محاضرات نحو تحويلي رابع اداب انكليزي

University of Mosul / College of Arts / Department of English / Fourth Year
/ First Semester / Evening Class / Grammar / 2021-2022 /

/ Transformational Generative Grammar T.G.G. /
AN INTRODUCTORY TRANSFORMATIONAL GRAMMAR

BRUCE L. LILES
Chapter One
GRAMMARS OF ENGLISH
TRADITIONAL GRAMMAR
Until the sixteenth century, Latin was the primary language of scholarship in
England and the rest of Western Europe. The only grammars studied in English schools,
therefore, were Latin grammars, which were designed to give Englishmen the skills
needed to read, write, and sometimes converse in this lingua franca of Western Europe.
During the sixteenth and seventeenth centuries, grammars of English began to appear.
Since these early grammars were studied exclusively as an aid to learning Latin, they
rigorously followed Latin models, although the structure of English is quite different
from that of Latin.
For an example of differences between these languages, we can look at how they
indicate such relationships as performer and receiver of action. In Latin these
relationships are expressed primarily by the forms of the words. In the sentence Puer
virum videt, “The boy sees the man,” we know that puer, “boy,” is the one performing
the act and virum, “man,” is the one receiving it because there is no ending on puer, but
- urn is added to vir to give virum. The sentence would mean the same thing if the word
order were reversed: Virum puer videt. To alter the meaning, one must change the
forms of the words, not their order; hence, Vir puerum videt means “The man sees the
boy,” since vir has no ending and puerum ends in - um. In contrast, by the sixteenth
century English was relying exclusively on word order to indicate these relationships.
The sentence The boy sees the man shows that the boy is the performer because the
word boy precedes the verb; the man is the receiver, since man follows the verb. A
change in word order produces a change in meaning (The man sees the boy) or a
meaningless sentence (Sees the man the boy). Logically, a grammar of Latin should
discuss the forms of words, whereas one of English should give more emphasis to the
order in which they are arranged. The purpose of the early grammars of English,
however, was not to provide an accurate description of the language, but rather to serve
as a basis for the study of Latin grammar. English word order was largely ignored, and
the meaning of such relationships as actor and receiver was emphasized as a preface to
Latin forms.
1
During the Renaissance, Latin was replaced as the language of scholarship by

English and the other Western European languages. Because of this new role for
English, some Englishmen by the late seventeenth and early eighteenth centuries were
greatly concerned with refining their language. They felt that English had somehow
become “corrupt” and that it was in need of purification. Through the use of logic they
hoped to return English to an “undefiled” state. With unlimited zeal and imagination but
limited knowledge about language change and the history of English, they added the s
we now have in island and the b of doubt and debt)*; they made other changes based
on equally misunderstood etymologies. They reasoned that since a subjective
complement means the same thing as the noun it renames, people should say It is I
rather than It is me, that one should use the nominative he in Bill wanted to be he but
the objective him in Bill wanted it to be him. Unfortunately, they were silent about
whether to use the nominative or the objective in We discussed its being -. By logic this
should be We discussed its being my, the possessive my agreeing with its. They
reasoned out rules for shall and will, should and would. They legislated against ending
sentences with prepositions and against splitting infinitives. These rules were based
entirely on logic; no attention was given to what educated people were actually saying.
For their classification of words and sentences, they followed the patterns set by
grammars of the preceding two centuries.
From this tradition developed the English grammars used in schools during the
nineteenth and twentieth centuries. This traditional grammar is best known to many
people in the United States from high-school textbooks, college handbooks, Plain
English Handbook by Walsh and Walsh, and Descriptive English Grammar by House
and Harmon. It followed Latin grammar in concentrating on parts of speech that are
subcategorized according to case, person, number, gender, mood, tense, etc. These
concepts are informative in a study of Latin, but many of the categories are hard to
justify for English. Word order was usually ignored. Sentences were classified as
simple, compound, complex, or compound-complex; clauses were classified as
independent, noun, adjective, or adverb; phrases were prepositional, participial, gerund,
or infinitive. Many school grammars used the study of English grammar as nothing more
than a background for a study of punctuation, subject-verb agreement, pronoun case
forms, and other matters of usage.
* English iland was respelled island by analogy with French isle, although the two words are not related
etymologically. The b in doubt and debt was added by analogy with Latin dubitum and debitum, although
Old French had lost the b in these words before English borrowed them.
prepositional, participial, gerund, or infinitive. Many school grammars used the study of English grammar
as nothing more than a background for a study of punctuation, subject-verb agreement, pronoun case
forms, and other matters of usage.
2
STRUCTURAL GRAMMAR
During the nineteenth century, as scholars began studying and comparing large
numbers of languages, many of them radically different in structure from Latin, they
saw that traditional grammar was inadequate. Some missionaries and other people
describing exotic languages assiduously forced them into the framework of Latin
grammar, but others realized the shortcomings of the tradition. This dissatisfaction with
traditional grammar continued into the twentieth century, when Jespersen and Poutsma
found it necessary to make significant departures from traditional grammar in their
monumental works on English.* Many teachers became disillusioned with the grammar
they were teaching when they discovered that it would not account for many ordinary
sentences that are encountered in modern newspapers and magazines; for exercises they
were limited to carefully selected sentences in their texts. They often found that in their
teaching they were relying more upon observations they had made about the language
than upon explanations in the texts.
Discontent with traditional grammar grew to such proportions that during the
second quarter of the twentieth century a new approach to the study of language
evolved: structural linguistics. Followers of this approach felt that it was necessary to
study the structure of a language as objectively as possible without reference to any
other language, and they felt that meaning was a poor guide to the analysis of structure.
Instead of talking about what a noun means (“the name of a person, place, or thing”), for
example, they began looking for other devices to identify nouns. In a sentence such as
The arguments became heated, they said that the word arguments can be recognized as a
noun because it has a plural ending, because it has the suffix -ment, because it follows
the determiner the, and because it precedes the verb became. They attempted to analyze
other grammatical elements in terms of structure rather than meaning.
* Otto Jespersen, A Modern English Grammar on Historical Principles, 7 vols. (Copenhagen: Ejnar
Munksgaard, 1909-1949). H. A.Poutsma, A Grammar ofLate Modern English (Groningen: P. Noorhoff,
1914-1926). Jespersen and Poutsma belong neither with the traditional grammarians discussed in the
preceding section nor with the structuralists. Gleason in his Linguistics and English Grammar (New York,
1965) calls them “scholarly traditional” grammarians.
3
The structuralists based their conclusions upon analyses of sentences that they had
collected from native speakers of English. One of the most remarkable of the
structuralists was Charles C. Fries, who obtained access to letters written to a
government agency as a corpus for his analysis presented in American English Grammar
(New York: Appleton-Century-Crofts, 1940). Later he obtained permission to record
telephone conversations, unknown to the people talking. The results of this study'' were
published in The Structure of English (New York: Harcourt, Brace and World, 1952).
Because of Professor Fries’ integrity and efficiency, access to the materials was
carefully controlled. The illustrative material in the published results of the studies had
all names replaced by dashes, and sentences that could identify the speaker because of
their content were carefully excluded. Professor Fries’ work was widely read and
emulated by later structuralists such as Francis, Hill, and Stageberg.*
The work of the structuralists brought attention to the word linguist, a term that had
previously been used to designate someone who studied languages, particularly someone
who spoke several different languages. But after the publication of Leonard
Bloomfield’s Language in 1933, the term linguist became specialized to mean only the
person concerned with the new scientific study of language. The word linguistics
became popular as the name of his discipline. Until the late 1950’s, the terms
structuralist and linguist were practically synonymous in America. The structuralists
made many praiseworthy contributions to the study of language. They challenged
current attitudes and began the scholarly study of language that has rapidly increased
during the last two decades.
* Archibald A. Hill,Introduction to Linguistic Structures (New York: Harcourt, Brace and World, 1958).
W. Nelson Francis, The Structure of American English (New York: The Ronald Press Company, 1954).
Norman C. Stageberg, An Introductory English Grammar (New York: Holt, Rinehart and Winston, Inc.,
1965).
4
TRANSFORMATIONAL GRAMMAR
Starting formally in 1957 with the publication of Noam Chomsky’s Syntactic
Structures, a new approach to the study of language was inaugurated. This newer
grammar has gone under various names: generative, transformational, generative-
transformational, and transformational-generative. This is the kind of grammar
presented in this book, and the term transformational is used for consistency and brevity.
Scholars have been so impressed by the importance and potential of transformational
grammar that since 1957 the majority of published studies of English syntax have used
this approach. During the past ten years there have been many developments in
transformational grammar, and there will certainly be more in the future. Almost every
aspect of language is still being examined. There is so much controversy among
linguists that many people use the plural in speaking of transformational grammars:;
there is no single transformational grammar which is accepted by all scholars in the
field. Nevertheless, there are many ideas which most transformationalists do accept.
The transformational grammarian is not content with describing what he finds in a
corpus of sentences collected from native speakers. He feels that his grammar should
enable one to produce all the sentences of a language, and he is as interested in possible
sentences as he is in the ones actually recorded. Since the number of possible sentences
in English or any other language is infinite, no one could have heard all of them. Yet
native speakers of English understand new sentences such as I spilled milk in the
bathtub and He left his shoe polish in the refrigerator. Every day the native speaker
hears, reads, and creates new sentences, sentences which seem so ordinary that he is not
aware that they have never been used before. An adequate grammar of English should
enable a person to produce not just those sentences that have been said in the past, but
all the sentences that a native speaker is capable of creating or understanding. In
addition, the grammar should not generate sentences that a native speaker would reject,
such as *The man horrified the door or *Boy on the roof is.
Notice the asterisk in the last two sentences. This mark is used to indicate that a
sentence or a part of a sentence is ungrammatical; that is, no native speaker of the
language would intentionally use it. By grammatical we are not referring to standard
and nonstandard usage. He ain’t going is grammatical for some people (there are native
speakers who say it), but it is nonstandard (educated speakers do not normally use it).*
* The word intentionally is important. Native speakers do make ungrammatical sentences, especially
when they are excited or tired. These are normally looked upon as unintentional slips.
5
He not is going is not grammatical, since no native speakers use this construction.
Calling sentences like He ain’t going and Irregardless of what you think, he taken it
grammatical does not mean that the linguist is encouraging anyone to use them when
applying for a job. He is merely restricting the meaning of the term grammatical to
structures that are normally used by native speakers of English. He refers to
acceptability among various social groups or in various contexts as usage.
The transformationalist is more concerned with the system that underlies the language
than he is with the actual speech of an individual at any given time. All speakers
occasionally stammer, make false starts, use wrong words, get words out of order, and
change constructions in midcourse.
In addition, speech may be affected by physical surroundings, emotions, memory
limitations, distractions, or other features such as chewing gum in the mouth of the
speaker. It is language (the underlying system), not actual speech output, that is of
primary interest to the transformationalist. Another way of stating this is to say that he is
interested in the speaker’s competence, or knowledge of the language, rather than in his
performance, or actual use of it.
In some respects transformational grammar is similar to traditional grammar.
Transformational grammar assigns each sentence an underlying structure that is called a
deep structure. Some traditional grammars used a similar concept in speaking of
“understood” elements. For example, they said that Tom is taller than I has the
underlying form Tom is taller than I am tall and that imperative sentences such as
Come here have an understood subject you. Transformational grammarians agree, but
apply this idea of underlying structure to every sentence and express it in a more abstract
form than traditional grammarians did.
As transformationalists began studying deep structures, they noticed that languages
which are quite different on the surface often show many similar features in their deep
structures. Some linguists are now investigating the possibility that there is a universal
deep structure underlying all languages. Sentences having this universal deep structure
are converted into the sentences of particular languages by a process known as
transformation.*
Although this line of investigation is new and offers almost limitless possibilities
for further research, enough discussions of it have been either published or presented as
papers at professional meetings to make the idea of a universal deep structure seem
plausible. It will probably be several years before we understand universal deep
structure well enough to incorporate information about it into an introductory text. A
slightly earlier concept has, therefore, been adopted for this text. The term deep structure
will be used to refer to an English deep structure, not a universal one.
* The concept of a universal grammar was discussed during the seventeenth and eighteenth centuries and
was then ignored for two centuries. Many linguists now regard this early idea as essentially correct. For a
discussion of the theories of the seventeenth and eighteenth centuries, see Noam Chomsky, Cartesian
Linguistics (New York: Harper and Row, 1966).
6
CHAPTER 2
-Sentence Modifier: is a word or group of words like: "yes, no, certainly, evidently
naturally, maybe, perhaps, possible, in fact, to be sure, obviously…etc.".
SYMBOLS MEANING
S Sentence
SM Sentence Modifier
Nuc Nucleus
NP Noun Phrase
VP Verb Phrase
Aux Auxiliary (Helping Verbs: do-have-be)
MV Main Verb
Manner Adverb of Manner
Place Adverb of Place
Time Adverb of Time
Reason Adverb of Reason
Tense Past/Present
M Modal Verb (can-could-may-might-shall-should-will-
-would-must-ought to-used to)
Have + en Past Participle
Be + ing Continuous Aspect
Det Determiner
AP Adjective Phrase
Intense Intensifier
Parentheses () Optional
Curly Brackets {} Either or
TS Terminal String
SS Surface Structure
DS Deep Structure
Aff Affix Hopping
Neg Negation
Q Question
7
Phrase Structure Rules

