c. Identify three different subordinate clauses. Specify their types and syntactic distribution. (15 marks)

d. Represent the syntax of the bracketed sentence by means of an x-bar theory tree diagram. (31 marks)

In my younger and more vulnerable years, my father gave me a piece of advice that I’ve been thinking about ever since. {He told me that whenever I fancied criticizing anyone I should remember that all the people in this world haven’t had the same experience that I’ve had.} He wouldn’t say any more, but we’ve always been keen for ourselves to be unusually communicative in a reserved way, which made me come to the conclusion that he must have meant a great deal more than that. In consequence, I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me and also made me the victim of not a few veteran bores. The abnormal mind may be quick to detect and attach itself to this quality when it appears in a normal person, and so it came about that in college I was unjustly accused of being a politician because I was privy to the secret grieves of wild, unknown men.

2. Recast the following into sentences featuring inversion. (8 marks)

a. Gatsby learnt a lot from his father, and he also respected him a great deal.

b. Gatsby realised only then that he had made a terrible mistake.

c. Gatsby wouldn’t have been the victim of so many bores if he hadn’t reserved all judgments to himself.

d. Although those people seemed interesting, Gatsby didn’t want to be involved with them.

3. Identify the cleft sentence/s and recast them into acceptable pseudo-cleft ones if possible. (6 marks)

a. It was Gatsby who, for some reason, felt differently about people.

b. It is no wonder that Gatsby would be unjustly accused of being a politician because of his reserved nature.

c. It must have been while they were talking in the pub that Gatsby became aware of how important his father’s advice would be all throughout his life.

d. It was a trick of the devil, or something that Gatsby did not understand.

Gramática Inglesa I- 2011- Parcial 1

Provide the argument structure and the θ-grid of the predicates indicated in the following paragraph:

TIME-EATERS AND WHAT YOU CAN DO ABOUT THEM

The refrigerator door opened. I turned on the TV so that I could listen. Bottles rattled. Annie closed the fridge-door. Heather came from upstairs to her homework.

In business or in homework, you waste your time thinking of something that has slipped your mind, so you drop everything to complete your tasks before somebody has to warn you to try to finish them soon or before you decide to put all your energy on a more appealing activity.

2. Analyse the category, morphological structure, and processes of word formation of the words in bold:

What’s the solution for the time-consuming activity of interrupting yourself? Firstly, remember that you get more done if you group like activities and execute them all in one time frame. When you intersperse activities, you are winding uo and down, reducing your concentration and not functioning at peak mental effectiveness.

Indicate whether the following statements are true or false (account for your choice in each case by means of an example or a tree diagram)

Non-finite clauses always have covert “PRO” subjects.

Objective/ Acussative Case features are assigned exclusively by transitive verbs, prepositions and complementiser FOR.

Polarity exoressions occur only in non-assrtive (i.e Negative/Interrogative/Conditional) contexts.

Provide tree diagrams representing the syntactic structure of the following sentences:

Which time-consuming activity have oyu decided to advise your unerterprising employees to try to avoid at once?

The seemingly concentrated blonde girl always lets the almighty telephone interrupt her to show her parents her rebellious nature.

Gramática Inglesa I- 2011- Parcial 2

1- Read the following passage carefully and:

a) Identify the aspectual value of the expressions containing a verb in italics.

b) Analyse every instance of modality.

c) Identify three different subordinate clauses. Specify their types and syntactic distribution.

d) Represent the syntax of the bracketed sentences by means of x-bar theory tree diagrams.

MONEY MATTERS

{How much money does anyone need when they feel they can go through life with a spring in their step?}

How had could it be to live on your wits in London for the day? Hermione Eyre left home one sunny morning without a care in the world-or a penny in her purse…

I step out of the front door into a bright morning. I ‘ve left my cash, credit card, wallet and phone on my bed and emptied my pockets of loose money. All I have is a warm scarf snd a springy step. I’m oof to try my luck on the streets of London for a day. On this fine morning, I feel that I must entrust myself to the charity of those who live in this city. {I hope that they will show sympathy for a person who doesn’t have the looks of a beggar}, but who is one in fact. First objective: I have to get some breakfast. I trot into my local café, which I probably visit every other morning. It’s a fashionable little place specializing in high quality pastry. “They can’t welcome a scrounger like myself”, I think. Yet, I decide to go in and see what happens.

2- Recast the following into sentences featuring inversion.

a) If they hadn’t recognized Hermione, they would have sent her off the local café.

b) The very moment Hermione left home without a penny in her purse, she realized that what awaited her wouldn’t be any easy.

c) Hermione knew little how unfriendly people could turn out to be when they encounter a scrounger.

d) The people in the local café will not let anybody leave without paying under any circumstances.

3- Say whether the following statements are true or false. Justify your answers in every case by means of an example or a tree diagram.

a) Defining and non-defining Relative clauses merge as adjuncts to NP and DP respectively.

b) All subordinate clauses are headed by a Q affix.

c) Epistemic Modality is concerned with knowledge.

d) All sentences containing negative adverbials feature inversion.

4- Identify the cleft sentence/s and recast them into acceptable pseudo-cleft ones if possible.

a) It was Miss Eyre that left her home one morning without a penny to try her luck.

b) It was on December 13th that she went through that experience.

c) It is an idea that people without money have to think of.

d) It is no surprise that Hermione Eyre left her home without a penny.

e) It wasn´t because she didn’t have any financial problems that she decided to live as a derelict for one day.

f) It is a fact that poor people are often discriminated.

Documents

Gramática generativa práctica