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2 Finite and non-finite clauses (12 points)
For each sentence, put brackets around each clause in that sentence and label whether it is a finite or non-finite clause. Then, label the location of all the Ts in each sentence. Remember that if is a complementizer (a C), and that T can be null.
Example: [The children Ø wanted [everyone to play in the park.]] Finite Non-finite
- (4) Wilma wondered if Fred won the race.
- (5) The other workers are waiting for the boss to meet Barney.
- (6) The neighbors expect Betty will meet Wilma.
- (7) Fred said that Wilma hoped he would announce that she had won the prize.
- (8) Dino wanted Bamm-Bamm to be adopted by the Flintstones.
3 Complements and adjuncts in DPs
Part A: Use two tests to show that adjectives like hot, big, red, tiny, and ugly are NP ad- juncts. Each test should be demonstrated with a pair of sentences, with one sentence being acceptable and the other being unacceptable (e.g., it has a * in front of it). Avoid using the reordering test, since it gives misleading results when used with many adjectives.
Part B: Some have argued that adjectives like linguistics (linguistics student) and mathe- matics (mathematics textbook) are complements rather than adjuncts. Use data from this section to briefly explain why someone might think this is the case. You should use at least three pieces of data from this section in your explanation.
Part C: Based on your findings, draw tree structures for the DPs in (13), and briefly explain why (14) is unacceptable. If necessary, draw your trees on a separate page.
(13) a. an Italian student of mathematics from Turin b. an Italian mathematics student from Turin
(14) *a mathematics student of linguistics from Turin
4 English that
Discuss the status of the word that in each of the sentences below, explain the differences between the two. If you think that the thats in these sentences are different categories, explain why. Then, draw the tree for (15)
- (15) That parrots can talk amaze me.
- (16) That parrot can talk, which amazes me.
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