-PSR 1: S (SM) Nuc
-PSR 2: Nuc NP + VP
-PSR 3: VP Aux + MV (Manner) (Place) (Time) (Reason)
-PSR 4: Aux Tense (M) (Have + en) (Be + ing)
Past
-PSR 5: Tense
Present
-PSR 6: MV NP
Be AP
Place
V (NP)
-PSR 7: NP (Det) N
-PSR 8: AP (Intens) Adj
(SM) Nuc
NP VP
(Det) N Aux MV (Manner) (Place) (Time) (Reason)
Tense (Modal) (Have + en) (Be + ing) V (NP) Be {NP- AP- Place}
Past - Present (Intensifier) Adj.
8
EXAMPLES:
Yes, that man drinks coffee.
S SM + Nuc
Nuc NP1 + VP
NP Det + N
VP Aux + MV
Aux Tense
Tense Present
MV V + NP2
(SM) Nuc
NP1 VP
Det N Aux MV
Tense V NP2
present
yes that man drinks coffee
9
He was very rude.
S Nuc
Nuc NP + VP
VP Aux + MV
Aux Tense
Tense Past
MV Be + AP
AP Intensifier + Adj
Nuc
NP VP
Aux MV
Tense Be AP
Intensifier Adj.
Past
He was very rude
10
She has been reading a novel.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense + Have + en + Be + ing
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV
Tense Have+en Be+ing V NP2
Present Det N
She has been reading a novel
Note: every pronoun is a noun phrase.
11
The ducks are noisy.
S Nuc
Nuc NP + VP
NP Det + N
VP Aux + MV
Aux Tense
Tense Present
MV Be + AP
AP Adj
NP VP
Det N Aux MV
Tense Be AP
Present
The ducks are noisy
Terminal String: NP + Present + Be + AP.
The ducks are noisy.
12
You could have been repairing the clock.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense + M + Have + en + Be + ing
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV
V NP2
Tense M Have+en Be+ing
Det N
Past
You could have been repairing the clock
You could have been repairing the clock.
TS: NP + Past + M + Have + en + Be + ing + V + NP2.
13
Yes, my neighbor has seen the dog.
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Aux Tense + Have + en
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Det N Aux MV
V NP2
Tense Have+en
Det N
Present
Yes my neighbor has seen the dog
Yes, my neighbor has seen the dog.
TS: SM + NP1 + Present + Have + en + V + NP2.
14
Betty was in the car yesterday.
S Nuc
Nuc NP1 + VP
NP N
VP Aux + MV + Time
Aux Tense
Tense Past
MV Be + Place
Nuc
NP VP
Aux MV Time
Be Place
Tense
Past
Betty was in the car yesterday
Betty was in the car yesterday.
TS: NP + Past + Be + Place + Time.
15
She has been writing an article recently.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
V NP2
Tense Have+en Be+ing
Det N
Present
She has been writing an article recently
She has been writing an article recently.
TS: NP1 + Present + Have + en + Be + ing + V + NP2 + Time.
16
They might have been cheating you.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
Nuc
NP1 VP
Aux MV
V NP2
Past
They might have been cheating you
They might have been cheating you.
TS: NP1 + Past + M + Have + en + Be + ing + V + NP2.
17
Bill sold the tickets.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux
MV
V NP2
Tense
Past
Det N
Bill sold the tickets
TS: NP1 + Past + V + NP2.
Bill sold the tickets.
18
They drank the wine yesterday.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
V NP2
Tense
Past Det N
They drank the wine yesterday
They drank the wine yesterday.
TS: NP1 + Past + V + NP2 + Time.
19
People could have been running in the park.
S Nuc
Nuc NP + VP
VP Aux + MV + Place
Tense Past
MV V
Nuc
NP VP
Aux
Place
MV
V
Past
people could have been running in the park
People could have been running in the park.
TS: NP + Past + M + Have + en + Be + ing + V + Place.
20
The car will hit the child.
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Aux Tense + M
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux
Det N MV
V NP2
Tense M
Present Det N
The car will hit the child
TS: NP1 + Present + M + V + NP2.
The car will hit the child.
21
He could give the answer yesterday.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense + M
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
V NP2
Tense M
Past Det N
He could give the answer yesterday
TS: NP1 + Past + M + V + NP2 + Time.
He could give the answer yesterday.
22
No, those women have planted the garden.
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Det N Aux MV
V NP2
Tense Have+en
Det N
Present
No those women have planted the garden
TS: SM + NP1 + Present + Have + en + V + NP2.
No, those women have planted the garden.
23
That man will drive carefully in town today because of the ice.
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV + Manner + Place + Time + Reason
Aux Tense + M
Tense Present
MV V
Nuc
NP1 VP
Aux MV Manner Place Time Reason
Det N
Tense M
Present
That man will drive carefully in town today because of the ice
TS: NP1 + Present + M + V + Manner + Place + Time + Reason
That man will drive carefully in town today because of the ice.
24
Certainly, he is very clever.
S SM + Nuc
Nuc NP + VP
VP Aux + MV
Aux Tense
Tense Present
MV Be + AP
SM Nuc
NP VP
Aux MV
Be AP
Tense
Intens Adj
Present
Certainly he is very clever
TS: SM + NP + Present + Be + AP.
Certainly, he is very clever.
25
She may have finished her homework lately.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
Nuc
NP1 VP
Aux MV Time
V NP2
Tense M Have+en
Present Det N
She may have finished her homework lately
TS: NP1 + Present + Have + en + V + NP2 + Time.
She may have finished her homework lately.
26
Certainly, she might be telling lies.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
SM Nuc
NP1 VP
Aux MV
V NP2
Tense M Be+ing
Past
Certainly she might be telling lies
TS: SM + NP1 + Past + M + Be + ing + V + NP2.
Certainly, she might be telling lies.
27
Give an example to the following structure:
NP1-Present-V-NP2
He reads a book.
I play tennis.
NP1-Present-M-V-NP2
She will brush her hair.
He may write a message.
That boy can play basketball.
NP- Present-Be-Place
He is in London.
I'm here.
Note: in transformational grammar TGG, we have something called deep structure and surface
structure.
The surface structure (SS): is the actual explicit structure of sentences.
The deep structure (DS): is the underlying structure of any sentence.
A deep structure sentence should be:
1- Declarative.
2-Affirmative.
3-Active.
Note: when we draw a tree diagram, we must rely on the deep structure of the sentence .
28
e.g.
-He is in the garage. (Deep Structure)
Is he in the garage? (Surface Structure)
He isn't in the garage. (Surface Structure)
Q: Give the deep structure of the following sentences?
-The lady did not play tennis. (Surface Structure)
The lady played tennis. (Deep Structure)
-Does Lois wash the dishes? (Surface Structure)
Lois washes the dishes. (Deep Structure)
29
Did they follow the rules yesterday? (surface structure)
They followed the rules yesterday. (deep structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
SM Nuc
NP1 VP
Aux MV Time
Tense
V NP2
Past
Det N
Q They followed the rules yesterday
TS: Q + NP1 + Past + V + NP2 + Time.
They followed the rules yesterday.
30
Do we have a guest today? (surface structure)
We have a guest today. (deep structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
Nuc
SM
NP1 VP
Aux MV Time
Tense
V NP2
Present
Det N
Q We have a guest today
TS: Q + NP1 + Present + V + NP2 + Time.
We have a guest today.
31
Had those women planted the trees? (surface structure)
Those women had planted the trees. (deep structure)
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Tense Past
MV V + NP2
NP2 Det + N
Nuc
SM
NP1 VP
Aux MV
Tense Have+en
V NP2
Det N Past
Det N
Q Those women had planted the trees
TS: Q + NP1 + Past + Have + en + V + NP2.

