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Advanced Grammar > Final Review > Flashcards

Final Review Flashcards

1
Q

Labial

A

between the lips

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2
Q

Labialdental

A

w/ lips and teeth

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3
Q

Interdental

A

Between the teeth

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4
Q

Velar

A

made with the tongue near thesoft palat (at the back of the roof of the mouth)

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5
Q

Stops

A

The flow of air actually stops as the sound is articulated

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6
Q

Affricatives

A

Begin like stops (t and d) but end like fricatives (s and z)

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7
Q

Nasals

A

Made by blocking the mouth and letting the air flow through the nasal cavity

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8
Q

Liquids

A

made as air flows around the sides of the tounge (laterals)

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9
Q

Retroflex

A

made by the tounge bending back as the air flows

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10
Q

Semivowels

A

produced with unrestricted air flow like vowels, but can be followed by vowels

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11
Q

Suprasegmental

A

are sound modifications that signal meaning other than segmental phonemes (combinations of sounds).

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12
Q

Pitch

A

The vocal Levels at which sound is produced

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13
Q

2 A Raised 2

A

represnts the level of pitch known as Rising Pitch, used when we begin to speak.

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14
Q

3A superscript 3

A

represents the level of pitch (volume) when we are at the accented syllable of the word that gets most stress in an utterance.

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15
Q

1A superscript 1

A

represents the falling away of pitch as we come to the end of a grammatical unit.

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16
Q

4Level 4

A

is rarely used except in statements of strong fear, anger, excitement, etc.

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17
Q

The Dog at the Bone

A

2The dog ate the 3bo′ne1.↓

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18
Q

After the dance, the three giggle girls went to wendy’s.

A

2After the 3dance,2→2the three giggling cheerleaders went to 3We′ndy’s1.↓

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19
Q

In symbolizing a intonation contour, pitch should be marked in three places:

A

At the beginning of the contour (grammatical unit)
At the beginning of the syllable bearing the primary stress
At the end of the unit before the terminal (the punctuation mark indicating closure)

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20
Q

Two Patterns of Pitch

A

231 and 233 (232)

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21
Q

231

A

Used in giving commands
Used in questions that begin with a question word (Who, what, when, where, why, how, etc.)
Used in statements/declarative sentences

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22
Q

2Today is 3 Th’ursday1↓.

A

231

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23
Q

2Please shut the 3w′indow1.↓

A

231

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24
Q

2Who is that striking 3w′oman1?↓

A

231

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25
Q

233 (232) Pattern

A

Yes or No questions in question form

Yes or No questions in statement form

Initial grammatical units

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26
Q

2Are you going to the 3c′oncert tonight3?↑

A

233

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27
Q

2You are Mary’s 3b′rother3?

A

233

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28
Q

Stress

A

is the emphasis (or lack of emphasis) placed on a syllable.

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29
Q

Four Levels of Stress

A

Primary stress– denoted by a ‘
Secondary stress—denoted by a ^
Tertiary (or mid) stress—denoted by a `
Unaccented syllables—denoted by a ˘

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30
Q

Primary Stress

A

a ‘

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31
Q

Secondary Stress

A

a ^

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32
Q

Tertiary (or mid) stress

A

a `

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33
Q

Unaccented Syllables

A

a ˘

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34
Q

In a two-syllable noun, which syllable usually gets primary stress?

A

the first syllable

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35
Q

In a two syllable verb,, which syllable egts the primary stress?

A

the second syllable

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36
Q

Produce as a verb

A

Prod’uce

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37
Q

Produce as a noun

A

‘produce

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38
Q

Stress Patterns: Compound Nouns

A

′ `, primary stress on the first syllable and mid stress on the other major syllable.

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39
Q

Adjective- Noun

A

^ ′

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40
Q

Verb and Noun Object

A

^ ′

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41
Q

Verb-adverb

A

^ ′

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42
Q

Gradation

A

The changing of a sound in a word when the word is spoken with different levels of stress.

I have two dogs.

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43
Q

Juncture

A

The pauses in speech (terminal or internal)

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44
Q

Terminal Juncture

A

closed juncture, coes at the end of contours

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45
Q

Internal Junction

A

Plus or Open Contours, comes withing words or between words.

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46
Q

↓

A

This mark is used with declarative sentences, imperatives, and questions beginning with question words.

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47
Q

↑

A

This mark is used with yes/no questions and with initial grammatical units.

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48
Q

Syncope

A

ommision of sound from within a word.

ex:

“bizness” for buisness

“govment” for government

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49
Q

Apocope

A

Omission of sound from the end of a word

ex: gonna for going

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50
Q

VOice Assimilation

A

making a sound more like the sounds surrounding it through voicing.

ex: budder for butter

mudder for mutter

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51
Q

Place Assimilation

A

Chaning the place a sound is made

ex: grandma becomes gramma

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52
Q

Dissimilation

A

Changing a sound to make it less like those around it.

