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*For adults of all ages. *42 unique hand-drawn illustrations *16 "mild" exclamations (egad, darn, etc.) *26 rude, and often funny, designs Having one of those days? Whether it is one of life's minor annoyances or a major calamity, this book has it covered. From quaint, amusing expressions (such as dagnabbit) to words that would have gotten your mouth washed out with soap as a kid, you can find the word or graphic that best expresses the moment. The designs are in a variety of languages and are multi-cultural. Feel like cursing someone out in Yiddish or Polish? Here's your opportunity! So, grab a bottle or cup of your favorite beverage. Design solo or gather your friends for a "bitch" session. Expletive Needed! provides the release you're looking for.
This collection of previously unpublished articles examines Noam Chomsky's Extended Projection Principle and its relationship to subjects and expletives (works like "it" that stand for other words). Re-examining Chomsky's proposition that each clause must have a subject, these articles represent the current state of the debate, particularly with respect to the theory's universal applicability across languages. Presenting an international and highly respected group of contributors, the volume explores these questions in a variety of languages, including Italian, Finnish, Icelandic, and Hungarian.
The bestselling workbook and grammar guide, revised and updated! Hailed as one of the best books around for teaching grammar, The Blue Book of Grammar and Punctuation includes easy-to-understand rules, abundant examples, dozens of reproducible quizzes, and pre- and post-tests to help teach grammar to middle and high schoolers, college students, ESL students, homeschoolers, and more. This concise, entertaining workbook makes learning English grammar and usage simple and fun. This updated 12th edition reflects the latest updates to English usage and grammar, and includes answers to all reproducible quizzes to facilitate self-assessment and learning. Clear and concise, with easy-to-follow explanations, offering "just the facts" on English grammar, punctuation, and usage Fully updated to reflect the latest rules, along with even more quizzes and pre- and post-tests to help teach grammar Ideal for students from seventh grade through adulthood in the US and abroad For anyone who wants to understand the major rules and subtle guidelines of English grammar and usage, The Blue Book of Grammar and Punctuation offers comprehensive, straightforward instruction.
Medieval French, usually analyzed as a null subject language, differs considerably from modern Romance null subject languages such as Spanish in the availability of non-expressed subject pronouns; specifically, it shows characteristics reminiscent of non-null, rather than null subject languages, such as the expression of expletive subject pronouns. The central goal of this book is to put forward an account of these differences. On the basis of the analysis of an extensive, newly established data corpus, the development of the expression of both expletive and referential subject pronouns until the 17th c. is determined. Following a thorough discussion of previous approaches, an alternative approach is presented which builds on the analysis of Medieval French as a non-null subject language. The non-expression of subject pronouns, licit in specific contexts in non-null subject languages, is shown to be restricted to configurations generally involving left-peripheral focalization. These configurations – and, concomitantly, non-expressed subject pronouns – are finally argued to be eventually lost for good in the wake of the initial observation by 17th c. writers of pertinent instructions campaigned for in highly influential works of language use.
This volume deals with what the WH-movement parameter has to say about varieties of WH-dependencies in different languages. Section two introduces WH-scope marking and the related concept of partial WH-movement. Section three, the main approaches to WH-scope marking are introduced.
A meticulously researched, highly entertaining, idiosyncratic look at the how, why and what of bad language around the world.
Have we always "sworn like sailors"? Has creative cursing developed because we can't just slug people when they make us angry? And if such verbal aggression is universal, why is it that some languages (Japanese, for instance) supposedly do not contain any nasty words? Throughout the twentieth century there seems to have been a dramatic escalation in the use and acceptance of offensive language in English, both verbally and in print. Today it seems almost commonplace to hear the "f" word in casual conversation, and even on television. Just how have we become such a bunch of cursers and what does it tell us about our language and ourselves? In Expletive Deleted, linguist Ruth Wajnryb offers an entertaining yet thoroughly researched, lighthearted look at this development, seeking to reveal the etymologies of various terms and discover how what was once considered unfit-for-company argot has become standard fare. Wajnryb steps outside the confines of English in her search for answers, exploring whether offensive words in English are mirrored in other languages and examining cultural differences in the usage of dirty words. For instance, why is it that in some languages you can get away with intimating that a person and his camel are more than just good friends, while pouring scorn on a mother's morals guarantees you a seat on the next flight out? An amusing and idiosyncratic look at the power of words to shock, offend, insult, amuse, exaggerate, let off steam, establish relationships, and communicate deep-felt emotions, Expletive Deleted is a must-read for anyone who loves language -- or has ever stubbed a toe.
This book develops ideas of Minimalist syntax to derive functional categories from the partially-ordered features expressed by functional elements, thereby dispensing with functional categories as primitives of the theory. It generalizes attempts to do this in the literature, while drawing significant empirical consequences from general constraints formulated to block overgeneration. The resulting theory of the construction of functional categories is applied to various problems in syntactic analysis and comparative and historical syntax, including variation across Germanic languages in patterns of verb-second and in the occurrence of expletive subjects in existential constructions, verb positions in Old and Middle English, problems regarding the placement of clitic pronouns in Romance languages and Modern Greek, and some previously unexamined structures of reduced clause coordination in colloquial English. Facts from early stages of the acquisition of syntax are shown to follow from the mechanisms for the projection of functional features as functional categories, exercised before all of the features for a language, along with their ordering and feature co-occurrence restrictions, have been acquired. It is observed that child acquisition of functional elements exhibits successive developmental stages, each characterized by the number of clausal functional elements which can be represented together within a clause. This, and facts regarding the lag in development of functional categories by children with specific language impairment, are shown to be not entirely reducible to limitations in working memory or processing capacity, but to depend in part on the growth of representational resources for the projection of functional categories.
The vast majority of work in theoretical linguistics from a generative perspective is based on first language acquisition and performance. The vast majority of work on second language acquisition is carried out by scholars and educators working within approaches other than that of generative linguistics. In this volume, this gap is bridged as leading generative linguists apply their intellectual and disciplinary skills to issues in second language acquisition. The results will be of interest to all those who study second language acquisition, regardless of their theoretical perspective, and all generative linguists, regardless of the topics on which they work.
At issue is what elevates standards. The common opinion seems to be that standards can elevate themselves. The underlying assumption here is that unless you program such activities, professionals won't develop; they will just teach, a process from which, presumably, nothing of value is to be learned. Mastered or flipped, reinvention of classrooms exacts a high cost, as indeed, does all teaching wherever it is carefully and lovingly taught. I would revise the old adage about teaching: "Those who can, teach; those who either can't or haven't shouldn't." It takes a lifetime to discover that those in authority may not know what is better, that older need not imply wiser. It is a difficult lesson for a teacher, enthroned with degrees and remuneration, to teach. The irony of the term "empowerment" is that power cannot be taught or acquired as if it were simply some specialized fund of information. Only we have privileged access to the process that shifts and roils inside our own experience. And only we can alter that process once it makes itself known to us. The mind we have is the only one we get: furnished or unfurnished.