Those women had planted the trees.
32
Wasn't he playing basketball in the yard last night? (surface structure)

He was playing basketball in the yard last night. (deep structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Place + Time
Aux Tense + Be + ing
Tense Past
MV V + NP2
SM Nuc
NP1 VP
Aux MV Place Time
V NP2
Tense Be+ing
Past
Neg Q He was playing basketball in the yard last night
TS: Neg + Q + NP1 + Past + Be + ing + V + NP2 + Place + Time.

He was playing basketball in the yard last night.
33
Aren't we in the class now? (surface structure)
We are in the class now. (deep structure)
S SM + Nuc
Nuc NP + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV Be + Place
SM Nuc
NP VP
Aux MV Time
Be Place
Tense
Present
Neg Q We are in the class now
TS: Neg + Q + NP + Present + Be + Place + Time.
We are in the class now.
34
We were invited by our aunt. (surface structure)
Our aunt invited us. (deep structure)
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Aux Tense
Tense Past
MV V + NP2
S
Nuc
NP1 VP
Aux MV
Tense
V NP2
Det N Past
Our aunt invited us
Our aunt invited us.
35
The window is broken by John. (surface structure)
John breaks the window. (deep structure)
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV
Tense
V NP2
Present
Det N
John breaks the window
TS: NP1 + Present + V + NP2.
John breaks the window.
36
ACTIVE & PASSIVE
- The door was closed by Cathy. (Passive)
Cathy closed the door. (Active)
- I was told to go. (Passive)
Someone told me to go. (Active)
- He was taught French. (Passive)
Someone taught him French. (Active)
- I saw you. (Active)
You were seen by me. (Passive)
- The cake had been eaten. (Passive)
Someone had been eaten the cake. (Active)
- He is sending a letter. (Active)
A letter is being sent. (Passive)
Q- Derive the deep structure?
37
Jack will leave the town tonight.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense + M
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
Tense M
V NP2
Present
Det N
Jack will leave the town tonight
TS: NP1 + Present + M + V + NP2 + Time.

Jack will leave the town tonight.
38
I was distracted. (Passive) (Surface Structure)

Someone distracted me. (Active) (Deep Structure)
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Past
MV V + NP2
S
Nuc
NP1 VP
Aux MV
Tense
V NP2
Past
Someone distracted me
Someone distracted me.
39
A letter could have been sent. (Passive) (Surface Structure)
Someone could have sent a letter. (Active) (Deep Structure)
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense + M + Have + en
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV
Tense M Have+en
V NP2
Past
Det N
Someone could have sent a letter
TS: NP1 + Past + M + Have + en + V + NP2.