Puntit for Pundit

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53
Q

Gemination

A

Eliminating a difficult-to-pronounce sequence of sounds resulting from adding a prefix to a base by dropping the final consonant of the prefix and doubling the first letter of the base.

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54
Q

Metathesis

A

reversalof sounds within a word

prettybecome purty

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55
Q

Epenthesis

A

addition of sound within a word

athlete becomes athelete

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56
Q

Epithesis

A

addition of sound at the end of a word

across becomes acrosst

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57
Q

Gradation

A

a chenge in sound resulting form a shift in stress

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58
Q

Phonology

A

the study of units of sound

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59
Q

Phone

A

the smallest unit of sound

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60
Q

Phoneme

A

a sound in its variations as long as meaning does not change

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61
Q

Allophone

A

an insignificant variable of a poneme

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62
Q

In a two-syllable noun, which syllable usually gets primary stress?

A

the first syllable

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63
Q

In a two syllable verb,, which syllable egts the primary stress?

A

the second syllable

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64
Q

Gradation

A

The changing of a sound in a word when the word is spoken with different levels of stress.

I have two dogs.

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65
Q

Juncture

A

The pauses in speech (terminal or internal)

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66
Q

Terminal Juncture

A

closed juncture, coes at the end of contours

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67
Q

Internal Junction

A

Plus or Open Contours, comes withing words or between words.

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68
Q

↓

A

This mark is used with declarative sentences, imperatives, and questions beginning with question words.

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69
Q

+

A

This mark is used with internal juncture.

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70
Q

Invention

A

words created from no existing morphemes or phonestheme

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71
Q

Compounding words

A

words formed by the joining of two or more free morphemes into a single word

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72
Q

Derivation

A

forming of new words by combining derivational affixes or bound bases with existing words

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73
Q

blending (portmanteau words)

A

combining two or more parts from two or more existing words

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74
Q

Clip formations

A

elimination part of a word

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75
Q

Backformation

A

forming a new word form an existing one, usually verb from a noun, nearly always changing the part of speech

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76
Q

Echoism (onomatopoeia)

A

words in which the sounds suggest meaning

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77
Q

Reduplication

A

word with repeating sounds or syllables

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78
Q

Functional Shift

A

the use of the same word as more than one part of speech

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79
Q

Antonomasia (commonization)

A

words derived from proper names

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80
Q

Folk etymology (malapropism, Archie Bunker-ism)

A

using a word in an improper way because of association with a known word or situation, often creating a new word ex: Hearing a song and misunderstanding a word, mishearing something and then creating a new word.

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81
Q

Generalization

A

giving a more general meaning to a narrow term ex: go- to go by any means of transportation when it once meant to walk, starve- now means to die of hunger, once meant to die

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82
Q

Specialization

A

narrowing the meaning of a word

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83
Q

Pejoration

A

giving a derogatory meaning to a word ex: fool used to mean court jester, and now it means idiot.

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84
Q

Amelioration

A

a once uncomplimentary word now has a more positive meaning. ex: bomb: they dropped a bomb vs. you’re the bomb- wicked: evil vs. cool

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85
Q

Euphemism

A

substitution of a more pleasant phrase for something unpleasant

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86
Q

Trade Name

A

using the name of a particular product to refer to and item. ex: coke for soda, Kleenex for tissue, xerox for copy

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87
Q

Phonesthemes

A

sound combinations that has come to have meaning, units of sound that seem to have meaning but are not true morphemes: fly, flip, flow; glisten, glow, glitter

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88
Q

homogrpahs

A

words that look alike but have different sounds and meanings: wind a clock, the wind blows; write a resume, resume a project

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89
Q

homophone

A

words that sound the same but have different meanings: two, to, too

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90
Q

ad-

A

to, toward

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91
Q

ab-

A

away from

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92
Q

ante-

A

before

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93
Q

anti-

A

against

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94
Q

circum-

A

around

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95
Q

com-, co-

A

with, together

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96
Q

contra-

A

against

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97
Q

de-

A

down, from

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98
Q

dis-

A

apart from

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99
Q

hyper-

A

over

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100
Q

epi-

A

on, upon

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101
Q

ex-

A

out of, from

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102
Q

in-

A

into or not

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103
Q

mis-

A

wrong

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104
Q

non-

A

not

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105
Q

ob-

A

against

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106
Q

per-

A

through

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107
Q

pro-

A

forward

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108
Q

re-

A

back, again

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109
Q

sub-

A

under

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110
Q

trans-

A

across

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111
Q

post-

A

after

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112
Q

un-

A

not (negates)

