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

Re: This is me or this is i

Anonymous — Sun, 13 Apr 2008 02:44:10 GMT

I am an EFL professor. Recently, when I used "I" in a predicate nominative (something like "It's I"), a fellow English instructor "corrected" me, saying "...me."

I agree with Rommie, who also uses this form as a matter of course. However, I have not really decided what to teach my students, some of whom would probably become hopelessly confused if told that both were acceptable. For the nonce, I just let them use whichever one they choose, without discussing it. I've found that most of them use "me," which is the only option given in our textbooks.

Re: Nominative and objective case

MiRag3 — Tue, 18 Mar 2008 03:52:43 GMT

objective:me, us, you him, her, it, them, whom;

nominative: I, we, you, he, she, it, they, who

nominative case- function of the subject

objective case- function of the object.

Re: Predicate Nominative/ Predicate Adjective !HELP!

Anonymous — Thu, 07 Feb 2008 00:04:58 GMT

basicly predacate nominative is a noun in the predacate. so first you have to find the subject.

Example- Our teacher is Ms. Nancy.

^ ^

subject pred. nom.

predicate adjective is an adjective in the predicate.

Example- Ms. Nancy is our teacher.

^ ^

subject pred. adj.

so a predicate adjective or nominative is a word that tells whom or what the subject is.

p.s. i'm only 12 so cut me some slack on spelling!!!!!!!!!

Re: Is he perhaps the Angel of Music, who/whom her father had promised would

Grammar Geek — Fri, 16 Nov 2007 06:52:42 GMT

Her father had promised he would come to her - note that he is in the nominative.

Who did he promise would come?

... who her father has promsised would come.

(Compare: It was the man whom her father said she should look for. He said she should look for him. Whom did he say she should look for?)

This despite the fact that very few people in the U.S. use "whom" much anymore, unless it comes immediately after a preposition.

Re: Is he perhaps the Angel of Music, who/whom her father had promised would

Buddhaheart — Fri, 16 Nov 2007 06:19:29 GMT

Use the nominative case âwhoâ. He is perhaps the Angel of Music who (not *whom) her father had promised would come to her. Her father had promised (her) he (not *him) who is perhaps the Angel of Music would come to her.

Re: Grammatical Cases and the English Language

Anonymous — Tue, 28 Aug 2007 11:46:43 GMT

There are precious few relics of the Dative case remaining in Modern English. The word whom is currently in its death throes and has been for 100 years or so; and in serious (and possibly fatal) decline during the last fifty.

But it must be remembered that whom is not a resident purely of the Dative domain; rather it is (or has become over several hundred years) an indicator to a large extent of any of the non-nominative cases.

All that said, English now relies heavily on word order and prepositions to express the different cases. Along with common sense, of course: "The rose gives the boy a girl"--a cannonical Latin example--makes no sense in English and causes us to abandon our automatic mechanisms of language comprehension in favor of more conscious, more forensic dissection of the phrase in an attempt to understand what is being said. Naturally, with no native dative case in English, and without the aid of prepositions, this sentence will languish in ambiguity and we will never be certain who is giving the rose to whom.

That is, until the Latin is given: Rosam pueri puella dat.

...well that clever little girl!

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

Mr5 — Sun, 04 Mar 2007 08:00:07 GMT

I think "whom" is more and more old-fashioned. Today, "who" can be used instead of "whom".

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?

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

Anonymous — Sun, 04 Mar 2007 05:36:05 GMT

can u give me a exaples of a nominative,objective,possisive nouns?

The Seven Deadly Sins of Grammar

Drewauerbach — Fri, 04 Aug 2006 17:45:42 GMT

I know of at least seven grammatical errors that I think are both widespread but easily fixable issues in both colloquial and written usage. I'd like to share these errors, and their solutions, with you today.

1) Incorrectly constructed parrallel structure (emphasis on the infinitive).
     One of the more unusual aspects of English grammar is that we express infinitives using two words, to + conjugated verb. Commonly, the "to" part of the infinitive is ignored in parallel structure. Here are a couple example sentences incorporating this easily fixable grammatical error:
      A. WRONG: I like to run and play.   RIGHT: I like to run and to play.
      B. WRONG: She said she's going to call us soon, ask us what time the movie is, and meet us there.
          RIGHT: She said she's going to call us soon, to ask us what time the movie is, and to meet us there.