Someone could have sent a letter.
40
NOTE: NEGATION IS A SENTENCE MODIFIER.
A letter couldn't have been sent. (Passive) (Surface Structure)
Someone could have sent a letter. (Active) (Deep Structure)
SM Nuc
NP1 VP
Aux MV
Tense M Have+en
V NP2
Past
Det N
Neg Someone could have sent a letter
TS: Neg + NP1 + Past + M + Have + en + V + NP2.
Someone could have sent a letter.
A letter couldn't have been sent.
41
Note: We write (Neg) in the tree diagram and the terminal string.
She doesn't come today. (Surface Structure)
She comes today. (Deep Structure)
S SM + Nuc
Nuc NP + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V
SM Nuc
NP VP
Aux MV Time
Tense
Present
Neg She comes today
TS: Neg + NP + Present + V + Time.
She comes today.
She doesn't come today.
42
Some students haven't done their homework. (Surface Structure)
Some students have done their homework. (Deep Structure)
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Tense Present
MV V + NP2
NP2 Det + N
S
Nuc
NP1 VP
Aux MV
Tense Have+en
V NP2
Det N Present
Det N
Some students have done their homework
TS: NP1 + Present + Have + en + V + NP2.
Some students have done their homework.
Some students haven't done their homework.
43
Doesn't Edith like coffee? (Surface Structure)
Edith likes coffee. (Deep Structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Present
MV V + NP2
SM Nuc
NP VP
Aux MV
Tense V NP2
Neg Q Edith Present likes coffee
TS: Neg + Q + NP1 + Present + V + NP2.
Edith likes coffee.
Doesn't Edith like coffee?
NOTE: NEGATION AND QUESTION ARE SENTENCE MODIFIERS.
44
Isn't Cathy washing the dishes in the kitchen now? (Surface Structure)
Cathy is washing the dishes in the kitchen now. (Deep Structure)
S SM + Nuc
Nuc NP1 + VP
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Place Time
Tense Be+ing V NP2
Present Det N
Neg Q Cathy is washing the dishes in the kitchen now
TS: Neg + Q + NP1 + Present + Be + ing + V + NP2 + Place + Time.

Cathy is washing the dishes in the kitchen now.
Isn't Cathy washing the dishes in the kitchen now?
45
He has not been teaching English recently. (Surface Structure)

He has been teaching English recently. (Deep Structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Present
MV V + NP2
SM Nuc
NP1 VP
Aux MV
V NP2 Time
Tense Have+en Be+ing
Present
Neg He has been teaching English recently
TS: Neg + NP1 + Present + Have + en + Be + ing + V + NP2 + Time.

He has been teaching English recently.
He has not been teaching English recently.
46
Couldn't that book have been forgotten on the shelf? (Surface Structure)
Someone could have forgotten that book on the shelf. (Deep Structure)
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Place
Tense Past
MV V + NP2
SM Nuc
NP1 VP
Aux MV
V NP2 Place
Tense M Have+en
Past Det N
Neg Q Someone could have forgotten that book on the shelf
TS: Neg + Q + NP1 + M + Have + en + V + NP2 + Place.
Someone could have forgotten that book on the shelf.
Couldn't that book have been forgotten on the shelf?
47
Q-Derive the deep structure of the following sentences, then write the TS
(drawing the tree diagram is NOT obligatory)
1. Anita was not driven to the theatre last night.

Deep Structure:
Someone drove Anita to the theatre last night.
Terminal String:
Neg-NP1-Past-V-NP2-Place-Time.
2. The document had not been released in the court last week.
Deep Structure:
Someone had released the document in the court last week.
Terminal String:
Neg-NP1-Past-Have+en-V-NP2-Place-Time.
3. Are the grapes picked in September?

Deep Structure:
Someone picks the grapes in September.
Terminal String:
Q-NP1-Present-V-NP2-Time.
4. Bad advice was given.

Deep Structure:
Someone gave bad advice.
Terminal String:
NP1-Past-V-NP2.
5. Pistachio nuts are not grown in the garden.

Deep Structure:
Someone grows pistachio nuts in the garden.
Terminal String:
Neg-NP1-Present-V-NP2- Place.
6. His bike could not have been stolen.

Deep Structure:
Someone could have stolen his bike.
Terminal String:
Neg-NP1-Past-M- Have+en-V-NP2.
7. The hall is not being painted now.

Deep Structure:
Someone is painting the hall now.
Terminal String:
Neg-NP1-Present-Be+ing-V-NP2-Time.
48
Q-Extract the deep structure of the following sentences, then write the TS
(drawing the tree diagram is obligatory)
1. Aren’t you singing in your room?

Deep Structure:
You are singing in your room.
Terminal String:
Neg-Q-NP1-Present-Be+ing-V-Place.
2. Are the roads cleaned once a week?

Deep Structure:
Someone cleans the roads once a week.
Terminal String:
Q-NP1-Present-V-NP2-Time.
3. The payment has not been made.

Deep Structure:
Someone has made the payment.
Terminal String:
Neg-NP1-Present-Have+en-V-NP2.
4. Wasn’t the criminal arrested last month?

Deep Structure:
Someone arrested the criminal last month.
Terminal String:
Neg-Q-NP1-Past-V-NP2-Time.
5. Your shirts might have been ironed.

Deep Structure:
Someone might have ironed your shirts.
Terminal String:
NP1-Past-M-Have+en-V-NP2.
6. My car was not being cleaned.

Deep Structure:
Someone was cleaning my car.
Terminal String:
Neg-NP1-Past-Be+ing-V-NP2.
7. Have not the guests forgotten the appointment?

Deep Structure:
The guests have forgotten the appointment.
Terminal String:
Neg-Q-NP1-Present-Have+en-V-NP2.
49
Anita was not driven to the theatre last night.

Deep Structure: Someone drove Anita to the theatre last night.
S SM + Nuc
Nuc NP1 +VP
Aux Tense
Tense Past
MV V + NP2
SM Nuc
NP1 VP
Aux MV
Place Time
Tense V NP2
Past
Neg Someone drove Anita to the theatre last night
Terminal String: Neg + NP1 + Past + V + NP2 + Place + Time.
Someone drove Anita to the theatre last night.
Anita was not driven to the theatre last night.
50
The document had not been released in the court last week.
Deep Structure: Someone had released the document in the court last week.
S SM + Nuc
Nuc NP1 + VP
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
Place Time
Tense Have+en V NP2
Det N
Past
Neg Someone had released the document in the court last week
Terminal String: Neg + NP1 + Past + Have + en + V + NP2 + Place + Time.

Someone had released the document in the court last week.
The document had not been released in the court last week.
51
Are the grapes picked in September?

Deep Structure: Someone picks the grapes in September.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2 Time
Tense
Present Det N
Q Someone picks the grapes in September
Terminal String: Q + NP1 + Present + V + NP2 + Time.

Someone picks the grapes in September.
Are the grapes picked in September?
52
Bad advice was given.

Deep Structure: Someone gave bad advice.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Past
MV V + NP2
Nuc
NP1 VP
Aux MV
V NP2
Tense
Past
Someone gave bad advice
Terminal String: NP1 + Past + V + NP2.

Someone gave bad advice.
Bad advice was given.
53
Pistachio nuts are not grown in the garden.

Deep Structure: Someone grows pistachio nuts in the garden.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Place
Aux Tense
Tense Present
MV V + NP2
Nuc
NP1 VP
Aux MV Place
Tense
V NP2
Present
Someone grows pistachio nuts in the garden
Terminal String: Neg + NP1 + Present + V + NP2 + Place.

Someone grows pistachio nuts in the garden.
Pistachio nuts are not grown in the garden.
54
His bike could not have been stolen.

Deep Structure: Someone could have stolen his bike.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2
Tense M Have+en
Past Det N
Neg Someone could have stolen his bike
Terminal String: Neg + NP1 + Past + M + Have + en + V + NP2.

Someone could have stolen his bike.
His bike could not have been stolen.
55
The hall is not being painted now.

Deep Structure: Someone is painting the hall now.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2 Time
Tense Be+ing
Present Det N
Neg Someone is painting the hall now
Terminal String: Neg + NP1 + Present + Be + ing + V + NP2 + Time.
Someone is painting the hall now.

The hall is not being painted now.
56
Aren’t you singing in your room?

Deep Structure: You are singing in your room.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Place
Tense Present
MV V
SM Nuc
NP1 VP
Aux MV
V Place
Tense Be+ing
Present
Neg Q You are singing in your room
Terminal String: Neg + Q + NP1 + Present + Be + ing + V + Place.

You are singing in your room.
Aren’t you singing in your room?
57
Are the roads cleaned once a week?

Deep Structure: Someone cleans the roads once a week.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2 Time
Tense
Present
Det N
Q Someone cleans the roads once a week
Terminal String: Q + NP1 + Present + V + NP2 + Time.