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113
Q

pre-

A

before

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114
Q

inter-

A

between

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115
Q

intra-

A

within

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116
Q

an-

A

without

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117
Q

extra-

A

beyond

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118
Q

cata-

A

down

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119
Q

dia-

A

across

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120
Q

sur-

A

over

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121
Q

auto-

A

self

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122
Q

neo-

A

new

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123
Q

cap (cep,cip)

A

take, sieze

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124
Q

cid(cis)

A

cut, kill

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125
Q

dic

A

say,speak

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126
Q

duc

A

lead

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127
Q

fer,lat

A

bear, carry

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128
Q

fac (fec, fic)

A

do, make

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129
Q

mitt (miss)

A

send

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130
Q

pon, pos

A

place, put

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131
Q

port

A

carry

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132
Q

scrib (scrip)

A

write

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133
Q

spec

A

see

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134
Q

ten

A

hold

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135
Q

ten (tend, tens)

A

stretch

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136
Q

ven

A

come

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137
Q

vid (vis)

A

see

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138
Q

voc

A

call

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139
Q

sto (sta)

A

stand

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140
Q

plic, plex

A

fold, bend

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141
Q

graph

A

write

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142
Q

doc

A

teach

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143
Q

aud

A

hear

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144
Q

ago, eg, ac

A

do, act

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145
Q

ann, enn

A

year

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146
Q

pel

A

drive, force

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147
Q

tang, tac

A

touch

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148
Q

curr, curs

A

run

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149
Q

cur

A

care

150
Q

moni

A

warn

151
Q

ben, born

A

good

152
Q

cad, cas

A

fall

153
Q

ced, cess

A

go, yield

154
Q

do, da

A

give

155
Q

Inflectional Affixes

A

do not change the part of speech, they come at the end of a word (except for infixes), they do not pile up: They close a word.

156
Q

noun plural

A

{-s, pl} ex: cats, boys, horses, mice, deer

157
Q

noun singular possessive

A

{-‘s} ex: boy’s, cat’s horse’s, of the desk

158
Q

noun plural possessive

A

{-s’} ex: boys’, cats’, horses’, of the desks

159
Q

third person singular present tense

A

{-s} ex: sees, eats, does, poses, is

160
Q

simple past tense

A

{-d pt} ex: walked, drove, needed, sank, slept

161
Q

past participle

A

{-d pp} ex: eaten, walked, driven, needed, sunk, slept

162
Q

Present Participle

A

{-ing vb} ex: walking, drving, needing, sinking, sleeping (used to show progression)

163
Q

comparative degree of adjectives and adverbs

A

slower, friendlier, more (less) beautiful

164
Q

superlative degree of adjectives and adverbs

A

{-est sp} ex: slowest, friendliest, most beautiful

165
Q

Derivational Affixes

A

all of the suffixes that are not inflectional These words to which these suffixes can be added are arbitrary (not all derivational suffixes can be added to a base) do not normally close out a word (that is, more than one can be added to a base

166
Q

Morphology

A

The study of units of meaning

167
Q

Morpheme

A

the smallest unit of meaning. Ex. “cow” (a free base) the prefix “un-“ The suffix “’-‘s”

168
Q

Kinds of Morphemes

A

free and bound morphemes

169
Q

Free Morpheme

A

a morpheme that can stand alone. Ex: Golf, girl, cow

170
Q

Bound Morpheme

A

a morpheme that must be used with a prefix or suffix ex: “-er” in golfer

171
Q

Base

A

the morpheme that carries the basic meaning of a word

172
Q

Free Base

A

a base that does not have to have any other parts to complete it. ex: cow, girl

173
Q

Bound Base

A

must have prefixes , suffixes, or both to complete it ex: the “ven” in venture “voc” in vocal

174
Q

Three types of Affixes

A

prefixes, suffixes, and infixes

175
Q

Prefix

A

come before the base they are attached to ex: unlikely, precursor, mistake

176
Q

Suffix

A

follow the base they are attached to ex: vented, ability, sadism

177
Q

Infixes

A

come within the base they are attached to ex: drive/ drove tooth/teeth woman/women mouse/mice

178
Q

Full Morphemes

A

include nouns, verbs, adjective, and adverbs- content or context words.

