Search results for 'tag:Nominative tag:Possessives' matching tags 'Nominative' and 'Possessives'

Re: Examples of nominative 'whom' errorneously used in embedded clauses.

Grammar Geek — Sun, 04 Mar 2007 06:53:46 GMT

Anon, perhaps you mean pronouns?

Nominative: HE loves her.

Objective: She loves HIM

Possessive: She is the object of HIS affections.

Next time, it would be better if you started a new thread when you have a question, rather than just adding to an old one, okay?

Study guide.

Matrix4583 — Sat, 08 Apr 2006 02:03:02 GMT

Hey, i'm new here. My name is Tim and I got this forum from a friend of mine. He told me that this might help me with the problem i got. I have a brother that is 16 years old and i'm 23( in the US Army). He needs help with his english. The teacher gave him the study guide, but no answer on it. So i ask him to give the study guide to me and i'll help him with it. Well, since i'm busy soo much on school and my job, it's impossible for me to do this. I was wondering if you have some time and help me with this problem. I really appreciate it. Here's the problem.

Language Art:

A. apostrophe
B. Synonym
C. noun or pronoun
D. quotations mark
E. Adjective
F. verb or verb phrase
G. abbreviation
H. antonyms
I. root word.
J. proper nouns
K. Verb
L. action and linking
M. gerund
N. adverb
O. gender
P. subject
Q. Nomniative, object and possessive
R. Predicate nominative
S. Present, past and future
T. direct object.
U. prepositions
V. appositive
W. Object of a preposition

1.____ The subject of a sentence may be what part of speech?
2.____ States what the subject does, is or has in a sentence.
3.____ Sometimes called the simple predicate
4.____ The main part of a without any affixes.
5.____ Two kinds of a Verb.
6.____ What moddifies noun or pronoun?
7.____ What follow a linking verb or action verb?
8.____ The simple tense of verb.
9.____ Follow a preposition.
10.____ Tells more about another noun.
11.____ Answer "what?" or "whom?"
12.____ who or what the sentences about.
13.____ The three cases of personal pronoun.
14.____ personal pronoun have number, person and what?
15.____ Usually modifies a verb, but can sometimes modify an adjective.
16.____ show relationship between it's object and some other word in a sentence.
17.____ A participle that end in "ing" and functions as a noun.
18.____ needed to form possessive nouns and contractions.
19.____ Capitalized because they are particular person, places, and things.
20.____ A short way of writing a word consisting of some of the letters in the word followed by a period.
21.____ Used to show where the exact word of a speaker begin and end.
22.____ Opposite meaning.
23.____ A word that is similar to another in meaning.

That's it. Hoooha.

Study guide.

Matrix4583 — Fri, 07 Apr 2006 22:08:35 GMT

Re: Grammatical Cases and the English Language

Anonymous — Wed, 23 Nov 2005 14:33:34 GMT

None of these names for cases applies much to Modern English; we have neither an accusative nor a dative case and many linguists might argue we do not even have a true genitive (just a "clitic s").

Nouns have an all-purpose "base case" and a possessive form.

My dog is big/I see a dog. (base)

My dog's bed is in the corner. (possessive)

Some pronouns have a "subject case" (a true nominative) and an "object/instrumental case" which indicates the direct/indirect object or is required after prepositions.

He likes that dog. (subject)

The boy sees him. (object - direct object)

The boy gives him the book. (object - indirect object)

JJM

The boy gives the book to him. (instrumental - indirect object).

Grammatical Cases and the English Language

Crux_online — Wed, 23 Nov 2005 00:08:50 GMT

Good day, all!

Read through....the question is at the end.

English cases, though no longer taught as such, are still somewhat present and remnants of the cases in Old English. During the time between say, 1300 and the present, we lost most of the inflections that were present before 1300, but some of the words -- particularly the possessive pronouns -- retained their inflections.

The four cases of Old English are:

Nominative
Genative
Accusative
Dative/Instrumental

The Nominative case gets its name from the idea that it is the 'naming' case. It identifies the subject of the sentence by name.

The Genative case gets its name by pointing out the 'genesis' of the noun. "Brother of mine", "Goblet of silver". Generally, anywhere 'of' is used, the object of the preposition will be in the Genative case.

Now Accusative and Dative leave me baffled. How did they get their names?

Accusative seems to bring to mind one accusing another. Even in Russian, ÐÐ¸Ð½Ð¸ÑÐµÐ»ÑÐ½ÑÐ¹ (vi-NI-tyl-ni) is the name of the Accusative case and the root verb of that is ÐÐ¸Ð½Ð¸ÑÑ (vi-NIT), to blame, accuse. But how does that apply to the case of a noun in the general role of Direct Object? Or is the premise of Accusative case being equivalent to the Direct Object faulty altogether?

Dative conjures in me the idea of dates. In linguistics, the Dative case is generally used to indicate the Indirect Object. The question becomes, "how/where does the concept of date intersect with the idea of Indirect Object?

Now naturally there are prepositions that require a specific case. In English all prepositions require the Accusative case (the Dative case seems all but lost in Modern English). In German hilfen, to help, requires the Dative, whereas sehen, to see, requires an Accusative object. Whereas this makes perfect sense, there are other that make no sense. This is not the thread for that discussion.

My question, after all that, is this:

Where did the different grammatical cases get there names?

Thanks!