Someone cleans the roads once a week.
Are the roads cleaned once a week?
58
The payment has not been made.

Deep Structure: Someone has made the payment.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2
Tense Have+en
Present
Det N
Neg Someone has made the payment
Terminal String: Neg + NP1 + Present + Have + en + V + NP2.

Someone has made the payment.
The payment has not been made.
59
Wasn’t the criminal arrested last month?

Deep Structure: Someone arrested the criminal last month.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP Time
Tense
Det N
Past
Neg Q Someone arrested the criminal last month
Terminal String: Neg + Q + NP1 + Past + V + NP2 + Time.

Someone arrested the criminal last month.
Wasn’t the criminal arrested last month?
60
Your shirts might have been ironed.

Deep Structure: Someone might have ironed your shirts.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV
V NP2
Tense M Have+en
Det N
Past
Someone might have ironed your shirts
Terminal String: NP1 + Past + M + Have + en + V + NP2.

Someone might have ironed your shirts.
Your shirts might have been ironed.
61
My car was not being cleaned.

Deep Structure: Someone was cleaning my car.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP2
Tense Be+ing
Past
Det N
Neg Someone was cleaning my car
Terminal String: Neg + NP1 + Past + Be + ing + V + NP2.

Someone was cleaning my car.
My car was not being cleaned.
62
Have not the guests forgotten the appointment?

Deep Structure: The guests have forgotten the appointment.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV
V NP
Tense Have+en
Det N Det N
Present
Neg Q The guests have forgotten the appointment
Terminal String: Neg + Q + NP1 + Present + Have + en + V + NP2.

The guests have forgotten the appointment.
Have not the guests forgotten the appointment?
63
(1) Derive the deep structure of the following sentences, then write the TS
(drawing the tree diagram is NOT obligatory) (choose FIVE only)
1. He had not written three books.

DS: He had written three books.
TS: Neg + NP1 + Past + Have + en + V + NP2.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
NP Det + N
SM Nuc
NP1 VP
Aux MV
V NP2
Tense Have+en
Det N
Past
Neg He had written three books
He had not written three books.

DS: He had written three books.
TS: Neg + NP1 + Past + Have + en + V + NP2.
64
2. A workman will repair the computer tomorrow.

DS: A workman will repair the computer tomorrow.
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV + Time
Aux Tense + M
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP VP
Aux MV Time
Tense M V NP2
Det N
Present Det N
A workman will repair the computer tomorrow
A workman will repair the computer tomorrow.

DS: A workman will repair the computer tomorrow.
65
3. Is not the road being repaired now?

DS: Someone is repairing the road now.
TS: Neg + Q + NP1 + Present + Be + ing + V + NP2 + Time.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Time
Tense Be+ing V NP2
Present Det N
Neg Q Someone is repairing the road now
Is not the road being repaired now?

DS: Someone is repairing the road now.
TS: Neg + Q + NP1 + Present + Be + ing + V + NP2 + Time.
66
4. The brochure will be finished next month.

DS: Someone will finish the brochure next month.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense + M
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP VP
Aux MV Time
Tense M V NP2
Present Det N
Someone will finish the brochure next month
The brochure will be finished next month.

DS: Someone will finish the brochure next month.
67
5. Sally did not open a shop.

DS: Sally opened a shop.
TS: Neg + NP1 + Past + V + NP2.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV
Tense V NP2
Past Det N
Neg Sally opened a shop
Sally did not open a shop.

DS: Sally opened a shop.
TS: Neg + NP1 + Past + V + NP2.
68
6. Does the waitress serve breakfast at 7 o'clock?

DS: The waitress serves breakfast at 7 o'clock
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
SM Nuc
NP1 VP
Aux MV Time
Tense V NP2
Det N
Present
Q The waitress serves breakfast at 7 o'clock
Does the waitress serve breakfast at 7 o'clock?

DS: The waitress serves breakfast at 7 o'clock.
69
(2) Extract the deep structure of the following sentences, then write TS
(drawing the tree diagram is obligatory) (choose FIVE only)
1. Tourists don't visit this museum in winter.

DS: Tourists visit this museum in winter.
TS: NP1 + Present + V + NP2 + Time.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV Time
Tense V NP2
Det N
Present
Neg Tourists visit this museum in winter
Tourists don't visit this museum in winter.

DS: Tourists visit this museum in winter.
TS: NP1 + Present + V + NP2 + Time.
70
2. Should not you take these tablets in the morning?

DS: you should take these tablets in the morning.
TS: Neg + Q + NP1 + Past + M + V + NP2 + Time.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Time
Tense M V NP2
Past Det N
Neg Q you should take these tablets in the morning
Should not you take these tablets in the morning?

DS: you should take these tablets in the morning.
71
3. You must wash coloured clothes separately.

DS: You must wash coloured clothes separately.
TS: NP1 + Present + M + V + NP2 + Manner.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Manner
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Manner
Tense V NP2
Det N
Present M
You must wash coloured clothes separately
You must wash coloured clothes separately.

DS: You must wash coloured clothes separately.
TS: NP1 + Present + M + V + NP2 + Manner.
72
4. Many parents did not influence their children strongly.

DS: Many parents influenced their children strongly.
TS: Neg + NP1 + Past + V + NP2 + Manner.
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Manner
Tense V NP2
Det N
Past Det N
Neg Many parents influenced their children strongly
Many parents did not influence their children strongly.

DS: Many parents influenced their children strongly.
73
5. John Higgs was awarded a science prize last month.

DS: Someone awarded John Higgs a science prize last month.
TS: NP1 + Past + V + NP2 + NP3 + Time.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2 + NP3
NP3 Det + N
Nuc
NP1 VP
Aux MV Time
Tense V NP2 NP3
Past Det1 Det2 N
Someone awarded John Higgs a science prize last month
John Higgs was awarded a science prize last month.

DS: Someone awarded John Higgs a science prize last month.
TS: NP1 + Past + V + NP2 + NP3 + Time.
74
6. Is Omicron unstoppable now?

DS: Omicron is unstoppable now.
TS: Q + NP1 + Present + Be + Adj + Time.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Present
MV Be + AP
S
SM Nuc
NP VP
Aux MV Time
Tense Be AP
Present
Q Omicron is unstoppable now
Is Omicron unstoppable now?

DS: Omicron is unstoppable now.
TS: Q + NP1 + Present + Be + Adj + Time.
75
Draw trees of the following sentences:
1. Lois might be upstairs.
S Nuc
Nuc NP + VP
VP Aux + MV
Aux Tense + M
Tense Past
MV Be + Place
Nuc
NP VP
Aux MV
Be Place
Tense M
Past
Lois might be upstairs
TS: NP1 + Past + M + Be + Place.
76
2. Evidently, she had read the magazine reluctantly.
S SM + Nuc
Nuc NP1 + VP
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV Manner
V NP2
Tense Have+en
Det N
Past
Evidently he had read the report reluctantly
TS: SM + NP1 + Past + Have + en + V + NP2 + Manner.
77
3. That president must have lacked courage.
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Tense Present
MV V + NP2
Nuc
NP1 VP
Aux MV
Det N
V NP2
Tense M Have+en
Present
That president must have lacked courage
TS: NP1 + Present + M + Have + en + V + NP2.
78
4. Danny could have been repairing the clock.
S Nuc
Nuc NP1 + VP
VP Aux + MV
Tense Past
MV V + NP2
NP2 Det + N
S
Nuc
NP1 VP
Aux MV
V NP2
Det N
Past
Danny could have been repairing the clock
TS: NP1 + Past + M + Have + en + Be + ing + V + NP2.
79
5. The members would have chosen the leader then.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Past
MV V + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
Det N Tense M Have+en
V NP2
Past
Det N
The members would have chosen the leader then
TS: NP1 + Past + M + Have + en + V + NP2 + Time.
80
6. Harold might have been sitting in his room.
S Nuc
Nuc NP + VP
VP Aux + MV + Place
Tense Past
MV V
Nuc
NP VP
Aux MV Place
Past
Harold might have been sitting in his room
TS: NP + Past + M + Have + en + Be + ing + V + Place.
81
7. They had gone to the mall.
S Nuc
Nuc NP + VP
VP Aux + MV + Place
Tense Past
MV V
Nuc
NP VP
Aux MV Place
Tense Have+en
Past
They had gone to the mall
TS: NP + Past + Have + en + V + Place.
82
8. He will be a minister next week.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense + M
Tense Present
MV Be + NP2
NP2 Det + N
Nuc
NP1 VP
Aux MV Time
Tense M Be NP2
Present Det N
He will be a minister next week
TS: NP1 + Present + M + Be + NP2 + Time.
83
9. Yes, Murphy has been very quiet recently.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Tense Present
MV Be + AP
SM Nuc
NP1 VP
Aux MV Time
Tense Have+en Be AP
Intens Adj
Present
Yes Murphy has been very quiet recently
TS: SM + NP + Present + Have + en + Be + AP + Time.
84
10. The firemen will be having trouble soon.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense + M + Be + ing
Tense Present
MV V + NP2
Nuc
NP1 VP
Aux MV Time
Det N Tense M Be+ing V NP2
Present
The firemen will be having trouble soon
TS: NP1 + Present + M + Be + ing + V + NP2 + Time.
85
Q/ Choose the correct sentence that best fits the given formula:
1. NP + present + M + have + en + be + place