2) Split infinitive
    This error is both widespread and easy to fix. Basically, just avoid inserting words between the "to" and the conjugated verb when expressing an infinitive. Here is an example:
    WRONG: I want to quickly run.

3) Misuse of the limiting adjectival modifiers, "only" and "just"
    The error is the misplacement of only before a verb rather than after it. Doing so changes the meaning of the sentence entirely, often confusing the sharp reader. The words "only" and "just" are similar in meaning, and you can use them interchangeably. Consider the following example sentence:
     A. WRONG: I only want to go to the movies. RIGHT: I want only to go to the movies.
     In the WRONG sentence, the speaker states that (s)he "only wants to go to the movies." This sentence DOES imply that (s)he wants to do NOTHING ELSE, such as buy a bucket of popcorn, buy a ticket, sit down to watch the show, or even breathe. The usage of only before the verb is, in this sense, a disaster because now the speaker is speaking suicidally! Now, because the error is so widespread, it is often easy to say the WRONG sentence and convey the RIGHT meaning. But, the RIGHT sentence also conveys the RIGHT meaning, not only to those ignorant of this fixable error, but to those who understand it. So, pick the RIGHT sentence!
     Special Notes: This error just drives me nuts, becasue it is widespread yet fixable.

4) Pronounce antecedent agreement error: IT!
    I will explain the error through an example:
    WRONG: It is nice. RIGHT: Ice is nice.
    Look at the WRONG sentence and ask yourself, back to what does "It" refer? Nothing, the reader or listener becomes confused.

    Special Notes: This error perhaps is the most widespread of the four. It is also the most difficult to fix because usually people have this error ingrained by habit and don't even realize the need to fix it.

5) Misuse of this, that, these, those, one
    Basically, the misusage of these words occurs when a person omits a noun that should follow immediately after these indicator adjectives. Here are a couple examples:
    A. WRONG: I don't like this. RIGHT: I don't like this (feeling, basketball, etc.).
    In the WRONG sentence, "this" leaves a reader confused. In speech, the listener may be confused if you don't obviously identify what "this" is using body language.
    B. WRONG: What is this? RIGHT: What is this (sensation, feeling, crap, etc.)
    Here, you leave the reader or listener hanging by omitting identifying what you don't know.

    Special Notes: CAREFUL! You would be entirely correct in speech to say, "What is this?" if, in some obvious way, you directed the listener's attention to exactly what you wanted "this" to identify using body language.   One such way, provided that the unknown is a thing (as opposed to a sensation, feeling, etc.), would simply be to point at the object in question.

6) End of the sentence prepositions
    This error occurs when you place a preposition at the end of a sentence. The error is widespread, especially in speech. Here are a couple example sentences:
    A. WRONG: Who are you going with? RIGHT: With whom are you going?
    (If you're sharp, then you noticed that I changed who to whom. I did so because in the WRONG sentence, we use the word that indicates the unknown person in the nominative case. In the correct sentence, we use this word in the objective case.
    B. RIGHT: Shut up.
    I wrote this example to indicate that "up" here is not a preposition, but an adjective. Make sure that you pay attention!
    Special Notes: This error is hard to fix during speech but not in written work (proofread!). With practice, you should be able to fix it in both speech and writing. In speech, the error is often acceptable. Some people actually think the error is unecessarily identified. As one man president once said (I neither remember his name nor his exact sentence), "This is the sort of arrant pedantry up with which I shall not put."

7) Passive voice
    Passive voice means of, relating to, or being a verb form or voice used to indicate that the grammatical subject is the object of the action or the effect of the verb. Strictly speaking, this error is not grammatical in nature but rather is stylisitc. Here are examples:
    A. WRONG: The rag was washed by Joe. RIGHT: Joe washed the rag.
    By making the subject of the sentence an object on which an action was performed, the WRONG sentence is passive voice. You can avoid passive voice, so do so.
    B. WRONG: The reader is confused by the writer. RIGHT: The reader is confused.
    This example demonstrates another way of rewording a passive sentence. In this manner, you avoid passive voice by omitting the doer of the action. This way of rewording a sentence is useful to create mystery in writing, but for the most part, and especially in speech, you should indicate what performs the action and do so by rewording the sentence into active voice (see example A).