Re: How to use i.e. /e.g./ for example /and so on

Jussive — Sat, 19 Nov 2005 17:47:52 GMT

CalifJim wrote:
If a student points to some construction and asks me if it's the subjunctive or not, I can't reply, 'No, it's a monkey!'

Now there you are wrong! You are the teacher and can say any dang thing you want!
In fact a smart retort like that might go a long way toward making your students realize that knowing the correct terminology for this or that word or phrase is not at all the same as gaining competence in the use of English.

It rather depends on whether you want your students to be able to express themselves naturally in the real world, or whether the important thing is for them to pass tests in which they correctly identify word groupings as "noun phrase", "progressive tense", "gerund", "possessive adjective", "pronoun in the nominative case", and other such lingo of no use to them once they walk out the classroom door. It's quite amazing the number of students who know the word "nominative" but draw a blank on "lease a car" or "repair the light fixture". It is as if we were preparing them to live their entire lives in the English classroom.

Of course, if you are making your living in an academic institution where all those things are regarded as marks of competence in English, then you really have to concentrate on the lingo, like it or not, I suppose. If so, my condolences!

CJ

I completely agree with you bar a couple of things, CJ:

These technicalities are good for diagnostic reasons. It doesn't help anyone in the fluid process of speaking English, but if there is something wrong then it's easier if there's a technical understanding of grammar and the termonolgy involved so that the teacher can pinpoint the problem quickly. Also, I think, some particular and detailed aspect of any subject may be unnecessary and seem obsessive to some, however, to others it may play an important role to their overall understanding of that subject. It really does depend on how you've put the pieces together in your own mind as to whether one particular piece holds more or less value for you in your understanding of the subject.

As you indicated, though, the students have to pass exams, and I have been taught and am supposed to teach the language in this way, whether I like it or not. Personally, I'd rather just give the grammar where and when I think it's needed and not base their whole learning experience on it.

One last thing, I appreciate that sometimes and in some sense, termonology is just that, and you may as well call some things 'monkey', however, termonology also categorises important functions, elements and differences. For example, I get the sense that there IS a good reason why grammar books tend not to categorise the non-past and modals used hypothetically as 'the subjunctive'.

...but anyway, that's for:

http://www.englishforums.com/English/CoupleQuestionsAboutSubjunctive-Hypotheticals/bpkbn/Post.htm

Jussive

Re: How to use i.e. /e.g./ for example /and so on

CalifJim — Sat, 19 Nov 2005 04:43:11 GMT

If a student points to some construction and asks me if it's the subjunctive or not, I can't reply, 'No, it's a monkey!'

Now there you are wrong! You are the teacher and can say any dang thing you want!
In fact a smart retort like that might go a long way toward making your students realize that knowing the correct terminology for this or that word or phrase is not at all the same as gaining competence in the use of English.

It rather depends on whether you want your students to be able to express themselves naturally in the real world, or whether the important thing is for them to pass tests in which they correctly identify word groupings as "noun phrase", "progressive tense", "gerund", "possessive adjective", "pronoun in the nominative case", and other such lingo of no use to them once they walk out the classroom door. It's quite amazing the number of students who know the word "nominative" but draw a blank on "lease a car" or "repair the light fixture". It is as if we were preparing them to live their entire lives in the English classroom.

Of course, if you are making your living in an academic institution where all those things are regarded as marks of competence in English, then you really have to concentrate on the lingo, like it or not, I suppose. If so, my condolences!

CJ

Re: parts of speech

Mister Micawber — Sat, 01 Oct 2005 14:39:08 GMT

1) My little brother would not turn down the radio volume in the morning.

MY = possessive adjective
LITTLE = DESCRIPTIVE ADJECTIVE
BROTHER = noun
WOULD = modal auxiliary
NOT = NEGATIVE PARTICLE
TURN = main verb
DOWN = adverb particle
THE = definite article
RADIO = noun (used as an adjective)
VOLUME = noun
IN = preposition
THE = definite article
MORNING = NOUN OBJECT OF PREPOSITION; THE PREP PHRASE IS A TIME ADVERBIAL

1) She came to class very late.

SHE = nominative personal pronoun
CAME = main verb
TO = preposition
CLASS = noun
VERY = adverb of intensity
LATE = adverb of time

parts of speech

Hela — Sat, 01 Oct 2005 12:04:31 GMT

Dear teachers,

Would you please tell me if my analysis is correct ?

1) My little brother would not turn down the radio volume in the morning.

MY = possessive adjective
LITTLE = determinative adjective (quantifier)
BROTHER = noun
WOULD = modal auxiliary
NOT = ??
TURN = main verb
DOWN = preposition or adverb ? (adverb particle ?)
THE = definite article
RADIO = noun (used as an adjective ?)
VOLUME = noun
IN = preposition
THE = definite article
MORNING = adverb of time

1) She came to class very late.

SHE = nominative personal pronoun
CAME = main verb
TO = preposition
CLASS = noun
VERY = adverb of intensity
LATE = adverb of time ?

Thank you very much.
Hela

Re: whomever or whoever?

paco2004 — Sun, 28 Aug 2005 00:34:24 GMT

Hello Mr P

Thanks for the answer. Do you say "whose is this car?" is less idiomatic than "whose car is this?". But I think "whose is it?" is a quite natural sentence. Am I wrong? Anyway I am a bit surprised to know "whomever" and "whosever" can be used as a nominative despite the fact they look an objective and a possessive respectively..

paco