a. The sheep must have been in the field .
b. The kids must have been eating.
c. People could have been running in the rain.
2. NP + past + have + en + V + NP
a. We will have caught him.
b. The students had nominated Sue.
c. We are electing him.
3. NP + past + M + V + NP
a. Cathy should use the phone.
b. The bus will hit the boy.
c. He could sing in the party.
4. NP + present + M + have + en + be + ing + V + place

a. Jane is in the party.
b. Jack will have been running in the house.
c. She must have been washing the dishes.
5. NP + past + M + have + en + be + NP
a. He was the landlord.
b. Everybody had gone home.
c. They would have been conservatives.
86
Extract the deep structure of the following sentences, then write the TS. (drawing
the tree diagram is obligatory)
1. My uncle does not visit his house in the countryside.

Deep Structure: My uncle visits his house in the countryside.
Terminal String: Neg + NP1 + Present + V + NP2 + Place.
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV + Place
Aux Tense
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Place
Det N Tense V NP2
Present Det N
Neg My uncle visits his house in the countryside
DS: My uncle visits his house in the countryside.

TS: Neg + NP1 + Present + V + NP2 + Place.
87
2. Should not you take these pills in the evening?
Deep Structure: you should take these pills in the evening.

Terminal String: Neg + Q + NP1 + Past + M + V + NP2 + Time.
S SM + Nuc
Nuc NP1 + VP
VP Aux + MV + Time
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Time
Tense M V NP2
Past Det N
Neg Q you should take these pills in the evening
DS: you should take these pills in the evening.

88
3. Many teachers did not influence their students positively.
Deep Structure: Many teachers influenced their students positively.

Terminal String: Neg + NP1 + Past + V + NP2 + Manner.
S SM + Nuc
Nuc NP1 + VP
NP1 Det + N
Aux Tense
Tense Past
MV V + NP2
NP2 Det + N
SM Nuc
NP VP
Aux MV Manner
Tense V NP2
Det N
Past Det N
Neg Many teachers influenced their students positively
DS: Many teachers influenced their students positively.

89
Q/ Write the formula for each of the sentences below, make the addition Or
deletion that is called for, and write the resulting sentence.
Example:
Sally was playing.
NP + Past + Be + ing + play
Add have + en:
NP + Past + Have + en + Be + ing + play
Sally had been playing.
1. I ate then. (Add be + ing)

NP + Past + V + Time.
I was eating then.
NP + Past + Be + ing + V + Time.
2. They drank the wine. (Add will)

NP + Past + V + NP2.
They would drink the wine.
NP + Past + M + V + NP2.
3. We had gone to the shop. (Delete have + en)

NP + Past + Have + en + V + Place.
We went to the shop.
NP + Past + V + Place.
4. You could have listened to me. (Add be + ing)

NP + Past + M + Have + en + V + Place.
You could have been listening to me.
NP + Past + M + Have + en + Be + ing + V + Place.
5. They might be disappointed. (Delete may)

NP + Past + M + Be + AP.
They were disappointed.
NP + Past + Be + AP.
6. Sam was telling a lie. (Add have + en)

NP + Past + Be + ing + V+ NP2.
Sam had been telling a lie.
NP + Past + Have + en + Be + ing + V + NP2.
7. You could have been repairing the clock. (Delete be + ing)

NP + Past + M + Have + en + Be + ing + V + NP2.
You could have repaired the clock.
NP + Past + M + Have + en + V + NP2.
90
8. I was going. (Add shall)

NP + Past + Be + ing + V.
I should be going.
NP + Past + M + Be + ing + V.
9. I could see him well. (Delete can)

NP + Past + M + V + NP2 + Manner.
I saw him well.
NP + Past + V + NP2 + Manner.
10. The waitress must be laughing at us. (Add have + en)

NP + Present + M + Be + ing + V + Place.
The waitress must have been laughing at us.
NP + Present + M + Have + en + Be + ing + V + Place.
Q/ Give a sentence that best fits the given formula:

NP + Past + M + V + place.
Ali could play in the garden.
91
Chapter Four Lexical Features
Lexical Features of Nouns
Nouns
+ common - common
+ concrete - concrete
+ count - count + count - count
+ animate - animate + animate - animate
+ human - human
+ masculine - masculine + masculine - masculine
Note: - common nouns = proper nouns [e.g. John, Iraq, Asia…etc.]
92
Noun Features Noun Features

+ Noun + noun
+ common - common
+ concrete
+ count Edith
boy + animate
+ human
+ masculine
+ Noun + noun
+ common + common
table + concrete
flower + concrete
+ count + count
- animate - animate
+ Noun + noun
note - concrete happiness + common
+ count - concrete
- animate - count
Q/ Give the features of the boldfaced words:
1. The monkey chewed the food slowly.

2. A student coughed loudly.
3. Bob handed a ruler to me.
4. The accident occurred suddenly.
5. The bull attacked the man.
Sentence Noun Feature

number
+ noun
+ common
Monkey + concrete
+ count
+ animate
- human
1 +/- masculine
+ noun
+ common
Food + concrete
- count
- animate
93
+ noun
+ common
2 Student + concrete
+ count
+ animate
+ human
+/- masculine
Bob + noun
- common
+ noun
3 + common
Ruler + concrete
+ count
- animate
+ noun
4 Accident + common
- concrete
+ count
+ noun
+ common
+ concrete
Bull + count
+ animate
- human
5 + masculine
+ noun
+ common
+ concrete
Man + count
+ animate
+ human
+ masculine
94
Verb Features
Transitive
Verbs
Intransitive
Transitive verb: it permits a following noun phrase NP.

Those verbs who have a following NP will be listed or will have the feature:
+
[ NP]
E.g.:
He shot a rabbit.
I waxed the car. [+ NP ]
John tore the page.
He killed the thief.
She cleans the room.
I brought a car.
She left the city.
[+ NP ]
The verb permits
Verb NP/object
E.g.:
An event occurred.
She died.
She travelled.
She graduated.
He fled.
95
-
Note: verbs with the feature [ NP] may be followed by nothing or by optional
adverbials.
E.g.:
-
The nurse was sleeping. [ NP]
-
The nurse was sleeping calmly. [ NP]
Note: some intransitive verbs must be followed by adverbials if the sentence is to be

grammatical.
E.g.:
We lay there.
obligatory
-
[ NP]
[+ Place]
He glanced at the clock.
-
[ NP]
[+ Place]
I stepped in the mud.
-
[ NP]
[+ Place]
Note: there are also transitive verbs that must have adverbials of place following the NP.
E.g.:
She set the book there.
+
[ NP]
[+ Place]
96
The doctor laid the bag on the shelf.
+
[ NP]
[+ Place]
+
[ NP Place]
A door sneezed.
The coffee prayed.
The umbrella coughed.
coffee, door, umbrella--------inanimate/ - human

sneezed, prayed, coughed---------animate/ + human
These sentences are unacceptable because the subject noun phrases are non-human and
the verb requires human subject.
The man sneezed.

