Linguistics 150, Assignment 2

Due: Wednesday, February 3

Exercise 1

As discussed in Chapter 2, do so substitutes for instances of V', but not for V. This is illustrated by the contrast between (1) (= (25) in Chapter 2) and (2).

Note: It is not clear why do so cannot substitute for V. All that is relevant here, however, is the fact of the contrast between (1) and (2), not the reason for the contrast, whatever it is.

Note:	It is not clear why do so cannot substitute for V. All that is relevant here, however, is the fact of the contrast between (1) and (2), not the reason for the contrast, whatever it is.

(1) a. They eat five apples before lunch, and we do so, too.
b. They eat five apples before lunch, and we do so before dinner.
(2) * They eat five apples before lunch, and we do so six pears before dinner.

Relying on this distributional fact, provide an empirical argument in favor of the elementary tree in (3a) and against that in (3b).

Note: By 'empirical argument' is meant an argument that is based on linguistic evidence. That is, your argument must be based on linguistic data (sentences or phrases) and associated judgments, not merely on conceptual considerations like theoretical simplicity, economy, and so on.

Note:	By 'empirical argument' is meant an argument that is based on linguistic evidence. That is, your argument must be based on linguistic data (sentences or phrases) and associated judgments, not merely on conceptual considerations like theoretical simplicity, economy, and so on.

(3) a. b.

Exercise 2

A. Substitute an appropriate form of do so for each of the bracketed sequences in (4)–(7), and give your acceptability judgments concerning them.

Note: Be sure to give separate judgments for each verb and each construction. The reason is that it is unknown a priori whether a particular verb will behave alike in distinct configurations or whether a particular configuration will behave alike with distinct verbs. They might, but if so, those are facts to be established rather than taken for granted.

Note:	Be sure to give separate judgments for each verb and each construction. The reason is that it is unknown a priori whether a particular verb will behave alike in distinct configurations or whether a particular configuration will behave alike with distinct verbs. They might, but if so, those are facts to be established rather than taken for granted.

(4) a. They [ [ [ gave ] the money ] to Tommy ] .
b. They [ [ gave ] Tommy ] the money ] .
(5) a. They [ [ [ sent ] the money ] to Tommy ] .
b. They [ [ [ sent ] Tommy ] the money ] .
(6) a. They [ [ [ drove ] the car] in the morning. ]
b. They [ [ [ drove ] to the store ] in the morning. ]
c. They [ [ [ [ drove ] the car ] to the store ] in the morning. ]
(7) They [ [ [ put ] the dishes ] in the dishwasher ] .

B. On the basis of your judgments in (A), provide as many elementary trees as necessary for each of the verbs in (4)–(7). Bear in mind that elementary trees do not include adjuncts.

C. On the basis of your answers to (A) and (B), build structures for each of the sentences in (4)–(7). You may combine (B) and (C) by circling the elementary trees for the verbs in your answer to (C). If you do so, be careful to circle neither too much nor too little material.

Exercise 3

Is either of the statements in (8) valid?

(8) a. Any verb that takes two NP complements can also take a NP and a PP complement.
b. Any verb that takes a NP and a PP complement can also take two NP complements.

Exercise 4

Using the grammar tool in verbal adjuncts, build structures for the sentences in (9) (= (36) in Chapter 2) and two word order variants of them (giving a total of four structures).

(9) a. They eat five apples before lunch with their friends for fun.
b. They eat five apples before lunch for fun under the table with their friends.

Exercise 5

The structure in (10) must be rejected on both empirical and conceptual grounds. Explain.

(10)

(1)	a.		They eat	five apples	before lunch,	and we do so, too.
	b.		They eat	five apples	before lunch,	and we do so before dinner.
(2)		*	They eat	five apples	before lunch,	and we do so six pears before dinner.

(4)	a.	They [ [ [ gave ] the money ] to Tommy ] .
	b.	They [ [ gave ] Tommy ] the money ] .
(5)	a.	They [ [ [ sent ] the money ] to Tommy ] .
	b.	They [ [ [ sent ] Tommy ] the money ] .
(6)	a.	They [ [ [ drove ] the car] in the morning. ]
	b.	They [ [ [ drove ] to the store ] in the morning. ]
	c.	They [ [ [ [ drove ] the car ] to the store ] in the morning. ]
(7)		They [ [ [ put ] the dishes ] in the dishwasher ] .

(8)	a.		Any verb that takes two NP complements can also take a NP and a PP complement.
	b.		Any verb that takes a NP and a PP complement can also take two NP complements.

(9)	a.		They eat five apples before lunch with their friends for fun.
	b.		They eat five apples before lunch for fun under the table with their friends.