179
Q

Empty Morphemes

A

include articles, prepositions, conjunctions- function words (adds to other words)

180
Q

Derivational Affixes

A

modify the dictionary meaning of a word to which they are added ex: adding “con-“ to “vent” (meaning to come) gives us the word convent, a place where nuns live adding “-ation” to a base such as “voc-“ or “sanc-“ makes the word a noun: vocation, sanction

181
Q

Inflectional Affixes

A

modify the word grammatically for person, number, gender, etc. They do not change the part of speech or the dictionary definition of a word. There are nine of these. -bush, bushes -Talk, talks, talked, talking -Poor, poorer, poorest

182
Q

Allomorph

A

Insignificant variation of a morpheme

183
Q

Homophones

A

spelled differently, but sound alike ex: too, two, to

184
Q

Homographs

A

spelled alike, but do not sound alike ex: wind (breeze), wind (a clock)

185
Q

Orlon

A

tradename/ invention

186
Q

rickrack

A

reduplication, because of the rhyming sound

187
Q

FEMA

A

acronomy

188
Q

smog

A

blending

189
Q

retroactive

A

derivation

190
Q

terible dactyl

A

folk etomology

191
Q

starve

A

specialization

192
Q

xerox

A

trade name

193
Q

pass on to one’s great reward

A

euphenism

194
Q

she wings her way on wings

A

functional shift

195
Q

fool (n.)

A

pejoration

196
Q

trade-in

A

compound

197
Q

cop

A

acronomy for constonable on control/pejoration

198
Q

X ray

A

invented (x doesn’t stand for anything)

199
Q

fizz

A

echoism

200
Q

dissavow

A

deravational (prefix and suffix)

201
Q

AWOl

A

acronomy

202
Q

telecast

A

blend

203
Q

fido

A

acronomy for freaks irregularities defect oddities

204
Q

watt

A

commonization (from a person’s name)

205
Q

roach

A

clip

206
Q

water makes my mouth water

A

functional shift

207
Q

armchair

A

compound

208
Q

liberated

A

derivation

209
Q

write

A

back formation from writer

210
Q

legalize

A

derivation

211
Q

cafetorium

A

blend

212
Q

antineutron

A

derivation

213
Q

gym

A

clip

214
Q

sandwich

A

commonization

215
Q

scrunch

A

echoism/blend for crunch and squeeze

216
Q

ice pie (for I Spy)

A

folk etomology

217
Q

iffy

A

derivation

218
Q

hodgepodge

A

reduplication

219
Q

fottock

A

folk etimology for foot hook

220
Q

gadabout

A

compound of gad and about

221
Q

powder room

A

euphenism

222
Q

manila envelope

A

trade name

223
Q

phone

A

clip

224
Q

overwrite

A

derviation

225
Q

oxford

A

commonization

226
Q

swelter

A

blend for sweating in the weltering sun

227
Q

whoosh

A

echoism

228
Q

zap

A

echoism

229
Q

zit

A

invention

230
Q

constable

A

derivation

231
Q

hubbub

A

reduplication

232
Q

ASAP

A

acronomy

233
Q

reinvent

A

derivation

234
Q

_Cut | # of morphemes | Base | Free/Bound | _

adventure

Meaning | Prefixes | Meaning | Suffixes | I/D

A

Cut | # of morphemes | Base | Free/Bound |

ad\vent\ure_ _ 3 ven bound

Meaning | Prefixes | Meaning | Suffixes | I/D

come ad toward ure D

235
Q

Cut | # of morphemes | Base | Free/Bound |

captives

Meaning | Prefixes | Meaning | Suffixes | I/D

A

Cut | # of morphemes | Base | Free/Bound |

cap\tive\s 3 cap bound

Meaning | Prefixes | Meaning | Suffixes | I/D

take, sieze —– —— tive/s D/I

236
Q

Cut | # of morphemes | Base | Free/Bound |

abdicated

Meaning | Prefixes | Meaning | Suffixes | I/D

A

Cut | # of morphemes | Base | Free/Bound |

ab\dic\ate\d 4 dic bound

Meaning | Prefixes | Meaning | Suffixes | I/D

      speak             ab          away from      ate/d      D/I
237
Q

Cut | # of morphemes | Base | Free/Bound |

compelling

Meaning | Prefixes | Meaning | Suffixes | I/D

A

Cut | # of morphemes | Base | Free/Bound |

com\pell\ing 3 pell bound

Meaning | Prefixes | Meaning | Suffixes | I/D

drive, force com together ing I

238
Q

Cut | # of morphemes | Base | Free/Bound |

pitfallls

Meaning | Prefixes | Meaning | Suffixes | I/D

A

Cut | # of morphemes | Base | Free/Bound |

pit/fall/s 3 pitt,falls free, free

Meaning | Prefixes | Meaning | Suffixes | I/D

            -------          ------            ----             s             d
239
Q

children

A

{-s pl}

240
Q

Mrs. Horto_n’s_

A

{ -s sg ps}

241
Q

the class has studied

A

{-d pp}

242
Q

better

A

{-er cp}

243
Q

made

A

{-d pt}

244
Q

grades

A

{-s pl}

245
Q

ran

A

{-d pt}

246
Q

screaming

A

{-ing v}

247
Q

Common Noun

A

a generic individual of a class (boy, desk, chair, tree, etc.)