The lady prayed.
The child coughed.
Note: it's very important to our grammar whether a noun names a human or not.
Note: verbs that do not permit nonhuman subject have the feature:
[ - [ - human] ]
It's not allowed
to put noun feature the verb
it means: it's not allowed to put the noun--------before the verb-------.
Q/ Explain why the following sentences are ungrammatical or odd?
Q/ Use features to explain why the following sentences are ungrammatical or odd?
97
* The street bit me.
Street [ - animate]
bit [- [ - animate] ]
The verb (bite) doesn't allow [– animate] noun to be the subject.
* The chair tasted the soup.
Chair [ - animate]
Tasted [- [ - animate] ]
The verb (Taste) doesn't allow [– animate] noun to be the subject.
-Both human and animals can bite, taste, run, etc.
So we use [- [ - animate] ]
Instead of [- [ - human] ]
Note: verbs that do not permit inanimate subject have the feature: [- [ - animate] ]
* His curiosity lay on the bed.
Curiosity [ - concrete]
lay [ - [ - concrete] ]
The verb (lay) doesn't allow [ - concrete] noun to be the subject.
* Pettiness tasted good.
Pettiness [ - concrete]
taste [ - [ - concrete] ]
The verb (taste) doesn't allow [ - concrete] noun to be the subject.
Note: verbs that do not permit [ - concrete] subject have the feature: [ - [ - concrete] ]
98
* A snake occurred
Snake [ + concrete]
occur [ - [ + concrete] ]
The verb (occur) doesn't allow [ + concrete] noun to be the subject.
* Six dogs elapsed
dogs [ + concrete]
elapse [ - [ + concrete] ]
The verb (elapse) doesn't allow [ + concrete] noun to be the subject.
Note: verbs that do not permit [ + concrete] subject have the feature:
[ - [ + concrete] ]
99
Q/ Draw the tree diagram for the following sentences?
-That singer must have lacked courage.
S Nuc
Nuc NP1 + VP
NP1 Det + N
VP Aux + MV
Tense Present
MV V + NP2
Np Vp
Det N Aux MV
Tense M Have+en V NP2
That singer Present must have lacked courage
100
-Yes, Harry might have been studying in his room.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Place
Tense Past
MV V
SM Nuc
NP1 VP
Aux MV Place
V
Past
Yes Harry might have been studying in his room
101
- They went to the mall.
S Nuc
Nuc NP1 + VP
VP Aux + MV + Place
Aux Tense
Tense Past
MV V
Nuc
NP VP
Aux MV Place
Tense
Past
They went to the mall
102
Q/ Write the features of these nouns?
monkey-hen-curiosity-poverty-water-eraser.
Monkey Hen Curiosity Poverty Water Eraser

Name + + + + + +
Common + + + + + +
Concrete + + - - + +
Count + + - - - +
Animate + + -
Human - -
Masculine -/+ -
Q/ Write the sentences. Then make the addition Or deletion that is called for:
1- NP + Past + be + ing + V (Add have + en)
I was playing.
I had been playing.
2- NP1 + Present + V + NP2 (Add Modal)
I play tennis.
I can play tennis.
3- NP1 + Present + M + V + NP2 (Add be + ing)
I must play tennis.
I must be playing tennis.
4- NP1 + Present + M + have + en + be + ing + V + Place (Omit have + en)
I must have been playing in the garden.
I must be playing in the garden.
103
Exercises 40
A. Use features to explain why the following sentences are ungrammatical:
1. *The perseverance is a virtue.
DETERMINER AND NOUN RESTRICTIONS
This sentence is ungrammatical because
Perseverance is [- concrete] [- count]
[- concrete] [- count] nouns do not take (the)
An abstract noun do not take a determiner.
2. *He has read book.
This sentence is ungrammatical because
Book is [ + count] [ - plural]
Book is [ + count] which must take a determiner (a/an/the).
a count noun must take a determiner.
3. *A birds flew into the room.
Ungrammatical because the noun birds is [+ count] [ + plural]
[+ plural] noun doesn't take (a) because (a) indicates a singular noun.
4. *Despair dropped to the floor.
The verb doesn't permit [- concrete] to be the subject.
[- [ - concrete] ] [- [ - animate] ]
Drop [+ concrete] [+ animate] [+ human]
5. *The eagle prayed for an hour.
The verb (pray) does not permit [- human] subject before it.
pray [- [ - human] ]
6. *They handed the book.
hand is a ditransitive verb.
we need 2 NP
hand NP to NP.
I handed her a book
Oi Od
I handed a book to her.
[+ NP1 NP2]
They handed the book to someone.
+
hand [ NP Place]
7. *We vanished the spot.
-
because the verb (vanish) is intransitive [ Np].
8. *The tree coughed loudly.
The noun (tree) is [- human].
cough [- [- animate] ]
cough [- [ - human] ]
9. *The bread dripped.
The noun (bread) is [- liquid].
drip [- [ - liquid] ]
10.*My boss elapsed.
The verb (elapse) [- human] [- concrete].
elapse [- [ + human] ]
104
B. Give the features of the boldfaced words:

1. The monkey chewed the food slowly.
monkey food
Noun + +
Human - -
Concrete + +
Count + -
Animate + -
Common + +
+
Chew [ Np]
Chew [ - [ - human] ]
2. A student coughed loudly.
Student
noun +
human +
concrete +
count +
animate +
common +
Cough [ - NP]
Cough [ - [ - human] ]
Cough [ - [ - animate] ]
3. He glanced at the water.
water
noun +
human -
concrete +
count -
animate -
common +
- +
Glance[ NP] [ Place]
4. Bob handed a ruler to me.
Bob ruler
noun + +
human + -
105
concrete + +
count + +
animate + -
common + +
+ +
hand [ NP NP] or [ NP Place]
5. The accident occurred yesterday.
accident
noun +
human -
concrete +
count +
animate -
common +
Occur [ - NP]
C. Examine the following sentences and decide why some of them are
ungrammatical. What generalizations can you make about much, many, fewer, and
less?
1. Much energy was spent on this project. 
2. Many apples were in the basket. 
3. *Much children were in the room. 
Children [ + count]
Many children were in the room. 
4. *Many dandruff was in his hair. 
Dandruff [ - count]
Much dandruff was in his hair. 
5. *He ate less apples than I did. 
Apples [ + count]
He ate fewer apples than I did. 
6. He has fewer friends than I have. 
7. She has less confidence than Jane has. 
8. *He has fewer poise than I. 
Poise [ - count]
He has less poise than I. 
106
Final Exam
Q1. Generate the following sentences using Phrase Structure rules and tree
diagrams: (20 marks)
1. Evidently, they have read the report reluctantly.