248
Q

Proper Noun

A

a specific individual of a class (John, the Taj Mahal, Snoopy, etc.)

249
Q

Count Noun

A

has a referent that can be counted (boy, boys; desk, desks; tree, trees)

250
Q

Mass Noun

A

has a referent that cannot be counted (milk, money , silver, gold, water)

251
Q

Collective Noun

A

can be considered singly or as a group (club, committee, team, group, etc.)

252
Q

Concrete Noun

A

the referent has a physical existence (book, television, computer, pen)

253
Q

Abstract Noun

A

the referent is a quality (love, fear, air, space, idea)

254
Q

Even though it is only October

A

adverbials

255
Q

Form Class Words

A

the words necessary to convey meaining in English scentences:

nouns

verbs

adjectives

adverbs

256
Q

Structure Class Words

A

Cannot be changed

Support Structure Class Words

257
Q

Nine Scentence Patterns of English

A

N1 Vbe N1

N1 Vbe Adj

N1 Vbe Adv

N1 Vlk N1

N1 Vlk adj

N1 Vtr N2

N1 Vtr N3 N2

N1 Vtr N2 N2

N1 Vin__ adv

258
Q

N1 Vbe N1

A

The pattern consists of a subject, a form of the verb “be” as the main verb, and a subject complement.

                   N<sup>1</sup> (SV)    V<sup>be</sup>             N<sup>1</sup> (SC)

Mary is my best friend.

     N<sup>1</sup> (SV)      V<sup>be</sup>                                            N<sup>1</sup> (SC)

Mrs. Horton is my Advanced Grammar instructor.

                    N<sup>1</sup> (SV)     V<sup>be </sup>         <sup> </sup>        N<sup>1</sup> (SC)

Billie Holiday was a famous singer.

259
Q

(SV)

A

a noun that is a subject of a verb

260
Q

(SC)

A

Subject Compliment

261
Q

N1 Vbe Adj

A

This pattern consists of subject, a form of “be” as a main verb, and a predicate adjective.

                              N<sup>1</sup>       V<sup>be</sup>    Adj (PA)

That lady is so funny.

262
Q

Adj (PA)

A

Predicate Adjective

263
Q

N1 Vbe Adv

A

This pattern includes a subjects, a forb of “be” as main verb, and an adverb.

                                 N<sup>1</sup>         V<sup>be</sup>   Adv

Spring is here.

                                N<sup>1</sup>        V<sup>be</sup>  Adv

Spring is in the air

264
Q

Vtr

A

you have a noun that is recieveing an action

265
Q

Identify the scentence pattern:

Mrs. Horton is my Advanced Grammar instructor.

A

N1 (SV) Vbe N1 (SC)

Mrs. Horton is my Advanced Grammar instructor.

266
Q

Identify the scentence pattern:

The ballerina was a Russian woman.

A

N1 (SV) Vbe N1 (SC)

The ballerina was a Russain woman.

267
Q

Identify the scentence pattern:

My pediatrician had only been a doctor for two years the first time I saw him.

A

N1 (SV) Vbe N1 (SC)

My pediatrician had only been a doctor for two years the first time I went there.

268
Q

Miss USA was very pretty.

A

N1 Vbe Adj

Miss USA was very pretty.

269
Q

Identify the Scentecne Structure

The moon was behind the trees

A

N1 Vbe Adv
The moon was behind the trees

270
Q

Identify the Scentecne Structure:

England is far away

A

N1 Vbe Adv

England is far away

271
Q

N1VlkN1

A

Contains a subject, alink verb such as become, remains, seems, etc., and a predicative nominative (subject complement)

                        N<sup>1</sup>   Vl<sup>k</sup>           N<sup>1</sup>

THe little boy became a fireman when he grew up.

272
Q

Identify the scentence pattern:

Mary remains my best friend after twenty years of putting up with me.

A

N1VlkN1

N1 Vlk N1

Mary remains my best friend after twenty years of putting up with me.

273
Q

N1VlkAdj

A

This pattern contains a subject, linking verb such as becomes, tastes, seems, smells, grows, etc. and a predicate adjective.

                                     N<sup>1</sup>       V<sup>lk</sup>      Adj

This bread tastes stale.

274
Q

N1VTrN2

A

This pattern contains a subject, an action verb, and a direct objects of the verb.

                                  N<sup>1</sup>    V<sup>tr</sup>    N<sup>2</sup>

John hit a home run.

275
Q

N1VtrN3N2

A

This pattern contains a subject, an action verb, a direct object, and an indirect object (for whom or what something is given, said, or done). Some verbs this pattern will take include tell, give, make, do, ask, play, build, teach, assign, send, etc.

                   N<sup>1</sup>       V<sup>tr</sup>          N<sup>3</sup>               N<sup>2</sup>

The teacher gave the class a new assignment

276
Q

Identify the scentence pattern:

She seems unhappy

A

N1VlkAdj

                                 N<sup>1</sup>     V<sup>lk</sup>     Adj

She seems unhappy.

277
Q

Identify the scentence pattern:

The tiger prowled the jungle.

A

N1VtrN2

                                   N<sup>1</sup>       V<sup>tr</sup>           N<sup>2</sup>

The tiger prowled the jungle.

278
Q

Identify the Scentence Pattern:

My granddaughter made me a Valentine.

A

N1VtrN3N2

                           N<sup>1</sup>              V<sup>tr</sup>     N<sup>3</sup>        N<sup>2</sup>

My granddaughter made me a Valentine.

279
Q

N1VTrN2N2

A

This pattern consists of a subject, an action verb, a direct object, and an object complement (which does not always have to be a noun) Such verbs as choose, elect, select, appoint, deem, judge, etc. are used in this pattern.

                 N<sup>1</sup>   V<sup>tr</sup>       N<sup>2</sup>                                     n<sup>2</sup>

His trial made O.J. Simpson a household name.

280
Q

Identify the scentence pattern:

Identify the judge slected Mrs. Word court stenographer.

A

N1VtrN2N2

Identify the judge slected Mrs. Word court stenographer.

281
Q

N1Vlm-Adv

A

This pattern contains a subject and an action verb, but does not have a direct object. Anything that folllows the verb is adverbial in nature.

Birds flew though the trees.

282
Q

Identify the scentence Pattern:

She dances well.

A

N1Vlm-Adv

283
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

FROM: —–

FUNCTION: ———-

POSITION: sub. con.

284
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: S.V. (subject of the verb)

Posistion: nominal

285
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: verb

Function: M.V. (Main Verb)

Position: Verbal

286
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: D.O. (Direct Object)

Position: nominal

287
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

From: Verb

Function: mod. (modifies) Mary

Position: adjectival (the only thing that modifies nouns)

288
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: ——-

Function: ———-

Position: Prep.

289
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: ——

Function: ——

Position: Det. (determiner)

290
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

Form: noun

Function: O.P. (object of the preposition)

Position: nominal

291
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: —–
function: ——

Position: perp.

292
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

form: noun

Function: O. P.

Position: nominal

293
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: m.v.

P: per. pro.

294
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —–
f: ——-

P: per. pro./det.

295
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

F: noun

f: d.o
p: nominal

296
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: mod. called
p: adverbial

297
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —-
f: ——
p: flag word

298
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: —
f: —
p: per. pro.

299
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: verb
f: m.v.
p: verbal

300
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f:

F;

p: per. pro.

301
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f:—–

F;—-

p: prep.

302
Q

When John saw Mary running across the field toward the house, he called her name, hoping that she would hear him above the sound of the wind.

A

f: noun
f: o.p.
p: nominal

303
Q

Clause

A

A clause is a group of words containing a subject (doer) and a predicate (a verb form in the main verb position). Clauses may be dependent or independent.

304
Q

Indpendent Clauses

A

Independent clauses have a subject, a predicate, and completeness of thought. They stand by themselves.

305
Q

Dependent Clauses

A

Like independent clauses, dependent clauses must have their own subject and predicate. They are not, however, able to stand alone.

306
Q

Adjective Clasuse

A

Adjective clauses are introduced by relative pronouns such as who, which, whom, whoever, whomever, and that. They modify nouns or noun substitutes and always follow the word they modify.

307
Q

Adjective Clause Test

A

A way to test for adjective clauses is the pronoun replacement test: The book that was on the table was Jonathan’s.
Replacement: It was Jonathan’s.

308
Q

Noun Clause

A

A noun clause is a dependent clause used as a single-word noun would be used—as subject of the verb, direct object, subject complement, etc.

309
Q

Noun Clause Introducing Words

A

that, which, if, whether, and whether or not

310
Q

Adverbial Clauses

A

Adverbial clauses behave as single-word adverbs do, answering such questions as when, where, how, to what extent. They modify verbs, adjectives, or adverbs.

311
Q

Adverbial clause Cues

A

when, if, after, although, even though.

312
Q

Simple Scentences

A

A simple sentence contains one independent clause, but cannot contain any dependent clauses.