S SM + Nuc
Nuc NP1 + VP
Tense Present
MV V + NP2
NP2 Det + N
SM Nuc
NP1 VP
Aux MV Manner
V NP2
Tense Have+en
Det N
Present
Evidently they have read the report reluctantly
107
2. The guests were very happy at the party last night.
S Nuc
Nuc NP + VP
Aux Tense
Tense Past
MV Be + AP
NP Det + N
Nuc
NP1 VP
Aux MV Place Time
Det N
Tense Be AP
Past Intens Adj
The guests were very happy at the party last night
108
Q2. Explain this rule with examples? (10 marks)
-PSR 6: MV NP
Be AP
Place
V (NP)
This rule says that an MV is to be rewritten as any one of the following structures:
1- be + NP (This book is a text.)
2- be + place (she is in the car.)
3- be + AP (Adjectival Phrase) (she was very rude.)
4- V (John ran.)
5- V + NP (Bill sold the tickets.)
This means that the choices of this rule are:
1- MV be + NP---- He is a teacher.
2- MV be + Place----- He is at home.
3- MV be + AP------- He is clever.
4- MV V---- She laughed.
5- MV V + NP ------ I bought a car.
Q3. The transformationalist is concerned with system not actual speech. Explain?
(10 marks)
Starting formally in 1957 with the publication of Noam Chomsky’s Syntactic Structures,
a new approach to the study of language was inaugurated. This newer grammar has gone
under various names: generative, transformational, generative-transformational, and
transformational-generative. This is the kind of grammar presented in this book, and the
term transformational is used for consistency and brevity. Scholars have been so
impressed by the importance and potential of transformational grammar that since 1957
the majority of published studies of English syntax have used this approach. During the
past ten years there have been many developments in transformational grammar, and
there will certainly be more in the future. Almost every aspect of language is still being
examined. There is so much controversy among linguists that many people use the plural
in speaking of transformational grammars:; there is no single transformational grammar
which is accepted by all scholars in the field. Nevertheless, there are many ideas which
most transformationalists do accept.
The transformational grammarian is not content with describing what he finds in a
corpus of sentences collected from native speakers. He feels that his grammar should
enable one to produce all the sentences of a language, and he is as interested in possible
sentences as he is in the ones actually recorded. Since the number of possible sentences
in English or any other language is infinite, no one could have heard all of them. Yet
native speakers of English understand new sentences such as I spilled milk in the
109
bathtub and He left his shoe polish in the refrigerator. Every day the native speaker
hears, reads, and creates new sentences, sentences which seem so ordinary that he is not
aware that they have never been used before. An adequate grammar of English should
enable a person to produce not just those sentences that have been said in the past, but
all the sentences that a native speaker is capable of creating or understanding. In
addition, the grammar should not generate sentences that a native speaker would reject,
such as
*The man horrified the door or *Boy on the roof is.
Notice the asterisk in the last two sentences. This mark is used to indicate that a sentence
or a part of a sentence is ungrammatical; that is, no native speaker of the language would
intentionally use it. By grammatical we are not referring to standard and nonstandard
usage. He ain’t going is grammatical for some people (there are native speakers who say
it), but it is nonstandard (educated speakers do not normally use it). *He not is going is
not grammatical, since no native speakers use this construction. Calling sentences like
He ain’t going and Irregardless of what you think, he taken it grammatical does not
mean that the linguist is encouraging anyone to use them when applying for a job. He is
merely restricting the meaning of the term grammatical to structures that are normally
used by native speakers of English. He refers to acceptability among various social
groups or in various contexts as usage.
The transformationalist is more concerned with the system that underlies the language
than he is with the actual speech of an individual at any given time. All speakers
occasionally stammer, make false starts, use wrong words, get words out of order, and
change constructions in midcourse.
In addition, speech may be affected by physical surroundings, emotions, memory
limitations, distractions, or other features such as chewing gum in the mouth of the
speaker. It is language (the underlying system), not actual speech output, that is of
primary interest to the transformationalist. Another way of stating this is to say that he is
interested in the speaker’s competence, or knowledge of the language, rather than in his
performance, or actual use of it.
In some respects transformational grammar is similar to traditional grammar.
Transformational grammar assigns each sentence an underlying structure that is called a
deep structure. Some traditional grammars used a similar concept in speaking of
“understood” elements. For example, they said that Tom is taller than I has the
underlying form Tom is taller than I am tall and that imperative sentences such as Come
here have an understood subject you. Transformational grammarians agree, but apply
this idea of underlying structure to every sentence and express it in a more abstract form
than traditional grammarians did.
As transformationalists began studying deep structures, they noticed that languages
which are quite different on the surface often show many similar features in their deep
structures. Some linguists are now investigating the possibility that there is a universal
deep structure underlying all languages. Sentences having this universal deep structure
are converted into the sentences of particular languages by a process known as
transformation.* Although this line of investigation is new and offers almost limitless
possibilities for further research, enough discussions of it have been either published or
presented as papers at professional meetings to make the idea of a universal deep
structure seem plausible. It will probably be several years before we understand
universal deep structure well enough to incorporate information about it into an
introductory text. A slightly earlier concept has, therefore, been adopted for this text.
110
The term deep structure will be used to refer to an English deep structure, not a universal
one.
Q4. Write the formula for the following sentences below and make the addition or
deletion called for: (10 marks)
1. She answered the questions. (Add be + ing)

She was answering the questions.
2. They may be happy now. (Delete "may")

TS: NP1 + Present + M + Be + AP + Time.
They are happy now.
3. The teacher must be watching us. (Add have + en)

TS: NP1 + Present + M + be + ing + V + NP2.
The teacher must have been watching us.
4. They have gone mad about the cheating. (Delete have + en)
TS: NP1 + Present + Have + en + V + NP2 + Place.
They went/ go mad about the cheating.
5. They could have been fixing the machine. (Delete be + ing)

TS: NP1 + Past + M + Have + en + V + NP2.
They could have fixed the machine.
Q5. A. Use features to explain why the following sentences are ungrammatical:
(choose 3) (6 marks)
1. She bought yesterday.

The verb (buy) [ + NP]
The verb (buy) must be followed by a noun phrase.
2. The cat sang for an hour.

Cat [ - human]
The verb (sing) [ - [ - human] ]
The verb (sing) does not permit [- human] subject before it.
3. She put the book.
+
The verb (put) [ NP Place]
The verb (put) must be followed by a noun phrase and a place.
4. The wall bit me.

Wall [ - animate]
The verb (bite) [ - [ - animate] ]
The verb (bite) does not permit [- animate] subject before it.
5. Much boys attended the film.
111
Much [ - count]
boys [ + count]
(much) is used with non-count nouns
(boy) is countable noun
we should use many instead.
B. Give the features for the underlined words: (Choose 2) (4 marks)
1. The students wrote down the notes.

2. A cow was in the street.
3. He lacks confidence.
4. They gave him two books.
students cow confidence gave

Name + + + [ +
NP/Place]
Common + + + Or
Concrete + + -
[+ NP/NP]
Count + + -
Animate + +
Human + -
Masculine +/- -
University of Mosul / College of Arts / Department of English /

Fourth Year / First Semester / Evening Class / Grammar / 2021-2022
Lectures in Transformational Generative Grammar T.G.G./ Chapters 1-2-3-4
By Professors: Mahfoodh Mahmood &Ahmed Abdulwahid Mohammed
Prepared by: Senior Student: Afrah kalid Rashid Al-Helali
112

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University of Mosul / College of Arts / Department of English / Fourth Year

/ First Semester / Evening Class / Grammar / 2021-2022 /

AN INTRODUCTORY TRANSFORMATIONAL GRAMMAR

During the Renaissance, Latin was replaced as the language of scholarship by

Phrase Structure Rules

-PSR 8: AP (Intens) Adj

(Det) N Aux MV (Manner) (Place) (Time) (Reason)

Past - Present (Intensifier) Adj.

Yes, that man drinks coffee.

yes that man drinks coffee

He was very rude.

He was very rude

She has been reading a novel.

Tense Have+en Be+ing V NP2

She has been reading a novel

Note: every pronoun is a noun phrase.

The ducks are noisy.

The ducks are noisy

Terminal String: NP + Present + Be + AP.

The ducks are noisy.

You could have been repairing the clock.

You could have been repairing the clock

You could have been repairing the clock.

TS: NP + Past + M + Have + en + Be + ing + V + NP2.

Yes, my neighbor has seen the dog.

Yes my neighbor has seen the dog

Yes, my neighbor has seen the dog.

TS: SM + NP1 + Present + Have + en + V + NP2.

Betty was in the car yesterday.

Betty was in the car yesterday

Betty was in the car yesterday.

TS: NP + Past + Be + Place + Time.

She has been writing an article recently.

She has been writing an article recently

She has been writing an article recently.

TS: NP1 + Present + Have + en + Be + ing + V + NP2 + Time.

They might have been cheating you.

They might have been cheating you

They might have been cheating you.

TS: NP1 + Past + M + Have + en + Be + ing + V + NP2.

Bill sold the tickets.

Bill sold the tickets

TS: NP1 + Past + V + NP2.

Bill sold the tickets.

They drank the wine yesterday.

They drank the wine yesterday

They drank the wine yesterday.

TS: NP1 + Past + V + NP2 + Time.

People could have been running in the park.

people could have been running in the park

People could have been running in the park.

TS: NP + Past + M + Have + en + Be + ing + V + Place.

The car will hit the child.

The car will hit the child

TS: NP1 + Present + M + V + NP2.

The car will hit the child.

He could give the answer yesterday.

He could give the answer yesterday

TS: NP1 + Past + M + V + NP2 + Time.