The Three Little Pigs laughed at the antics of the Big Bad Wolf and stayed in the neighborhood for many years to come.
Seeing the movie for the first time, I was amazed at its complexity.

313
Q

Compund Scentences

A

A compound sentence has two or more independent clauses, but it may not contain any dependent clauses.

The Three Little Pigs were not afraid of the Big Bad Wolf, but they did respect his right to behave like a wolf.

The sisters not only looked alike, but they also acted alike.

314
Q

Complex Scentences

A

Complex sentences are sentences that contain one independent clause and one or more dependent clauses.

When Mary walked into the room, the heads of all the males turned in her direction because she was drop-dead gorgeous!

The first person who made me want to be a teacher was Mr. Limbaugh, my fourth-grade teacher.

315
Q

Compound-Complex Scentences

A

Compound-complex sentences contain two or more independent clauses and at least one dependent clause.

The Three Little Pigs, who were really irritated by the behavior of the Big Bad Wolf, grew tired of putting up with his nonsense, and they ran him out of town with the threat that they would tar and feather him if he ever returned.

316
Q

Subject of the verb (SV)

A

Where a noun is the subject of the main verb

317
Q

Subject complement (SC)

A

A noun that compliments or renames the subject of the verb

318
Q

Direct Object (DO)

A

A noun for which the action of the main verb is being acted upon

319
Q

Indirect Object (IO)

A

The indirect object is the noun or pronoun that receives the direct object.

If you would like, we can give Martha the tickets to tonight’s game.

320
Q

Retained Object (RO)

A

an object of a verb in the predicate of a passive construction (as me in “a book was given me” and book in “I was given a book”)

321
Q

Object Complement (OC)

A

An object complement is an noun, pronoun, or adjective which follows a direct object and renames it or tells what the direct object has become. It is most often used with verbs of creating or nominating such as make, name, elect, paint, call, etc.

We know there is a difference between calling Mayor Williams and calling Williams mayor or painting a red door and painting a door red. When the word follows the direct object and it tells what the direct object has become, it is the object complement. Sometimes people call it an objective complement. The italicized words on this page are object complements.

322
Q

Appositive (APP)

A

An appositive is a noun or noun phrase that renames another noun right beside it. The appositive can be a short or long combination of words. Look at these examples:

The insect, a cockroach, is crawling across the kitchen table.

The insect, a large cockroach, is crawling across the kitchen table.

The insect, a large cockroach with hairy legs, is crawling across the kitchen table.
323
Q

Direct Address (DA)

A

A direct address is the name of the person (normally) who is being directly spoken to.

It is always a proper noun. It does not have any grammatical relationship to any part of the sentence. It is set off by commas.

Example: What do you think of this, Georgia?
324
Q

Modifier (ADJ)

A

We often use two nouns together to show that one thing is a part of something else:

the village church; the car door; the kitchen window; the chair leg;
my coat pocket; London residents

325
Q

Object of a Preposition

A

A noun that is the object of a preposition

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:

The book is on the table.
 The book is beneath the table.
 The book is leaning against the table.
 The book is beside the table.
 She held the book over the table.
 She read the book during class.
326
Q

Nonfinite Verbs

A

Often, verbs by formed are used in nonverbal positions as
adjectivals, adverbials, or nominals. Verbs used in these positions are nonfinite.

-ing and infinitive verbs

327
Q

Qualifiers

A

Words that pair with adjectives and adverbs to modify them: very, extremely, quite, kind of, sort of, etc.
The water was extremely warm.
The water was boiling hot.

328
Q

Restricters

A

Restricters limit the words they modify. The number of words that can act as restricters is quite limited in the English language.
Examples: even, only, just, nearly, almost, particularly, especially, particularly
Just two more days until Spring Break—hurrah!
Almost everyone passed the exam.

329
Q

Determiners

A

A determiner is a word that pairs with a noun in a prenominal position.
The dog
That dog
Any dog
John’s dog
His dog

330
Q

Types of Determiners

A

Articles—a, an, the
Possessives of personal pronouns—his, her, my, our its, their, your
Possessives of proper names—John’s, Mary’s, Jeannie’s ,etc.
Demonstratives—this, that, these, those
Words like these: any, each, enough, either, which, etc.

331
Q

Pre-Determiners

A

These words immediately precede the determiner (whether the determiner is stated or implied). They are
ALL, BOTH, HALF, DOUBLE.
Both the doctors read the x-rays.

332
Q

Postdeterminer

A

Postdeterminers come immediately after a determiner but before any adjectives that may modify a noun. They include the following:
Cardinal and ordinal numbers
Possessives of common nouns
Amounts such as few, single, less, more, most

333
Q

Coordinating Conjunctions

A

The seven coordinating conjunctions of English connect structures of equal grammatical rank: two independent clauses, two dependent clauses, two nouns, two verbs, two adjectives, two adverbs, etc.
The coordinating conjunctions are FOR, AND, NOR, BUT, OR, YET, SO (FANBOYS).

334
Q

Subordinating Conjunctions

A

Subordinating Conjunctions add one clause to another in a subordinate (unequal) relationship. Subordinate clauses introduced by subordinating conjunctions are adverbial in nature.

Examples: When, although, before, after, if, even though, since, because, where, though, until, while, as soon as, in order that, so that, etc.

335
Q

Correlative conjunctions

A

Correlative conjunctions are like coordinating conjunctions in their function, but they always occur in pairs:
Not only, but also; both, and; either, or; neither, nor.

336
Q

Reflexive Pronouns

A

These –self pronouns usually occur in the predicate part of the sentence, renaming the subject of the sentence.
The firefighter went into the burning building himself rather than sending one of his men.
I told myself I would retire when I stopped enjoying teaching.

337
Q

Intensive Pronouns

A

These –self pronouns immediately follow the noun they refer to, and they add emphasis to that noun.
I myself baked those cookies (rather than going out and buying them).
Once you yourself have experienced parenthood, you will understand the joys of parenthood; you really can’t see it through someone else’s eyes.

338
Q

Demonstrative Pronouns

A

The demonstrative pronouns are this, that, these, and those. When they are in the prenominal position, they act as determiners; in the predicate or subject position they are noun substitutes.

Examples:
Pronouns
That is my book.
“The greatest love is this: that a man lay down his life for his friends.”
“These are the times that try men’s souls.”
Determiner:
That book is mine.

339
Q

Relative Prounouns

A

Relative pronouns are connectors which relate an adjective clause to the noun it modifies in the sentence in which it appears. Examples are who, whom, which, whichever, whoever, that, etc.

340
Q

Itterogative Pronouns

A

These pronouns are those used in asking questions (making question transformations): who, what, whose, which, whoever, whomever, etc.
Who is that masked stranger?
Which of you wants to go first?
What’s the plan, man?

341
Q

Indefinite pronouns

A

These pronouns refer to nonspecific people or things; they do not change form to reflect, gender, person or number.
Anyone, everyone, some, nothing, everything, few, many several, all, none, most, no one, one, etc.

342
Q

Auxillaries

A

The English language has three kinds of auxiliaries: primary, modal, and periphrastic. Auxiliaries are also known as helping verbs.
Primary—forms of be and/or have
Modal—can, could, shall, should, will, would, may, might, must, ought to
Periphrastic—do, did

343
Q

Expletives

A

These are the so-called “empty words” followed by a linking or be verb:
There seems to be a problem here.
There are three ducks in the pond.

344
Q

After winter, spring arrives unexpectedly, bringing with it bright greens, brillant yellows,and purest blues.

A

simple

345
Q

After the class finished studying Shakespeare, the instructor gave the students an eassay test to determine what they knew about the subject.

A

Complex

346
Q

The trouble with grammar is the many rules and conventions that one has to learn to master it.

A

complex

347
Q

After a long, hard day at the office, John went home and craled into bed.

A

Simple

348
Q

After the campaigning had concluded, the voters elected Carissa Prom Queen.

A

Complex

349
Q

Altough it was against his better judgement, John gave Ingrid a ring for her birthday; she immediately started to plan a wedding!

A

Compound

350
Q

I was not there when Shakespeare’s Hamlet was first preformed, but I wish that I had been.

A

Compound- Complex

351
Q

A tree fell in the forest, and no one heard it fall.

A

Compound

352
Q

Whatever it takes is what I will do to suceed

A

Complex

353
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Sub. Con

354
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: S.V.

P: Nominal

355
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: D.O.

P: nominal

356
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: D.O.

P: nominal

357
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: S.V.

P: nominal

358
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: Main Verb

P: Verbal

359
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: Noun

F: I.O.

P: nominal

360
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: det

361
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: mod. test

P: adjectival

362
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: noun

F: D.O.

P: nominal

363
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

F: verb

F: modifies gave

P: adverbial

364
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Flag Word

365
Q

After the class finished studying Shakespeare, the instructor gave the students an essay test to determine what they knew about the subject.

A

P: Prep.

366
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: verb

F: Mod. Lauren

P: adjectival

367
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: adv

F: mod. looking

P: adverbial

368
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

P: qualifier

369
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

F: u.w

F: mod. looking

P: adverbial

370
Q

Looking furtively all around, Lauren told Mary the nasty rumors she had heard about Betty.

A

P: primary auxilary

Advanced Grammar (18 decks)

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